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TESOL CALL-IS

Tayloring it… | Doing it my way, which isn't always the same as your way, or ... - 1 views

tayloringit.com

mobile_tech pedagogy teachers teacher-training VSL

shared by TESOL CALL-IS on 05 Jun 12 - No Cached
  • During a recent meeting with some colleagues, I reflected upon the conversations that I have had with potential clients over the past 6 months with regards to the use of mobile technologies. With a very small exception (probably 2-3 out of approx 60 conversations) those conversations have revolved around the creation of ‘mobile learning’, which actually translated as the “shrinking down of desktop content to allow it to be viewed and interacted with on a mobile device“. Very little, if any mention, of creating performance support resources… No consideration of using the devices native functions I.e. camera, keyboard, GPS, voice recorder, to enhance the experience…. A heavy focus on the learner ‘learning‘ something from it, as opposed to the worker ‘enhancing‘ their performance from it (Hell, who needs to learn the London Underground routes if you’ve got the app in your pocket?) And this is where I think we have got it wrong again!
  • During a recent meeting with some colleagues, I reflected upon the conversations that I have had with potential clients over the past 6 months with regards to the use of mobile technologies. With a very small exception (probably 2-3 out of approx 60 conversations) those conversations have revolved around the creation of ‘mobile learning’, which actually translated as the “shrinking down of desktop content to allow it to be viewed and interacted with on a mobile device“. Very little, if any mention, of creating performance support resources… No consideration of using the devices native functions I.e. camera, keyboard, GPS, voice recorder, to enhance the experience…. A heavy focus on the learner ‘learning‘ something from it, as opposed to the worker ‘enhancing‘ their performance from it (Hell, who needs to learn the London Underground routes if you’ve got the app in your pocket?) And this is where I think we have got it wrong again!
  • During a recent meeting with some colleagues, I reflected upon the conversations that I have had with potential clients over the past 6 months with regards to the use of mobile technologies. With a very small exception (probably 2-3 out of approx 60 conversations) those conversations have revolved around the creation of ‘mobile learning’, which actually translated as the “shrinking down of desktop content to allow it to be viewed and interacted with on a mobile device“. Very little, if any mention, of creating performance support resources… No consideration of using the devices native functions I.e. camera, keyboard, GPS, voice recorder, to enhance the experience…. A heavy focus on the learner ‘learning‘ something from it, as opposed to the worker ‘enhancing‘ their performance from it (Hell, who needs to learn the London Underground routes if you’ve got the app in your pocket?) And this is where I think we have got it wrong again!
  • ...3 more annotations...
  • During a recent meeting with some colleagues, I reflected upon the conversations that I have had with potential clients over the past 6 months with regards to the use of mobile technologies. With a very small exception (probably 2-3 out of approx 60 conversations) those conversations have revolved around the creation of ‘mobile learning’, which actually translated as the “shrinking down of desktop content to allow it to be viewed and interacted with on a mobile device“. Very little, if any mention, of creating performance support resources… No consideration of using the devices native functions I.e. camera, keyboard, GPS, voice recorder, to enhance the experience…. A heavy focus on the learner ‘learning‘ something from it, as opposed to the worker ‘enhancing‘ their performance from it (Hell, who needs to learn the London Underground routes if you’ve got the app in your pocket?) And this is where I think we have got it wrong again!
  • During a recent meeting with some colleagues, I reflected upon the conversations that I have had with potential clients over the past 6 months with regards to the use of mobile technologies. With a very small exception (probably 2-3 out of approx 60 conversations) those conversations have revolved around the creation of ‘mobile learning’, which actually translated as the “shrinking down of desktop content to allow it to be viewed and interacted with on a mobile device“. Very little, if any mention, of creating performance support resources… No consideration of using the devices native functions I.e. camera, keyboard, GPS, voice recorder, to enhance the experience…. A heavy focus on the learner ‘learning‘ something from it, as opposed to the worker ‘enhancing‘ their performance from it (Hell, who needs to learn the London Underground routes if you’ve got the app in your pocket?) And this is where I think we have got it wrong again!
  • During a recent meeting with some colleagues, I reflected upon the conversations that I have had with potential clients over the past 6 months with regards to the use of mobile technologies. With a very small exception (probably 2-3 out of approx 60 conversations) those conversations have revolved around the creation of ‘mobile learning’, which actually translated as the “shrinking down of desktop content to allow it to be viewed and interacted with on a mobile device“. Very little, if any mention, of creating performance support resources… No consideration of using the devices native functions I.e. camera, keyboard, GPS, voice recorder, to enhance the experience…. A heavy focus on the learner ‘learning‘ something from it, as opposed to the worker ‘enhancing‘ their performance from it (Hell, who needs to learn the London Underground routes if you’ve got the app in your pocket?) And this is where I think we have got it wrong again!
  • TESOL CALL-IS on 05 Jun 12
     
