Group items tagged

You may or may not be interested in purchasing the book, but there are a lot of free resources, examples, and ideas that Matt has shared on this page.

I really like this concept!! Unfortunately we are not allowed to use flip-grid:(

Is it not available because of access (too much? you can set up so only students with your district's email can respond), or is it because of the possibility of kids using other kid's videos and images?

The app name is Make Beliefs Comix and the author is Carol Anne Costabile-Heming.

I just tried the site to see how it works. I find it user friendly, easy to navigate through.

I like Makebeliefscomix too. It is easy to use and the students have fun creating heir message.

This is a very helpful article about translators being used in assignments.

Great article!

I relate to approaches #1 and #2, but not really the rest. I haven't had many issues with OT anyway. What is your approach?

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."

"Abstract The U.S. National Educational Technology Plan recommends the need to have a common set of technology competencies specifically for teacher educators who prepare teacher candidates to teach with technology (U.S. Department of Education, Office of Educational Technology, 2017). This study facilitated the co-creation of the Teacher Educator Technology Competencies (TETCs). The TETCs define the competencies (knowledge, skills, and attitudes) all teacher educators need in order to support teacher candidates as they prepare to become technology-using teachers. The TETCs shed light on the roles and responsibilities of teacher educators who address technology within their courses. A highly collaborative research approach was used to develop the TETCs which involved the crowdsourcing of technology-related literature, a Delphi method for expert feedback, and an open call for public comment. As a result, 12 competencies with related criteria were identified. The TETCs should be viewed as a first step in a larger reform effort to better address technology integration in teacher preparation programs. The release of the TETCs provides future research opportunities including, but not limited to, implications for course design, relevant faculty development for teacher educators, and policy implications."

Windows troubleshooter in order to fix all the hardware or software problems affiliated with your device. Although they do not have the ability to fix each and every problem, the problem of your Wi-Fi being disconnected from your laptop can using this.

Great source of information, examples and ideas about using Voicethread for digital conversations.

thanks for sharing Roxana. I really like how this blog discusses the language and cultural uses of using voicethread to create learning communities. It provided me many practical examples I can use in my classroom to help students focus on langauge development while using the technology. This post puts the focus on learning not on the technology. The handouts are great supports that help students stay on the learning track and because of this, the coummunity of learning is built. I was a little concerned by the deficit language used on the scoring rubric for asynchronous content. I will probably use something similar by change the wording to be a little more constructive, as meaning can be lost online and harsh wording can be misinterpreted.

Great, quick description highlighting My Simpleshow and how to use in a classroom

"You have no idea what people will do to reach the United States - until you hear their stories". (From reviewed tool NPR Borderline Stories)

That was not very convincing to me. I need more information. Maybe we should also investigate when and how to use power point. :)

This is an interesting collection (from 2009-but still) of articles/ book chapters around social networking. The author reads the various projectors as communities of practice. Not all articles deal with language acquisition, but are still interesting. One of them delves into why and how students use Facebook. One of them looks at virtual learning communities in the US and Australia vs. Europe. Good spring board to look at some of our topics more.

This was linked at the bottom of the Twitter Tools page - not specifically educational, but see if you find someone interesting to follow!

Photobucket is the most important site on the Internet that hardly anybody understands. Unpretentiously, it has built an essential service that didn't need to shout out for attention, the way MySpace, YouTube, Facebook, Flickr, or other related sites have. Yet it's built an audience of 38 million members, a figure now growing more than 80,000 per day.