Group items tagged

Using text messaging with computer projection to let students show what they learned. Can be used for very instantaneous feedback on a lesson in class. But as I watch the video, it seems some students keep right on texting (elsewhere) after the lesson is finished?

Continuing improvements in speech recognition technology may lead to some useful CALL applications to ESL/EFL: "By the use of automatic speech recognition (ASR), oral tasks can be practiced more easily because it is the computer itself which understands and gives feedback to the learner so that the learner feels much more involved, and in contrast to traditional methods, a learner can enjoy engaging in activities more."

R. Stannard: "This tool allows students to create sound files and then the teacher or other students can listen, click on the sound wave and add comments. So it is great for providing feedback as teachers can listen to the recordings and then click at the appropriate point and add comments regarding language, intonation, content or pronunciation."

A large collection of ways to use Jing to teach languages, including feedback, vocabulary and grammar, timelines, using your webcam, reading, etc.

"Students mainly used the class Twitter list to remind each other of due dates, seek help and feedback, and vent their frustrations. From an instructor's perspective, Twitter offers the ability to prompt students throughout the learning process by asking them to reflect on learning strategies and time management, which ultimately raises metacognitive awareness. " An interesting study on how students use Twitter, and what might be ideal from an instructor's perspective.

Penzu was a nice and easily managed blog space. Now they have created Penzu Classroom that lets a teacher manage assignments, make inline comments (highlight/pop-up) on writing, tag student work, and share entires with students online and with email; students can give feedback and discuss each others entries. This look to be highly functional and would be well worth a try, especially for a teacher just getting into elearning.

"Educators and trainers can select and download those PowerPoint games that support your learning objectives and are compatible with the technology capabilities of your learning environment. We hope you enjoy the site and we welcome your feedback." Each game is a download and includes a ppt with a sample game and ppt template to use to make your own game.

"This is one of my favorite websites for advanced sentence-level writing. The exercises on run-on sentences and fragments, for example, have lots of challenging vocabulary and funny situations. The exercises provide immediate feedback with cool (or yucky) "cyber prizes." "One caution: the exercises are only useful for advanced-level students who can understand the vocabulary and appreciate the humor." - by Nancy Overman New exercises appear to be added fairly regularly.

"See the best data visualizations on the web all in one place." Mainly infographics--charts and informational maps. Students could upload their own graphs, et al., for comment and feedback, and the site purports to be creating new data visualization tools.

"An ePorfolio allows for building in reflective activities for learners and staff, through blog functions and the creation of 'Critical incident diaries' in which users reflect on their learning and experiences over a given period or activity. For example, this could be reflections on how a student dealt with a problem, or processed some new information on a given topic. This can become a two way process with a tutor or peer providing feedback via the same diary." A very short article speaking to the notion of "reflective learning." A must-read for all teachers.

These templates include ways to collect contact info and emails on a website, event registration, website feedback, a self-check quiz, poll or voting; and links to ways to create your own forms and use forms creatively.

You can download the slides from this talk by R. Stannard at Oxford University. Stannard speaks about 3 great ICT tools - Jing, BrainShark, and Present.ME -- and how they are used for feedback, speaking, and reflection.

"For Teachers: automated homework assignment, grading, and reporting For Parents: manage student success For Students: learning with immediate feedback in students' preferred environment, the WEB "

SlideBoom is a free service for sharing PowerPoint presentations on the web. Create online versions from your ppt, embed the presentation in a blog or website, collect feedback, discuss the presentation in groups. Free.

LInks and insights from a talk at the iPadpalooza Conference 2015, Austin, TX: "Giving students websites increases motivation, reflection, and ownership of learning A blog is a type of website that includes an RSS feed (subscription) and comments (feedback loop) An ePortfolio is a structured blog or website that includes scaffolding for organizing student work Publishing on the web is not only 'the law', it builds digital citizenship and provides an authentic audience for students There are tons of web publishing tools available. WordPress powers 25% of the entire web for a reason. Many schools and districts are providing WordPress blog and website networks to every teacher and student. No two implementations are the same. Make it your own. But know there are tons of resources available."

"Reading Bear is a free service that offers narrated lessons on recognizing and pronouncing letters and words. There are also some lessons on prefixes and suffixes. Students can control the pace of each lesson to match their needs. "After each lesson on Reading Bear students can take quizzes to test their skills. The quizzes present a picture and a set of words. Students have to match the correct word to the picture that they see. Through the narrator, students receive instant feedback on each question in the quiz." I am not convinced that these topics are a good idea for K-3, but if this is in your curriculum, this site might be a good option.

"Rankin uses a weekly hashtag to organize comments, questions and feedback posted by students to Twitter during class. Some of the students have downloaded Tweetdeck to their computers, others post by SMS or by writing questions on a piece of paper. Rankin then projects a giant image of live Tweets in the front of the class for discussion and suggests that students refer back to the messages later when studying. The Professor's results so far have been mixed but it is clear that more students are participating in classroom discussions than they used to. A video about Rankin's classroom experiment follows."

Shows how you can use Jing screencasts to create mini-lessons for your own students--illustrated with vocabulary, grammar, ways to give feedback, and getting students to ttalk

"Watch interesting, authentic videos. Learn the vocabulary that matters to you. Speak and get instant pronunciation feedback." Nice short videos with captioning for listening/speaking practice.

This site has added more videos and seems a great way to get additional English pract.

"The grammar blog is a weekly assignment I use in my high-advanced reading/writing classes for pre-matriculation international graduate students.... Each student chooses a grammar error or interesting/confusing sentence to focus on each week. Students read their classmates' posts and give feedback, and then I answer any remaining questions. The grammar blog is a motivating, student-driven, focus-on-form activity that engages students in important questions of syntax (grammar), semantics (meaning), lexis (vocabulary), and register."