    "During a recent meeting with some colleagues, I reflected upon the conversations that I have had with potential clients over the past 6 months with regards to the use of mobile technologies. With a very small exception (probably 2-3 out of approx 60 conversations) those conversations have revolved around the creation of 'mobile learning', which actually translated as the "shrinking down of desktop content to allow it to be viewed and interacted with on a mobile device". Very little, if any mention, of creating performance support resources… No consideration of using the devices native functions I.e. camera, keyboard, GPS, voice recorder, to enhance the experience…. A heavy focus on the learner 'learning' something from it, as opposed to the worker 'enhancing' their performance from it (Hell, who needs to learn the London Underground routes if you've got the app in your pocket?) And this is where I think we have got it wrong again!" Great thoughts on where we are and where we might go with mobile technologies for education
TESOL CALL-IS

21st Century Icebreakers: 10 Ways To Get To Know Your Students with Technology - Teache... - 3 views

teacherswithapps.com/-your-students-with-technology

pedagogy online-lessons adult-learners young-learners VSL

shared by TESOL CALL-IS on 18 Mar 14 - No Cached
  • TESOL CALL-IS on 18 Mar 14
     
    "Have students create a Pinterest board with 10 pins that summarizes them. Ask students to create a 30 second podcast that introduces themselves. Then allow students to present them or play them on separate devices as an audio gallery. Create a classroom blog and ask each student to write a blog post introducing themselves to the rest of the classroom. Have students create a quick comic strip to describe themselves or to recreate a recent funny moment in their lives. Use PollEverywhere to ask students interesting questions and get to know them as a class, like their favorite subjects, bands or TV shows. Use GoogleForms or SurveyMonkey to survey students about their interests, academic inclinations, and background info - a 21st century alternative to the "Getting to Know You" info sheet! Have students create word clouds to describe themselves and share with the rest of the class. Have students go on a QR code scavenger hunt in teams to get to know each other and learn about your classroom rules in a fun, engaging way. Ask students to create their own Voki avatars that introduce themselves to the class. Encourage them to be creative with the backgrounds, characters and details of the avatar to reflect their own personalities and preferences. Have students create graffiti online that speaks to their interests and personalities and share with the class." A nice set of ready-made lessons using readily available apps on the computer.
TESOL CALL-IS

Technology in Schools Faces Questions on Value - NYTimes.com - 0 views

www.nytimes.com/...-faces-questions-on-value.html

pedagogy teachers VSL

shared by TESOL CALL-IS on 13 Feb 13 - No Cached
  • “The data is pretty weak. It’s very difficult when we’re pressed to come up with convincing data,”
  • he said change of a historic magnitude is inevitably coming to classrooms this decade: “It’s one of the three or four biggest things happening in the world today.”
  • schools are being motivated by a blind faith in technology and an overemphasis on digital skills — like using PowerPoint and multimedia tools — at the expense of math, reading and writing fundamentals. They say the technology advocates have it backward
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  • tough financial choices. In Kyrene, for example, even as technology spending has grown, the rest of the district’s budget has shrunk, leading to bigger classes and fewer periods of music, art and physical education.
  • The district leaders’ position is that technology has inspired students and helped them grow, but that there is no good way to quantify those achievements — putting them in a tough spot with voters deciding whether to bankroll this approach again. “My gut is telling me we’ve had growth,” said David K. Schauer, the superintendent here. “But we have to have some measure that is valid, and we don’t have that.”
  • Since then, the ambitions of those who champion educational technology have grown — from merely equipping schools with computers and instructional software, to putting technology at the center of the classroom and building the teaching around it.
  • . The district’s pitch was based not on the idea that test scores would rise, but that technology represented the future.
  • For instance, in the Maine math study, it is hard to separate the effect of the laptops from the effect of the teacher training.
  • “Rather than being a cure-all or silver bullet, one-to-one laptop programs may simply amplify what’s already occurring — for better or worse,” wrote Bryan Goodwin, spokesman for Mid-continent Research for Education and Learning, a nonpartisan group that did the study, in an essay. Good teachers, he said, can make good use of computers, while bad teachers won’t, and they and their students could wind up becoming distracted by the technology.
  • Larry Cuban, an education professor emeritus at Stanford University, said the research did not justify big investments by districts. “There is insufficient evidence to spend that kind of money. Period, period, period,” he said. “There is no body of evidence that shows a trend line.”
  • “In places where we’ve had a large implementing of technology and scores are flat, I see that as great,” she said. “Test scores are the same, but look at all the other things students are doing: learning to use the Internet to research, learning to organize their work, learning to use professional writing tools, learning to collaborate with others.”
  • It was something Ms. Furman doubted would have happened if the students had been using computers. “There is a connection between the physical hand on the paper and the words on the page,” she said. “It’s intimate.” But, she said, computers play an important role in helping students get their ideas down more easily, edit their work so they can see instant improvement, and share it with the class. She uses a document camera to display a student’s paper at the front of the room for others to dissect. Ms. Furman said the creative and editing tools, by inspiring students to make quick improvements to their writing, pay dividends in the form of higher-quality work. Last year, 14 of her students were chosen as finalists in a statewide essay contest that asked them how literature had affected their lives. “I was running down the hall, weeping, saying, ‘Get these students together. We need to tell them they’ve won!’ ”
  • For him, the best educational uses of computers are those that have no good digital equivalent. As examples, he suggests using digital sensors in a science class to help students observe chemical or physical changes, or using multimedia tools to reach disabled children.
  • engagement is a “fluffy term” that can slide past critical analysis. And Professor Cuban at Stanford argues that keeping children engaged requires an environment of constant novelty,
    • TESOL CALL-IS
      TESOL CALL-IS on 13 Feb 13
       
