Skip to main content

Home/ carlatech/ Group items tagged social learning

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
rillia

5.1 Dogoriti.pdf - 1 views

diigo.com/07u1lw

shared by rillia on 27 Jul 15 - No Cached
  • Twitter is used as an ongoing public channel of communication for academic and co-curricular discussions
  • English for Specific Purposes (ESP)
  • Information and Communication Technologies (ICT)
  • ...26 more annotations...
  • The use of the Web2 can provide opportunities for collaboration, authentic communication in a discourse community and provide what Warschauer and Kern (2000) termedas networked-based language teaching. Some ofthe general benefits of using technology in ESP are the use of authentic tasks, tools, and context (Bremner, 2010; Evans, 2012).It provides interaction and communication among learners, uses collaborative learning, focuses on socio-
  • do not provide motivation, enthusiasm or personalization
  • earning management systems (LMSs)
  • ave generally been used as static sources of content with no social appeal like social networks, such as Facebook or YouTube
  • while also impeding general pedagogical support with their default settings and familiar features
  • social networking platforms have been acclaimed to provide learners social communication, autonomy,fluid online discussions, and identity management
  • ease interaction, e-discussions by focusing on the use of technology to support education
  • informal and relaxing atmosphere and make learning effective (Dalton, 2009). Social networking allows students and teachers to build a rapport and overcome inhibitions
  • Integrating social software with LMS aims at active participation, interaction and collaborationbetween the members of an academic community
  • Web 2.0 tools consist of blogs, microblogs, wikis, podcasts, virtual worlds and social networks
  • he benefits of using Web 2.0 in education are the new interaction styles between students and teachers, immediacy of information, access to authentic learning environments, content sharing, collaboration and enhancement of learning experience
  • Facebook
  • Twitter, Edmodo, and Ning
  • On the whole, the reasons language instructors may opt to choose Edmodo in class are that teachers and students connect, assignments, back channeling, a paperless learning environment, its backpack feature,the library feature, Apps, homework, badges, learning continues outside the classroom, assessments, interface, sharing, and its private and safe learning environment
  • the use of Twitter facilitated collaboration, communication and data exchange among students in real time.The role of the instructor is underscored as she/he acts as a mediator, supporting the content, organizing the activities, and clarifying the use of the educational tool
  • a service offering language learning quizzes via Twitter hasbeen established (TwitterLearn, 2008)
    • rillia
      rillia on 27 Jul 15
       
      I couldn't locate this service in a search; I suppose it went defunct?
  • Twitter has been studied in context with other social media and has proven to have a significant influence on academic activity
  • microblogging and inferred that it enhanced students’ achievement, motivation and participation in class.
  • Edudemic
    • rillia
      rillia on 27 Jul 15
       
      Check this out--appears to be a comprehensive site about the use of technology for educators and students.
  • Different platforms suit different sorts of interactions and appeal tostudents and educators in a diverse manner
  • From the Edmodo platform, two main features are utilized. First, the Edmodo forum is used for both teacher-to-student communication and student-to -student communication. The communication topics include subjects such as assignments, questions, announcements, etc. Second, the Edmodo Assignment Center is used for testing the students on each learning topic and easily collecting their answers
    • rillia
      rillia on 27 Jul 15
       
      Although we have an in-house LMS at Northwest, I created an Edmodo platform for my Intermediate Russian I course for the fall to see how it will work. I'll use it in conjunction with the in-house LMS, which may prove to be cumbersome. We'll see.
  • As far as the assessment of students’ performance goes, the conventional assessment through graded assignments is backed up by students’ social learning activities. Network buildingand self-regulated learning canbe indicative of students’ progress throughout the course.Ongoing assessment or formative assessmentstrategies(integration of performance and feedback and reflection) can facilitate learning and review students’ performance
  • The empirical evaluation of the research highlights the dominanceof intrinsic motivation(students’ intentionsto use Twitter/perceived enjoyment)over extrinsic motivation in explaining the adoption of social media in the class
  • n order to provide assessment, instructors could evaluate students’ learning progress by reviewing their reflections. Communication (teacher-student/student-student)throughout the learning processcan also providefeedback information that may aid assessment
  • nstructors could evaluate students’ learning progress by reviewing theirreflections on what they have gained through networked learning
  • References
    • rillia
      rillia on 27 Jul 15
       
