Group items tagged

Webinar with dozens of ideas for using online tools to teach young learners writing. Offered at the 2012 EVO. Shelly Terrell offers free webinars every Friday at 21:00 GMT. go to tinyurl.com/ELTLinks to see a list of recent offerings. Recordings are also available for this free online professional development series.

"I have begun a new Maths Map in Adelaide focusing on addition ideas that can be seen or referred to on the map. It would be great to have your contributions it is very easy to do:" This doesn't have to be just in Adelaide--use Tom Barrett's ideas for a Google Maths Map in your local area. There are math activities for K-5--it's fun, too!

If you prefer to hear about new classroom ideas, reather than just listening, this teacher idea site by the EFL Classroom group is quite good. Donwload and listen in your car on the way to work, or get the Huffduffer app.

A monthly blog from EFL Classroom that gives you ideas, resources, and a place to set up your own online classroom. Links to video talks, new online resources, ongoing discussions and blogs, student-created content, ideas for current seasonal holidays, and their own Diigo Group, et al. EFL Classroom has developed well over the past year or so, and is well worth following.

"Brainstormer is a great tool for group brainstorming. Teachers and students contribute ideas to a shared board, build on each other's thoughts, and vote for their favorite ideas. Plus, it's completely free and no accounts are required. " T/h Nick LaFave

"The idea here is to create a simple menu at the top of your Moodle course page that allows your learners to click and have only the relevant unit or cluster appear on the page. Essentially, this removes the 'scroll of death' issue if you find your learners are having to wade down through dozens of units to find something."

Another of Nik Peachey's excellent blog entries, this one included ideas for teaching and an example activity for students: "I've found that in class most students enjoy lessons based around songs or music. More recently I've been trying to discover and develop activities that students can do online to actively engage with the vast variety of resources that are available. "These are six things that I have discovered so far. Each one links to an example activity that I have developed for students."

This blog by Tom Barrett is an incredible wealth of information. One of the best teacher blogs I've seen. A lot of time and care goes into his many lesson ideas.

I have no idea why the name, but the site seems to include dozens of short cartoons and videos about Internet safety, targeted at a range of learners, from grade school through high school. Topics include cyber-bullying, recognizing opinion and fact, and computer security. There are cartoons, self-tests, and interviews with real teens and pre-teens.

This is a great digital images project using photos of graffiti on Flickr, and a spreadsheet of questions on Google Forms. Students sign in to select images that will support the ideas they write about. Thanks to Webhead Sasa Sirk, Carla Areana, Bee Dieu, and Rita Zeinstejer!! Also included are links to posts that Sasa's students made and responses from Rita Z's student sin Argentina. Nice example of collaborative Web 2.0. (Caution, some graffiti have adult language and themes!) See also http://wallstalking.org/.

Loads of ideas for using the video camera (mobile phone camera or video recorder) in the classroom. From Nick Peachey's newsletter.

documents containing a set of ideas for using a particular ICT in language teaching and learning, ranging from activities suitable for early language learners through to those at advanced level.

This site is commercial, but it has lots of interesting ideas on ways the readers theater can help students with reading, listening, and speaking.

"Many people don't realize that The New York Times can be quite accessible for English Language Learners. Due to its focus on current events and news, using The Times to learn vocabulary and practice reading can be much more inviting and rewarding than a textbook. And NYTimes.com has some extra tools and features that are particularly useful for language learning. Here are 10 ideas for using The Times to teach and learn the English language." Includes lookup dictionary, multimedia archive, K/W/L Chart, short activities, culture experiences, lesson plans, this day in history, etc.

"The Technology Integration Matrix (TIM) provides a foundation for professional development for technology integration and a common vocabulary for talking about effective uses of technology in teaching and learning.... The newly revised TIM was launched in February 2011, and features 100 classroom video example lesson plans, revised and expanded descriptions of student activity, teacher activity, and instructional settings for each TIM cell, focus pages for each characteristic and level, new professional development resources, and indices for grade levels and digital tools. The site includes 25 videos lesson examples in each of four core subject areas - math, science, language arts, and social studies. These lessons were videotaped in classrooms across Florida. "The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells. " This is an amazing resource for teacher training. TIM is easily accessbile and recommends you look at grade levels beyond your own for ideas.

It is easy to fall in love with technology... (by danah boyd)

Se ha generalizado la idea de que introducir actividades relacionadas con las TIC en el aula conlleva un esfuerzo añadido al trabajo diario de clase. Cuando nos enfrentamos al uso de las TIC, bien por voluntarismo, por superación personal, o por seguir la inercia de los ya iniciados, entramos sin quererlo en dinámicas de trabajo poco eficientes, que nos hacen invertir mucho tiempo, cuyos resultados suelen ser pobres, de eficacia no probada y en la mayoría de las ocasiones solamente nos cubren una mínima parte del currículo; una actividad de un tema o un tema entero a lo sumo. Sin embargo, estoy convencido de que siguiendo unas sencillas orientaciones estas afirmaciones pueden quedar sin argumento.