      Engagement can also mean sustained interest over a long term, e.g., Tiny Zoo.
  • “There is very little valid and reliable research that shows the engagement causes or leads to higher academic achievement,” he said.
  • computers can distract and not instruct.
    • TESOL CALL-IS
      TESOL CALL-IS on 13 Feb 13
       
      Student learns the game, not the concept. But this is "skills-based," not a thinking game. Technology mis-applied?
  • t Xavier is just shooting every target in sight. Over and over. Periodically, the game gives him a message: “Try again.” He tries again. “Even if he doesn’t get it right, it’s getting him to think quicker,” says the teacher, Ms. Asta. She leans down next to him: “Six plus one is seven. Click here.” She helps him shoot the right target. “See, you shot him.”
  • building a blog to write about Shakespeare’
    • TESOL CALL-IS
      TESOL CALL-IS on 13 Feb 13
       
      These are activities tat can't be measured with a standardized test. Can standardized tests encompass thinking skills beyond the most modest level?
  • classmates used a video camera to film a skit about Woodrow Wilson’s 14-point speech during World War I
  • Professor Cuban at Stanford said research showed that student performance did not improve significantly until classes fell under roughly 15 students, and did not get much worse unless they rose above 30. At the same time, he says bigger classes can frustrate teachers, making it hard to attract and retain talented ones.
    • TESOL CALL-IS
      TESOL CALL-IS on 13 Feb 13
       
      How much incremental improvement is made by having one student more or less? Ed research can't determine that, but it can be felt palpably in a classroom.
  • he resisted getting the interactive whiteboards sold as Smart Boards until, one day in 2008, he saw a teacher trying to mimic the product with a jury-rigged projector setup. “It was an ‘Aha!’ moment,” he said, leading him to buy Smart Boards, made by a company called Smart Technologies.
    • TESOL CALL-IS
      TESOL CALL-IS on 13 Feb 13
       
      So it has to be teachers who find the creative uses.
  • . Sales of computer software to schools for classroom use were $1.89 billion in 2010. Spending on hardware is more difficult to measure, researchers say, but some put the figure at five times that amount.
  • “Do we really need technology to learn?”
TESOL CALL-IS