      Excellent collection of reference materials on SNSs in foreign-language (and other) learning.
Marlene Johnshoy

On the attractiveness of social media for language learning: a look at the state of the... - 0 views

alsic.revues.org/2436

social language media

shared by Marlene Johnshoy on 10 May 12 - No Cached
  • Marlene Johnshoy on 10 May 12
     
    Abstract: This paper sets the stage for the articles selected for the special issue "Language learning and social media: (r)evolution?". Starting with some definitions of mainstream terms like "social media", "web 2.0", "social web", "social networking sites (SNS)" and "web 2.0 language learning communities". The purpose is not to "reinvent the wheel" by suggesting new definitions, but to synthesize definitions of mainstream terms and juxtapose them to similar concepts from CALL literature. We then critically discuss three key features of web 2.0 technologies (user participation, openness and network effects). Despite the fact that these three features were present to some extent in technologies prior to social media, we examine whether they take on a radically different meaning in the social media era. Research insights are discussed in the last section of the paper.
Marcie Pratt

Social-networking sites in foreign language classes: Opportunities for re-creation | Ka... - 4 views

www.academia.edu/..._Opportunities_for_re-creation

carlatech13 week3 foreign language

shared by Marcie Pratt on 28 Jul 13 - No Cached
  •   38   SOCiaL-NetwOrKiNg SiteS 2001). This difference in ‘lifestyle’ gives educators reason to believe we shouldincorporate SNS usage into our class-related activities, to capture these students’imaginations and t their thought patterns and socializing habits (Godwin-Jones,2008; Winke & Goertler, 2008).However, although technology is an integral part of neomillennial students’lives, they often do not know how to use technology in ways that would benet them in computer-assisted language learning (CALL) (Dieu & Stevens, 2007;Kolaitis, Mahoney, Pomann, & Hubbard, 2006; Winke & Goertler, 2008). Suc - cessful CALL activities, then, often require a substantial training period at theoutset (Jones & Bissoonauth-Bedford, 2008; Kolaitis et al., 2006), and studentsmay be less enthusiastic about a class’s language and culture projects if the formof computer-mediated communication ( CMC) employed is not the type they areaccustomed to using (McBride & Wildner-Bassett, 2008; Thorne, 2003). A usefulresponse may be to craft CALL activities more to the practices that our studentsare familiar with (Winke & Goertler, 2008). SNSs are an obvious possibility to consider, given their tremendous popularity.If we can get our F
  • we can get our FL students to interact socially on SNSs, then they may beengaged in more authentic social and communicative behavior than typically hap-pens in classrooms, because “instead of merely simulating other modes of interac-tion, technology mediated communication is, in and of itself, the real thing
  •   40   SOCiaL-NetwOrKiNg SiteS and sites like it, knowing, socially and technically, how to re-use media in thisparticular way has become foundational for communication and creative expres- sion over the Web” (Perkel, 2008, p. 218). We can call this activity of writing/remixing the self through the manipulationof text and media ‘ self-authorship.’ Within the framework of CALL, this term refers to students authoring their own materials which can then serve as the basisfor learning and lessons. Using student-created materials as the center of a lesson ts with a student-centered pedagogy (Dieu, Campbell, & Ammann, 2006). Self-authorship activities can increase interest and time on task, and they put students in a more active role in their own learning process (Kramsch, A’Ness, & Lam,2000; Nikolova, 2002).Students must take an active role in their learning. They cannot simply be handed knowledge from an expert because understanding is the result of a cre- ative process one must work through over time with other people (Bereiter, 2002). Learning
  • ...3 more annotations...
  • Students must take an active role in their learning. They cannot simply be handed knowledge from an expert because understanding is the result of a cre- ative process one must work through over time with other people (Bereiter, 2002). Learning and language develop through interaction with others, by means of in- ternalizing problem-solving patterns that are rst experienced in dialogue withothers (Vygotsky, 1978). SNSs therefore are a promising tool for FL education intheir capacity to be used by learners as L2 practice in a way similar to how they are used by the majority of young people in our society.
  • Such use could instantiate the primary condition that research has shown to encourage L2 acquisition: timespent on meaningfully embedded interaction and negotiation with others
    • Marcie Pratt
      Marcie Pratt on 28 Jul 13
       
