Have you ever read an NMC Horizon Report and thought, "I want to start implementing these technologies and learning approaches at my school...but where to begin?" Produced by the New Media Consortium (NMC), the Report details emerging technologies likely to have a significant impact on teaching and learning around the globe. The Toolkit is geared toward education leaders who wish to learn more about and further the dialogue on the emerging technologies identified in the Report and their potential to re-imagine K-12 education.
The cons of using Twitter as a backchannel discussion. The article debates the benefits of a backchannel discussion and negative effects it may have to the overall understanding of the presentation when the listener's attention is split between two activities.
It seems like this teacher really needs to be on his game to juggle both the content and technology in a very savvy way. I wonder how much time he spends prepping for class.
Now students start in sixth grade with a digital citizenship and ethics unit — dangers of cyberbullying included — followed by an introduction to blogging, which requires them to “blog regularly as a means of self-assessment and reflection,
If you are considering using electronic portfolios with your students - here is a review of software available for a school. You might also want to consider LinguaFolio, and just plain wikis as other alternatives.
A few of my students use Prezi. Basically like powerpoint, but visually a little more appealing. I'm assuming it's free, and probably stored in the cloud somewhere, so students can't really "lose" or forget it.
Overall, a ton of great resources on this site. I liked them! Many can serve as visual aids for student presentations and projects. Thank you for sharing this!
This article is not the most recent, but it's still an interesting read.
trying to have a conversation with someone you have never met, over a low quality video connection, in a language you don’t speak very well, is quite challenging socially as well as linguistically.
This is the most interesting point in the article. Even when speaking with another native English speaker on Skype or Google Hangouts, it can be hard to negotiate turn taking.
I really don't think that extensive worksheets provide a particularly authentic experience - such a thing mainly just erodes the power of the message within the video, takes away the inherent pleasure in learning from TED speakers.
Ask them what they think the speaker will be discussing and why they think this. Do they have any pre-formed opinions on the subject matter? After watching, get them to talk about whether or not the video met their expectations. Why, why not?
While watching, any video you've chosen, ask them to write ten words they found most interesting / or ten words they didn't understand / or ten words which they think would summarize the story.
Show the video and ask your students what the main points discussed in the video were. Ask them to choose sides on these - to take an opposing view from others in the classroom and to debate it.
Watch one of videos marked as informative and get them to write down questions while-watching and post-viewing.
A comprehensive way to cover the material. Includes many points of conversation.
who/what/where/when/why/how
Show the video you've (or one of your students') chosen and tell them they shouldn't write anything down while they're watching. After the video is finished, ask students to sit in groups and discuss what they watched, who was the presenter, why did she make this speech, how effective was it: encourage them to ask each other questions and share opinions.
This is a great interpersonal activity, although I would imagine student reactions to it may vary. For instance, some students (like me) may find it stressful not to write things down. On the other hand, not writing things down takes the pressure off for being "perfect" and puts the attention on the spontaneous nature of the interpersonal mode.