10 Things I've Learned (So Far) from Making a Meta-MOOC - 0 views

www.hybridpedagogy.com/...earned-from-making-a-meta-mooc

MOOC cMOOC online-learning pedagogy VSL

shared by TESOL CALL-IS on 09 Aug 15 - No Cached
  • Technology has a way of making people lose their marbles — both the hype and the hysteria we saw a year ago were ridiculous.  It is good that society in general is hitting the pause button. Is there a need for online education? Absolutely. Are MOOCs the best way? Probably not in most situations, but possibly in some, and, potentially, in a future iteration, massive learning possibilities well might offer something to those otherwise excluded from higher education (by reasons of cost, time, location, disability, or other impediments).
  • Also, in the flipped classroom model, there is no cost saving; in fact, there is more individual attention. The MOOC video doesn’t save money since, we know, it requires all the human and technological apparatus beyond the video in order to be effective. A professor has many functions in a university beyond giving a lecture — including research, training future graduate students, advising, and running the university, teaching specialized advance courses, and moving fields of knowledge forward.
  • My face-to-face students will learn about the history and future of higher education partly by serving as “community wranglers” each week in the MOOC, their main effort being to transform the static videos into participatory conversations.  
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  • I’ve been humbled all over again by the innovation, ingenuity, and dedication of teachers — to their field, to their subject matter, and to anonymous students worldwide. My favorite is Professor Al Filreis of the University of Pennsylvania who teaches ModPo (Modern and Contemporary American Poetry) as a seminar.  Each week students, onsite and online, discuss a poem in real time. There are abundant office hours, discussion leaders, and even a phone number you can call to discuss your interpretations of the week’s poem. ModPo students are so loyal that, when Al gave a talk at Duke, several of his students drove in from two and three states away to be able to testify to how much they cherished the opportunity to talk about poetry together online. Difficult contemporary poets who had maybe 200 readers before now have thousands of passionate fans worldwide.
  • Interestingly, MOOCs turn out to be a great advertisement for the humanities too. There was a time when people assumed MOOC participants would only be interested in technical or vocational training. Surprise! It turns out people want to learn about culture, history, philosophy, social issues of all kinds. Even in those non-US countries where there is no tradition of liberal arts or general education, people are clamoring to both general and highly specialized liberal arts courses.
  • First let’s talk about the MOOC makers, the professors. Once the glamor goes away, why would anyone make a MOOC? I cannot speak for anyone else — since it is clear that there is wide variation in how profs are paid to design MOOCs — so let me just tell you my arrangement. I was offered $10,000 to create and teach a MOOC. Given the amount of time I’ve spent over the last seven months and that I anticipate once the MOOC begins, that’s less than minimum wage. I do this as an overload; it in no way changes my Duke salary or job requirement. More to the point, I will not be seeing a penny of that stipend. It’s in a special account that goes to the TAs for salary, to travel for the assistants to go to conferences for their own professional development, for travel to make parts of the MOOC that we’ve filmed at other locations, for equipment, and so forth. If I weren’t learning so much and enjoying it so much or if it weren’t entirely voluntary (no one put me up to this!), it would be a rip off. I have control over whether my course is run again or whether anyone else could use it.
  • Interestingly, since MOOCs, I have heard more faculty members — senior and junior — talking about the quality of teaching and learning than I have ever heard before in my career.
  • 9. The best use of MOOCs may not be to deliver uniform content massively but to create communities and networks of passionate learners galvanized around a particular topic of shared interest. To my mind, the potential for thousands of people to work together in local and distributed learning communities is very exciting. In a world where news has devolved into grandstanding, badgering, hyperbole, accusation, and sometimes even falsehood, I love the greater public good of intelligent, thoughtful, accurate, reliable content on deep and important subjects — whether algebra, genomics, Buddhist scripture, ethics, cryptography, classical music composition, or parallel programming (to list just a few offerings coming up on the Coursera platform). It is a huge public good when millions and millions of people worldwide want to be more informed, educated, trained, or simply inspired.
  • The “In our meta-MOOC” seems to me to be an over complication, and is in fact describing the original MOOC (now referred to as cMOOC) based around concepts of Connectivism (Downes & Siemens) itself drawing on Communities of Practice theory of learning (Wenger). This work was underway in 2008 http://halfanhour.blogspot.co.uk/2013/05/mooc-resurgence-of-community-in-online.html
TESOL CALL-IS

How to Create Nonreaders - 1 views

www.alfiekohn.org/...nonreaders.htm

pedagogy student-centered young-learners adult-learners motivation VSL

shared by TESOL CALL-IS on 13 Nov 13 - Cached
  • TESOL CALL-IS on 13 Nov 13
     
    A. Kohn: "it's not really possible to motivate anyone, except perhaps yourself. If you have enough power, sure, you can make people, including students, do things. That's what rewards (e.g., grades) and punishments (e.g., grades) are for. But you can't make them do those things well....The more you rely on coercion and extrinsic inducements, as a matter of fact, the less interest students are likely to have in whatever they were induced to do. "What a teacher can do - all a teacher can do - is work with students to create a classroom culture, a climate, a curriculum that will nourish and sustain the fundamental inclinations that everyone starts out with: to make sense of oneself and the world, to become increasingly competent at tasks that are regarded as consequential, to connect with (and express oneself to) other people. Motivation - at least intrinsic motivation -- is something to be supported, or if necessary revived. It's not something we can instill in students by acting on them in a certain way. You can tap their motivation, in other words, but you can't 'motivate them.'" Another take on the idea of motivation -- it's easier to kill than to foster. Kohn gives some good advice on how to create NON-readers, and then some ways to get around the traditional approaches to teaching and learning that dominate the field of education.
TESOL CALL-IS