      I did not mean to highlight so much. Can't find the "undo" highlight. I believe the paragraph starting with "If we can get our FL students..." is important because as FL teachers we are always working towards getting out students to speak in the target langauge and with as much authenticity as possible. By working with an SNS then they might be more apt to use their L2 skills in a more authentic way outside of the classroom as mentioned in the paragraph.
    • MariaEmicle Lopez
      MariaEmicle Lopez on 28 Jul 13
       
      Great comment! SNS are a way to help students connect class with the real world and someone besides peers and instructors. Interaction through SNS is practice in the target language with speakers of that language, helpful for when they study abroad, for when they graduate and find a job where they interact with Spanish speakers in the case of my students population. These kinds of interactions build on confidence and improvement of speaking skills.
Marlene Johnshoy

Should We Ask Students to Tweet? Perceptions, Patterns, and Problems of Assigned Social... - 0 views

www.learntechlib.org/210431

tweet Twitter social media assigned Krutka Damico CITEjournal

shared by Marlene Johnshoy on 18 May 20 - No Cached
  • Marlene Johnshoy on 18 May 20
     
    Abstract - "Teacher educators have increasingly integrated social media into their education courses with aims including improving instruction and preparing students for a connected world. In this study, the authors sought to better understand the possibilities and challenges of scaffolding 60 pre- and in-service teachers across two universities into professional learning networks (PLNs) through a social media assignment. Participants analyzed educator practices, participated in, and envisioned future uses of teacher Twitter. Consistent with previous studies, education students were positive about the relational and relevant aspects of Twitter use. However, students' participation did not mimic the participatory cultures of affinity spaces often reported by connected educators in the literature. Instead, participants tweeted around deadlines and quit using their accounts for professional education purposes once the class ended. In contrast to recent literature, this article argues that social media integration for education students should focus on relational and relevant engagements and content, as opposed to attempting to build social media augmented PLNs for unknown futures."
Marlene Johnshoy

Facebook-ing and the Social Generation: A New Era of Language Learning - 1 views

alsic.revues.org/2413

social language facebook

shared by Marlene Johnshoy on 10 May 12 - No Cached
  • Marlene Johnshoy on 10 May 12
     
    Abstract: In this paper, we examine the use of Facebook (FB) as a social networking tool in an intermediate French class. After reviewing the available studies on FB in language instruction, we analyze surveys that were administered to students as well as student FB posts. We look at the potential benefits of social media, specifically FB, and discuss its impact on foreign language learning. We aim to address how FB is being used in the language classroom, how students respond to the integration of this social networking site in courses, the attitudes of higher education foreign language learners towards FB, as well as the role of FB in new learning spaces and with today's learners. An analysis of survey data suggests that students respond in a positive manner toward the use of FB in education and highlights some differences in the way FB is used in both personal and academic settings.
vivianfranco

Using social media as a language learning tool | Teacher Network | The Guardian - 3 views

www.theguardian.com/...language-teaching-social-media

Learning languages through technology

shared by vivianfranco on 04 Aug 13 - No Cached
  • Krista Chambless on 04 Aug 13
     
