Many of us were discussing how to record hangout privately. This clip would demonstrate how you can do it. A great tool to assess student' oral profiecncey.
Does the UofM have this with their Moodle set up? Looks interesting! If this does not exist, I wonder if there are any other classroom capture technology at the UofM
I liked this blog because it seemed to be authentic and though I felt like the author is teaching a different audience than I do, I can relate on many levels. - Garett
These are established Language Practice Hangouts for language. But, I thought this would be a great idea for an extension of speaking in class. It could be voluntary or mandatory. Would be neat, too, if kids who have moved on to upper levels moderated the Hangout from time to time.
But, she said, she and fellow members of the Teachers of Color group have called for VIPKid to act "proactively" by teaching the company's parent customers about diversity in America, involving teachers of color in the construction of the curriculum, featuring teachers of color in advertisements in China, and releasing a statement to the company's Chinese customers explicitly supporting teachers of color.
Online tutoring like the kind offered by this company, VIPKid, from China to the US, can offer great opportunities for targeting interpersonal communication. However, perhaps due to the synchronous nature of the interactions between tutors and students, cultural and racial stereotypes can interfere in many damaging ways. Does interpersonal communication in the language classroom, real or virtual, open up students and their interlocutors to situations for which we as teachers may not always be prepared?
Just stumbled across this site with ideas on how or what tasks with technology in lesson planning might look like based on general units. Worth looking into more.
Resources
The following publications, Web sites, and listservs offer additional information
about creating Web-based language learning activities. This Resource Guide
concludes with an annotated bibliography of ERIC documents on this topic.
Now I can add a note and save it to the group. It should show up in the Diigo group page list of posts - with a colored bar alongside the note, or a little post-it note icon.
If you are seeing this with the Chrome Extension - I'm discovering that there is no way to share your highlights and post-it notes with the group. Go back and install the Diigolet - instructions in Week 2!
A "text" isn't limited to something written down. A text can be a film, an artifact, anything in a language and culture that conveys meaning.
Created texts have long dominated the materials used in language classrooms. But increasingly, educators are coming to understand the need to bring more authentic texts into the learning environment.
"Authentic" appears to mean: naturally produced by authentic source for communication in a native setting. What concerns me is that the call for "authentic" dates back to perhaps 20 years ago? We are still claiming it is important, yet we scaffold authentic text often to the point that they loose their intrinsic challenge.
VoiceThread is a ridiculously simple online program that allows students to comment on authentic materials, whether they be pictures, documents, web pages, or video. Students can provide written feedback to the material presented along with oral feedback via their computer mics, web cams, or cellular phones.
Voice Thread is very simple and fun to use it and students can work with authentic material. It is very good to practice listening comprehension and speaking.
I have always looked at and wondered about using VoiceThread but have never actually done it until I took this class. I'm happy that I finally used it and I'm thrilled to see all of the suggestions for World Language activities that people have shared.
Same as Anne! I only new about VoiceThread when I started Carla17 online course. Thanks for sharing this information. We can continue learning about all the advantages of it: free, facilitates learning through authentic materials, different modalities of response: oral, written, video, doodle.