Learning Styles: concepts and Evidence - 5 views

psi.sagepub.com/...105.abstract

brain-based neuroscience teacher-training teachers pedagogy VSL

shared by TESOL CALL-IS on 09 Oct 12 - No Cached
  • Our review of the literature disclosed ample evidence that children and adults will, if asked, express preferences about how they prefer information to be presented to them. There is also plentiful evidence arguing that people differ in the degree to which they have some fairly specific aptitudes for different kinds of thinking and for processing different types of information. However, we found virtually no evidence for the interaction pattern mentioned above, which was judged to be a precondition for validating the educational applications of learning styles. Although the literature on learning styles is enormous, very few studies have even used an experimental methodology capable of testing the validity of learning styles applied to education. Moreover, of those that did use an appropriate method, several found results that flatly contradict the popular meshing hypothesis. We conclude therefore, that at present, there is no adequate evidence base to justify incorporating learning-styles assessments into general educational practice. Thus, limited education resources would better be devoted to adopting other educational practices that have a strong evidence base, of which there are an increasing number. However, given the lack of methodologically sound studies of learning styles, it would be an error to conclude that all possible versions of learning styles have been tested and found wanting; many have simply not been tested at all. Further research on the use of learning-styles assessment in instruction may in some cases be warranted, but such research needs to be performed appropriately.
  • TESOL CALL-IS on 09 Oct 12
     
    An interesting review of the literature on learning styles: "Our review of the literature disclosed ample evidence that children and adults will, if asked, express preferences about how they prefer information to be presented to them. There is also plentiful evidence arguing that people differ in the degree to which they have some fairly specific aptitudes for different kinds of thinking and for processing different types of information. However, we found virtually no evidence for the interaction pattern mentioned above, which was judged to be a precondition for validating the educational applications of learning styles. Although the literature on learning styles is enormous, very few studies have even used an experimental methodology capable of testing the validity of learning styles applied to education. Moreover, of those that did use an appropriate method, several found results that flatly contradict the popular meshing hypothesis. "We conclude therefore, that at present, there is no adequate evidence base to justify incorporating learning-styles assessments into general educational practice. Thus, limited education resources would better be devoted to adopting other educational practices that have a strong evidence base, of which there are an increasing number. However, given the lack of methodologically sound studies of learning styles, it would be an error to conclude that all possible versions of learning styles have been tested and found wanting; many have simply not been tested at all. Further research on the use of learning-styles assessment in instruction may in some cases be warranted, but such research needs to be performed appropriately."
TESOL CALL-IS

CodeCombat - Coding games to learn Python and JavaScript - 2 views

codecombat.com/about

tools gaming programming young-learners coding Code-Combat VSL

shared by TESOL CALL-IS on 06 Dec 19 - No Cached
  • TESOL CALL-IS on 06 Dec 19
     
    "Programming is magic. It's the ability to create things from pure imagination. We started CodeCombat to give learners the feeling of wizardly power at their fingertips by using typed code. "As it turns out, that enables them to learn faster too. WAY faster. It's like having a conversation instead of reading a manual. We want to bring that conversation to every school and to every student, because everyone should have the chance to learn the magic of programming. "CodeCombat is a community project,with hundreds of players volunteering to create levels, contribute to our code to add features, fix bugs, playtest, and even translate the game into 50 languages so far. Employees, contributors and the site gain by sharing ideas and pooling effort, as does the open source community in general. The site is built on numerous open source projects, and we are open sourced to give back to the community and provide code-curious players a familiar project to explore and experiment with. Anyone can join the CodeCombat community! "
TESOL CALL-IS

Free Technology for Teachers: MoMA Presents Five Tips for Teaching With Works of Art - 0 views

www.freetech4teachers.com/...ts-five-tips-for-teaching.html

art art-history project-based content-based adult-learners young-learners VSL

shared by TESOL CALL-IS on 07 Aug 15 - No Cached
  • TESOL CALL-IS on 07 Aug 15
     
    R. Byrne: "A featured resource on MoMA Learning is this video containing five tips for teaching with works of art. The video not only lists the tips, it contains examples of using these tips to teach art history and art appreciation lessons to students." Most of the great art museums and natural history museums of the world have websites with instructional materials of very high quality. It's worth some time to explore what they offer and figure out how to adapt their resources for your classes. One of the other excellent resources on MoMA Learning is this glossary of art terms. In many cases the definitions in the glossary contain links to multiple examples of each term. You might also like: Three Good Places to Find Art Lessons Art Babble - Videos and Lessons In Art History Read and Download 250+ Art Books from the Getty Museum 390 Free Online Art History Books Linkwithin 33 at 7:05 PM Email ThisBlogThis!Share to TwitterShare to FacebookShare to Pinterest Labels: Art, Art History, art lessons, Free Technology For Teachers, MoMA, MoMA Learning Links to this post Create a Link Newer Post Older Post Home LinkWithin Related Posts Plugin for WordPress, Blogger... TW FreeTech Banner Dark Blue (1) freetech4teachers HelloTalk new seesaw-468-60 Midwest Teachers Institute Banner 468x60 isd-richard-byrnes-ad-2014 ettipad-boston15-CFP-200x200 prepfactory DE_WILKES_EDGE_AD_200x200.jpg Browse The Archives ► 2015 (707) ▼ 2014 (1243) ► December (115) ► November (86) ► October (112) ► September (116) ► August (102) ▼ July (114) ► Jul 31 (5) ► Jul 30 (4) ► Jul 29 (2) ► Jul 28 (4) ► Jul 27 (3) ► Jul 26 (2) ► Jul 25 (5) ► Jul 24 (5) ► Jul 23 (4) ► Jul 22 (5) ► Jul 21 (5) ► Jul 20 (2) ► Jul 19 (2)
TESOL CALL-IS