    This article is about England but has some good tips for beginning to engage students using social media. It also shows that other countries struggle with promoting the importance of FL learning too.
  • vivianfranco on 22 Jul 17
     
    This blog provides facts about the influence of new technology in society and it engages instructors to be updated and open to new ways of teaching. It also provides some examples on how we can engage our students to learn languages through the use of social media. Carlatech17
marispi

The Global Search for Education: Online Educational Tools | CMRubinWorld.com | Global S... - 0 views

www.cmrubinworld.com/ation-online-educational-tools

online tools social learning networks Web2.0 carlatech15

shared by marispi on 07 Aug 15 - No Cached
  • marispi on 07 Aug 15
     
    Fascinating interview of Michael Horn (co-founder of a non-profit innovation think tank) and Vibhu Mittal (CEO of Edmodo) on the impact of social learning networks such as Edmodo on the classroom. Some topics covered: blended learning, privacy and student data, collaboration between teachers and between students, personalized learning.
barichetti

Six Habits of Highly Empathic People | Greater Good Magazine - 6 views

greatergood.berkeley.edu/...its_of_highly_empathic_people1

carlatech18

shared by barichetti on 09 Aug 18 - No Cached
  • “instrumental empathy” (sometimes known as “impact anthropology”) can go a long way.
  • “instrumental empathy” (sometimes known as “impact anthropology”) can go a long way.
  • ambitious imagination
  • ...14 more annotations...
  • ambitious imagination
    • vaguevara
      vaguevara on 09 Aug 18
       
      I like this phrase-- it encourages expansive thinking and ways out of old, ineffectual ways of thinking--
    • vaguevara
      vaguevara on 09 Aug 18
       
      I like this phrase-- it encourages expansive thinking and ways out of old, ineffectual ways of thinking--
  • empathic conversationalist.
    • vaguevara
      vaguevara on 09 Aug 18
       
      #great catch phrase for L2 learners
    • vaguevara
      vaguevara on 09 Aug 18
       
      #great catch phrase for L2 learners
  • Inspire mass action and social change
    • vaguevara
      vaguevara on 09 Aug 18
       
      And this is my hope, that empathy leads to agency and action on the parts of my students--L2 is an amazing tool to support action and change
  • Orwell developed new friendships, shifted his views on inequality, and gathered some superb literary material. It was the greatest travel experience of his life. He realised that empathy doesn’t just make you good—it’s good for you, too.
    • vaguevara
      vaguevara on 09 Aug 18
       
      This is a great example of empathy-- I want to bring more of these types of anecdotes into my classroom-- via web apps--
  • Orwell developed new friendships, shifted his views on inequality, and gathered some superb literary material. It was the greatest travel experience of his life. He realised that empathy doesn’t just make you good—it’s good for you, too.
  • Six Habits of Highly Empathic People |
    • vaguevara
      vaguevara on 09 Aug 18
       
      I chose this article, as I feel empathy is the root of language learning, and I am searching for rationale and 'hooks' for student engagement in their L2 learning.
    • vaguevara
      vaguevara on 09 Aug 18
       
      I chose this article, as I feel empathy is the root of language learning, and I am searching for rationale and 'hooks' for student engagement in their L2 learning.
  • ighly empathic people (HEPs) have an insatiable curiosity about strangers.
    • vaguevara
      vaguevara on 09 Aug 18
       
      This is what I want from my students-- I look forward to using the tools of this CARLAtech18 to draw them in and help them to become lifelong language learners
  • the power of empathy to overcome hatred and change our minds.
    • vaguevara
      vaguevara on 09 Aug 18
       
      I am especially interested in the intersection of L2 learning and empathy-- I think that a deeper understanding of culture--differences and commonalities, helps to form a bridge between peoples-- In learning language, we learn humility and stepping into the unknown--trying on new ways of saying things and seeing the world.
  • Six Habits of Highly Empathic People |
  • Six Habits of Highly Empathic People |
  • Empathy is about discovering those tastes.
    • barichetti
      barichetti on 13 Aug 18
       