Reading Resources - Free Online Reading Resources for Teachers - JumpStart - 5 views

www.jumpstart.com/...reading-resources

reading online-lessons K-12 adult-learners VSL

shared by TESOL CALL-IS on 10 Aug 17 - No Cached
  • TESOL CALL-IS on 10 Aug 17
     
    Online resources are a great way to individualize/personalize reading habits: "Teachers trying to motivate or teach students to read can find lots of reading resources online. This includes printable worksheets, lesson plans, reading diaries for students, reading certificates for encouragement, fun activities, audio-visual aids, and tons of other resources that teachers can use in the classroom. Some teachers like to use audio hooks - audio extracts that stop just where the story gets interesting. The teacher can then hand out copies of the book, since students are much more likely to want to read the book after hearing the hook. For students who can read on their own, it is important to have the type of books they like to read. In some classes, this may amount to a very large collection of books. It is also important to ensure that the language of the books matches the reading abilities of the students. An alternative to stocking up on a large collection of books that meet these criteria is to use e-libraries to encourage reading."
TESOL CALL-IS

CALL IS Virtual Software List - 47 views

Tagging is really important to creating a useful, searchable database. Please read these over and make any suggestions for additions, edits, etc. This is a list of suggested tags, but plea...

VSL

started by TESOL CALL-IS on 13 Apr 09 1 follow-up, last by TESOL CALL-IS on 14 Apr 09
TESOL CALL-IS

Free Technology for Teachers: Using Images as Research Prompts to Teach Google Search S... - 1 views

www.freetech4teachers.com/...es-as-research-prompts-to.html

images online-lessons Google teacher-training pedagogy VSL

shared by TESOL CALL-IS on 25 Jun 13 - No Cached
  • TESOL CALL-IS on 25 Jun 13
     
    "When I show the picture to the left during my workshops (click it to enlarge it and feel to use it yourself) I simply ask people to share the questions that come to mind when they see it. Then I give people time to try to use various Google search strategies to find the answers to their questions. Sometimes people find the answers and other times they don't. It's okay if they don't find the answers because the point is to try a variety of search strategies." This blog gives a nice example of a lesson, with frequently asked questions, and links to pre-made images and the Google Search Education page.
TESOL CALL-IS

Classroom of the Future - Devon County Council - 0 views

www.devon.gov.uk/...future

lab-design pedagogy teachers VSL

shared by TESOL CALL-IS on 16 May 12 - No Cached
  • HIGH TECH: 21st century classroom on the horizon Pupils have say in their future - by John Thorne in Mid Devon Gazette - 6/11/01 Primary school pupils have been given the opportunity to say what they think a high-tech 21st century classroom should contain. The pupils took part in a technology day at Chulmleigh Community College, which has been chosen as the site for a pioneering classroom of the future project, along with Witheridge and Winkleigh primary schools. Devon County Council has been awarded £900,000 by the Department for Education and Skills for the innovative scheme. It aims to help boost learning opportunities for children and adults in rural communities. Devon is one of 12 local authorities selected following an invitation by the Government to councils to come up with plans for a classroom of the future. Each of the three schools would be equipped with the latest computers, audio and video technology. This would allow pupils and adult learners to benefit from video links with experts at three of Devon's technology colleges, including Queen Elizabeth's at Crediton. They would be able to take lessons or give lectures without moving from their home base. The idea is to provide greater learning opportunities for people living in rural areas and help to cut down social exclusion in isolated communities.
  • TESOL CALL-IS on 16 May 12
     
    Pupils have a say in what their classroom will be. "HIGH TECH: 21st century classroom on the horizon Pupils have say in their future - by John Thorne in Mid Devon Gazette - 6/11/01 Primary school pupils have been given the opportunity to say what they think a high-tech 21st century classroom should contain. The pupils took part in a technology day at Chulmleigh Community College, which has been chosen as the site for a pioneering classroom of the future project, along with Witheridge and Winkleigh primary schools. Devon County Council has been awarded £900,000 by the Department for Education and Skills for the innovative scheme. It aims to help boost learning opportunities for children and adults in rural communities. Devon is one of 12 local authorities selected following an invitation by the Government to councils to come up with plans for a classroom of the future. Each of the three schools would be equipped with the latest computers, audio and video technology. This would allow pupils and adult learners to benefit from video links with experts at three of Devon's technology colleges, including Queen Elizabeth's at Crediton. They would be able to take lessons or give lectures without moving from their home base. The idea is to provide greater learning opportunities for people living in rural areas and help to cut down social exclusion in isolated communities."
TESOL CALL-IS