      I like that this focuses on the active role we play in learning better empathic responses - sometimes I think we act like empathy is either something we have or we don't and that we all feel the same.
  • . Evolutionary biologists like Frans de Waal have shown that we are social animals who have naturally evolved to care for each other, just like our primate cousin
  • HEPs challenge their own preconceptions and prejudices by searching for what they share with people rather than what divides them.
  • Habit 4: Listen hard—and open up
  • claire_mitchell on 13 Aug 18
     
    I really like the phrase "instrumental empathy" -- I think it's something great to strive for in our classrooms and to integrate into our lessons.
Marlene Johnshoy

Identity in Online Communities: Social Networking Sites and Language Learning - 4 views

www.swinburne.edu.au/...Article4-HarrisonThomas.pdf

socialnetworking livemocha harrison thomas communities SNS

shared by Marlene Johnshoy on 07 Aug 11 - No Cached
  • Marlene Johnshoy on 07 Aug 11
     
    Abstract: Since their emergence in 2005, Web 2.0 technologies have been advanced as potentially transformative in the area of education in general and foreign language learning in particular. Web 2.0 technologies are presenting new opportunities for developing diverse online learning environments and enhancing interactivity, participation and feedback between students, their peer groups and teachers. This article examines one of the most significant Web 2.0 tools, Social Networking Sites (SNS), and focuses on Livemocha, an example of an online community specifically aimed at encouraging collaboration between foreign language learners. Results from the ethnographic approach adopted in the paper indicate that: (a) SNSs can be used by language learners to explore new relationships rather than merely maintain existing ones and that (b) longitudinal studies are required to achieve a better understanding of the complex processes of mediation involved in online community formation and maintenance
  • Roxana Sandu on 08 Aug 11
     
    Funny! I also found this article last week and even attached it to last week's blog post in the ning. I've noticed this morning, that reading and commenting on it is also one of this week's assignments. I guess I chose well :)
Marlene Johnshoy

Language Learners' "Willingness to Communicate" through Livemocha.com - 0 views

alsic.revues.org/2437

social communicate livemocha language

shared by Marlene Johnshoy on 10 May 12 - No Cached
  • Marlene Johnshoy on 10 May 12
     
    Abstract: This case study is based on an investigation into the use that a group of language learners made of Livemocha.com, a Social Networking Site through which language exchange is enabled via social media applications. The learners created profiles in the website and proceeded to interact with speakers of their target languages, reporting back on their experiences over a 10-week period. As communication between language partners can take place through several different channels, and can be asynchronous or synchronous, written or spoken, it was considered that the preferences of learners with different personality types (as indicated by responses to a Myers-Briggs Type Indicator questionnaire) might be accommodated. Several studies have suggested that the anxiety that some language learners feel when communicating in L2, especially when speaking, is reduced in online environments. Under the premise that a reduction in anxiety may lead to an increased "willingness to communicate" (MacIntyre et al., 1998), the principal objective of this project was to examine the type and frequency of online interactions that the participants engaged in with other speakers of their target languages in the Livemocha language learning community.
MariaEmicle Lopez

MERLOT - Multimedia Educational Resource for Learning and Online Teaching | Diigo - 2 views

www.diigo.com/...erlot.org%2Fmerlot%2Findex.htm

#technolanguages

shared by MariaEmicle Lopez on 22 Jul 13 - No Cached
  • MariaEmicle Lopez on 22 Jul 13
     
    Learning materials, tutorials, assessment tools. social networking tools, anything digital that supports learning outcome
Shereen Elgamal

10 Social Media Tips for Reaching World Language Learners | Edutopia - 5 views

www.edutopia.org/...ld-languages-sarah-wike-loyola

shared by Shereen Elgamal on 28 Jul 14 - No Cached
marispi liked it
  • The 21st century learner is not wired to memorize; instead, her or she is inclined to create, connect and collaborate. Social media is the perfect medium for us, their teachers, to reach them.
    • srafuller
      srafuller on 28 Jul 14
       
      It is important to remember to reach our students where they are, not where we were when we were students.
  • posting a weekly question and having students respond
  • ...3 more annotations...
  • I recommend Edublogs
  • It is time to officially gamify education. If we make it fun through gaming, our students will be engaged. For language teachers, Duolingo is the route to student involvement when it comes to reviewing grammatical structures. Available in many languages, this app allows students to compete with one another and "level up."
    • Shereen Elgamal
      Shereen Elgamal on 27 Jul 15
       
      It sounds like a fun way to get students interact and use the language in an interactive way.
  • srafuller on 28 Jul 14
     
    This is a listing of ways to use social media in the classroom.  
  • ...1 more comment...
  • marispi on 20 Jul 15
     
    Interesting article on tips for using social media in the language classroom--definitely relevant to this week.
  • rillia on 27 Jul 15
     
    I like what srafuller says about not expecting students to be like we were when we were students. I struggle with that in all the classes I teach, not just the foreign language. I work to be conscious of reaching students "where they are" every day. Not only that, but we need to be conscious (at least older teachers like me) of not teaching the way we were taught!
  • rillia on 27 Jul 15
     
    I really like this article! Simple, to-the-point, useful suggestions for several on-line applications. I tried out Duolingo but was chagrined to find out they don't offer Russian (Ukrainian and Esperanto but not Russian?!). I could, however, study English from Russian, which has several activities (especially translation) that my students can use. Thanks for posting this article!
Francisco Dumanig

How to Use Media to Enhance Teaching and Learning - 2 views

serc.carleton.edu/...how.html

shared by Francisco Dumanig on 14 Jul 20 - No Cached
  • social media can also be used to enhance teaching and learning and it includes varied online technology tools that allow people to communicate easily via the internet to share information and resources.
  • demonstrations focused on contrasting cases help students achieve expert-like differentiation
  • Start small. Find one movie, song, or news source and incorporate it into your class. Expand once you are comfortable. Provide a clear link between what you want your students to learn and the media. Care must be taken provide the proper learning context. It takes time to integrate media effectively into a course. This is not edutainment, it is the conscious use of media to enable students to learn more. Use the subtitles feature for visual media. This is especially useful in focusing student attention on the words being said. Be prepared. Technology does not work 100% of the time so have a back up plan. If the media equipment does not work, go to plan B and continue on with your class without missing a beat. Evaluate student understanding. Students respond to incentives. If you require them to write a reaction paper, take a quiz, or place questions on your exams that relate to the media content they will pay more attention and learn more in the process. Stay legal. View the copyright information on the cautions page.
  • ...1 more annotation...
  • Tips if you are new to this method:
Alyssa Ruesch

Language Learning Goes Social - 0 views

www.inc.com/...oes-social-with-livemocha.html

socialnetworking socialmedia CARLA

shared by Alyssa Ruesch on 14 Apr 11 - No Cached
  • Marlene Johnshoy on 14 Apr 11
     
    A little background to the LiveMocha language learning social network.
Francisco Dumanig

Synchronous Learning in a Nutshell: Definition, Benefits & Tools - 4 views

www.ispringsolutions.com/...what-is-synchronous-learning

technology education CARLA language socialnetworking carlatech20

shared by Francisco Dumanig on 28 Jul 20 - No Cached
  • Francisco Dumanig on 28 Jul 20
     
    Any learning activity in which all learners are simultaneously participating is called synchronous learning. It's real-time, highly interactive, and very social.
  • Francisco Dumanig on 01 Aug 20
     
    There are four most common synchronous formats: traditional classroom sessions, on-the-job coaching, web-based classes, and, recently, live streams in social media.
marispi