Collaboration for the Campus Enterprise - 0 views

www.campus-technology.com/...article.asp

mobile_tech lab-design tools teachers administration VSL

shared by TESOL CALL-IS on 16 May 12 - No Cached
  • To make the paradigm shift with campus wireless possible—or even advance its evolution—wireless must be ubiquitous and seamless. Wireless devices need to work, not just on campus, but globally, and they must be able to go from campus to home to plane to Sri Lanka seamlessly. And we can’t teach a course that makes effective use of wireless technology without an appropriate wireless device. With these infrastructure requirements, we could have classes that really use the mobility of mobile devices. One small step in that direction would be to have distributed classes where some students would physically be in a classroom while others would be distributed to various action sites. Learning about pollution? Have some students locate different polluted sites and participate in the class on site like the evening news. “This is Sue reporting Podunk the toxic chemicals are pouring into the Crimea River.”
  • TESOL CALL-IS on 16 May 12
     
    "To make the paradigm shift with campus wireless possible-or even advance its evolution-wireless must be ubiquitous and seamless. Wireless devices need to work, not just on campus, but globally, and they must be able to go from campus to home to plane to Sri Lanka seamlessly. And we can't teach a course that makes effective use of wireless technology without an appropriate wireless device. With these infrastructure requirements, we could have classes that really use the mobility of mobile devices. One small step in that direction would be to have distributed classes where some students would physically be in a classroom while others would be distributed to various action sites. Learning about pollution? Have some students locate different polluted sites and participate in the class on site like the evening news. "This is Sue reporting Podunk the toxic chemicals are pouring into the Crimea River."
TESOL CALL-IS

TheInterviewr: A Really Easy, Fast, Free Way to Record Telephone Interviews - 1 views

www.readwriteweb.com/...ecord_telephone_interviews.php

listening speaking tools adult_learners young_learners teachers VSL

shared by TESOL CALL-IS on 28 Aug 11 - No Cached
  • TESOL CALL-IS on 28 Aug 11
     
    "TheInterviewr is a new mashup that makes it super, super simple to record telephone interviews online using your existing telephone. It is a dream come true and for now at least - it's free. The system uses APIs from Twilio and Box.net to let users schedule interviews with contacts, enter notes for the interviews and upload associated files to a central place. Then, when it comes time to do the interview, both parties are sent an SMS to remind them it's about to begin. The person performing the interview clicks a button on TheInterviewr website and both peoples' phones are called automatically. Have a conversation, refer to your notes and documents, then click the same button to end the call. A recording will be available to listen back to immediately. It's like magic." Looks like a good way to get real-life listening/speaking practice.
TESOL CALL-IS

http://www.qconline.com/archives/qco/print_display.php?id=617382 - 1 views

www.qconline.com/...print_display.php

pedagogy research young-learners VSL

shared by TESOL CALL-IS on 24 Jun 13 - No Cached
  • TESOL CALL-IS on 24 Jun 13
     
    How to get students to focus when technology is all too distracting: "A tech break starts with the teacher asking all students to check their texts, the Web, Facebook, whatever, for a minute and then turn the device on silent and place it upside down on the desk in plain sight and "focus" on classroom work for 15 minutes. The upside down device prohibits external distractions from vibrations and flashing alerts and provides a signal to the brain that there is no need to be internally distracted since an opportunity to "check in" will be coming soon. "At the end of the 15-minute focus time the teacher declares a tech break and students take another minute to check in with their virtual worlds followed by more focus times and more tech breaks. The trick is to gradually lengthen the time between tech breaks to teach students how to focus for longer periods of time. I have teachers using this in classrooms, parents using it at the dinner table or at a restaurant, and bosses using tech breaks during meetings with great success. So far, though, the best we can get is about 30 minutes of focus thanks to Steve Jobs for making such alluring, distracting technologies."
TESOL CALL-IS

Mary Fran's Google Sites Tutorial - 4 views

sites.google.com/...home

Web2.0 google tools teachers VSL

shared by TESOL CALL-IS on 07 Dec 10 - No Cached
  • TESOL CALL-IS on 07 Dec 10
     
    "Sites is Google's free tool to create custom websites. Similar to a wiki, you can develop the site by yourself or choose to collaborate with others on the creation and content of the pages. Then, you can decide on the level of sharing you would like to permit. You can determine who the owners are, whom you would like to give permission to edit and revise the site, and whom you would like to give permission to view the site. You can limit viewing your site to a small, private group or you can choose to publish it so that it is accessible to anyone in the world."
TESOL CALL-IS