The Elephant in the Language Classroom | Edutopia - 3 views

www.edutopia.org/...language-classroom-peter-smith

carlatech15 asessment language

shared by marispi on 03 Aug 15 - No Cached
  • Studies
  • have concluded that collaborative and cooperative learning methods improve students' time on tasks and motivation to learn. Language teachers are finding that group activities and conversational pairing have distinct advantages over individualised tasks. Students enjoy interacting with each other, particularly in speaking activities, and opportunities to do so are relished. The prospect of school exchanges, making new social links abroad, and exploring new cultures is another powerful motivator. The pairing of language students with counterparts abroad is the next logical step. Working effectively online with native speakers is a challenging and alluring proposition.
  • The evidence to show individual progression achieved directly from paired or group interactions is hard to quantify. Monitoring, recording, and properly assessing individuals' performances in collaborative tasks is more difficult to achieve than the correction and grading of individual tests.
  • ...2 more annotations...
  • Assessment is more difficult
  • The pairing of language students with counterparts abroad is the next logical step. Working effectively online with native speakers is a challenging and alluring proposition.
    • danielhkarvonen
      danielhkarvonen on 03 Aug 15
       
      I am very interested in getting my students paired up with native speakers, but haven't been successful in doing so yet.
    • marispi
      marispi on 07 Aug 15
       
      I'm going to make a more concerted effort, I think.
  • Shereen Elgamal on 03 Aug 15
     
    The article highlights the effectiveness of collaborative and cooperative language learning activities such as school exchanges and pairing students with counterparts abroad. It also bring up the issue of difficult assessment gets in the way and brings to the front solo performances and summative examinations.
  • Michelle Burnside on 04 Aug 15
     
    I certainly agree with this as being an effective way to language learning. We in the military community use the group/pair work approach for many reasons. Pair work keeps them interested and motivated to learn. It also makes better use of class time. I also think that when the students are ready for the OPI, they generally do better than if they were in a traditional classroom. As for assessment, yes it is more difficult, but it is up to us as instructors to find ways to measure the students' performance based on the interaction. Once the student is in country, it will be up to him/her to communicate with others. That will be the true test.
Alyssa Ruesch

New Learning Times : Article Proof That Some Social Media in Class Isn't Terrible - 1 views

newlearningtimes.com/...l-media-in-class-isnt-terrible

CARLA_SI social media backchannel

shared by Alyssa Ruesch on 21 Jul 16 - No Cached
  • Alyssa Ruesch on 21 Jul 16
     
    This is a timely article considering the topic of social media we're talking about this week!
Dan Soneson

Social Constructivism - Emerging Perspectives on Learning, Teaching and Technology - 1 views

projects.coe.uga.edu/...index.php

constructivism theory social constructivism teaching

shared by Dan Soneson on 15 Nov 11 - Cached
  • Dan Soneson on 15 Nov 11
     
    wiki description of Social Constructivism from University of Georgia
Marlene Johnshoy

Nik's Learning Technology Blog: How I use social media for my professional development - 0 views

nikpeachey.blogspot.com/...i-use-social-media-for-my.html

socialnetworking Twitter facebook Diigo TweetDeck Netvibes Pinterest

shared by Marlene Johnshoy on 18 Jul 12 - No Cached
  • Marlene Johnshoy on 18 Jul 12
     
    Particularly appropriate for the CARLA Summer Institute on Social Networks!
kschroed12

10 Cool Ways Teachers Use Social Media to Enhance Learning @coolcatteacher - 1 views

www.coolcatteacher.com/cial-media-to-enhance-learning

carlatech16 group2 social media use of technology Twitter Teaching facebook

shared by kschroed12 on 28 Jul 16 - No Cached
  • While Linda Yollis has a fantastic classroom blog, her 366 Project is incredible. She has clear instructions for how students from around the world can submit their photos to be shared. These photos make great writing prompts, conversation starters, and can spur on so many ideas in the classroom.
1 - 20 of 63 Next › Last »
Showing 20▼ items per page