WebQuest Direct - Short-cut WebQuest Authoring Tool (SWAT) - 3 views

www.webquestdirect.com.au/swat

webquest thinking mutimedia writing research tools adult_learners intermediate_level advanced VSL reading content-based project-based

shared by TESOL CALL-IS on 02 May 10 - Cached
  • TESOL CALL-IS on 02 May 10
     
    "Make your own WebQuest or Adapt a WebQuest with our "Short-cut WebQuest Authoring Tool" Lots of teachers would like to have specific resources for their curriculum requirements that would encourage higher order thinking in their students - WebQuests fit the bill perfectly. However, do most teachers have the time or skills to create a WebQuest using Website creation programmes like FrontPage or Dreamweaver or to work with HTML? Or to then have it uploaded and hosted with easy access for changes? The answer is that they don't have to! WebQuest Direct has created a simple to use Authoring Tool or template/proforma that allows you to create your own WebQuest or adapt an existing WebQuest to suit the needs of your students. You will only need to know how to type or copy and paste - it is that simple! You can readily come into the authoring tool make changes and press save! Your WebQuest will then be ready for your class to use!"
TESOL CALL-IS

The 30 Goals 2010 Challenge | Teacher Reboot Camp - 2 views

teacherbootcamp.edublogs.org/...the-30-goals-2010-challenge

pedagogy digital_literacy teachers VSL teacher_ed

shared by TESOL CALL-IS on 09 May 10 - Cached
  • TESOL CALL-IS on 09 May 10
     
    "Instead of listing my goals for 2010, I would like to invite you to accomplish some short-term goals I am setting for myself for 2010. Each day this month, I will challenge you to accomplish a goal for the day. I will be accomplishing these tasks myself, then blogging about the entire experience when I am finished. I welcome you to do the same! I am hoping this will inspire me to begin working towards my long-term goals. Join the Challenge To be part of the challenge, do the following: * Accomplish the goal- Don't worry if you just began reading this, you can accomplish these goals whenever you read about them. This is set-up to be 30 goals in 30 days so you can do this at anytime of the year! If you don't accomplish all the goals, then just do what you can. * Tweet the link, what you learned, a thought, or just kudos to yourself for accomplishing the task! Please use the hashtag #30Goals! You can subscribe to the hashtag to keep track of your accomplishments! * Add a comment, so we can share your excitement or learn about a new resource, link, or website! For support: * Post with others using the Twitter hashtag #30Goals! * Each of the goals will be listed in the sidebar widget under 30 Days, 30 Goals!" This looks like a fun way to re-charge your teaching--and you can use it over again next year!
TESOL CALL-IS

Service Learning: Growing Action From the Roots of Passion | Edutopia - 0 views

www.edutopia.org/...ots-of-passion-jessica-cambell

service-learning pedagogy motivation VSL

shared by TESOL CALL-IS on 20 Nov 15 - No Cached
  • TESOL CALL-IS on 20 Nov 15
     
    "In 2007, my co-teacher and I noticed that students felt increasingly like the world was "happening to them," as if they had no ability to affect positive change. This, coupled with the question "When am I going to use this?" led to the inspiration which has become the Fifth-Grade Environmental Project. "Our goal was to create an educational model in which students' passions are the driving force, empowering them as global citizens. While we have limited time to cover required curriculum, we are committed to finding ways of embedding curriculum in "real-life" applications within the project. "While the project's topic changes each year, the roots (or required elements) are the same, and the work evolves based on student passions, allowing each individual to find and contribute his or her gift to the whole, and reaffirming our belief that together we are smarter." Explains how service learning can inspire student passion, critical thinking, and learning to affect change. Describes partnerships with community nonprofits, and products that students can create to inspire others.
TESOL CALL-IS

LLT 10(1) Digital Dante - 0 views

llt.msu.edu/...default.html

literature content-based culture adult-learners teacher-training VSL

shared by TESOL CALL-IS on 01 Mar 13 - Cached
  • Great works continue to draw new specialists into the field and serve to bring the history of a language, its people, and their culture to life. Literary works serve as examples of the power and beauty of language at its best. Helping to make such texts more accessible to learners, the Web can make use of hypertext and multimedia to provide context that is so often lacking for those without the general background knowledge that a good reader is assumed to possess.
  • TESOL CALL-IS on 01 Mar 13
     
    Review of Digital Dante Website. "Great works continue to draw new specialists into the field and serve to bring the history of a language, its people, and their culture to life. Literary works serve as examples of the power and beauty of language at its best. Helping to make such texts more accessible to learners, the Web can make use of hypertext and multimedia to provide context that is so often lacking for those without the general background knowledge that a good reader is assumed to possess. "
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