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Beth Kautz

11970.pdf - 2 views

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    " Using TPCK with digital story issues in educational technology Abstract Digital storytelling is recognized as a motivating students in critical thinking and reflective learni ng storytelling are readily available and much easier to use today than they were in years pa convergence of these facto rs has facilitated the inclusion of digital storyte lling in p educational technology courses . Some researchers have expressed concern over approach technology instruction over careful consideration of the educational value of the tool, speculating that such are unlikely to result in powerful uses of technology in schools. Mishra and Koehler (2006) proposed a conceptual framework technology an d pedagogy. With emphasis on the development of Content Knowledge (TPCK) , the model reframes for pre-service teachers. This case stud framework to a digital storytelling project in an u ndergraduate teacher education course. Keywords: digital storytelling, educational technology, Techn ological Pedagogical Content Knowledge, TPCK Journal of Instructional Pedagogies TPCK with Digital Storytelling digital story tell ing to investigate contemporary issues in educational technology "
Marlene Johnshoy

The Practitioner's Perspective on Teacher Education: Preparing for the K-12 Online Clas... - 0 views

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    Little is known about the population of educators who teach online, especially with relationship to preparation from their teacher education programs. This article discusses the results of a national survey of K-12 online teachers from across the nation to ascertain how prepared they felt they were with regard to three key areas: technology, pedagogy, and content, including combinations of these domains, as described by the technological pedagogical content knowledge framework (Mishra & Koehler, 2006). Overall, K-12 online teachers indicated that they felt the most prepared in the areas of pedagogy, content, and pedagogical content. They felt least prepared in the areas of technology, including technological pedagogical knowledge, technological content knowledge, and technological pedagogical content knowledge. Implications for the field of teacher education are discussed, including the need to more fully integrate technology within the coursework and field experiences of teacher candidates, and the need to create courses, or specific modules within existing courses, to address topics of importance to virtual teaching.
Marlene Johnshoy

Online Teaching - Michigan State University - 0 views

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    Many general resources for information about teaching online/hybrid - from course design, pedagogy, techniques,
Beth Kautz

Unterricht: Video - 0 views

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    funny animated video about the move from analog to digital classrooms; points out that just having the equipment doesn't change the way people teach; you still need to think about new pedagogy
jmgabbard

9 Ways Online Teaching Should be Different from Face-to-Face | Cult of Pedagogy - 0 views

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    I thought this episode of the 'Cult of Pedagogy' podcast provided a thorough, relatable and succinct description of differences you need to take into account when planning an online course. It was informative, but also comforting. It didn't just talk about all of the things that you MUST DO to be a good teacher online. It also discussed the social needs of teachers and students in this environment.
Marlene Johnshoy

The Online Writing Conference: A Guide for Teac... | The Macmillan Community - 1 views

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    "More writing courses than ever are being taught online, and effective online writing instruction requires teachers to communicate deliberately and clearly in order to have productive relationships with their students. In The Online Writing Conference: A Guide for Teachers and Tutors, former chair of the CCCC Committee for Effective Practices in Online Writing Instruction Beth L. Hewett articulates the how and why of one-to-one online writing conference pedagogy. Complete with an instructor's study guide and informed by the principles set forth in the CCCC Position Statement of Principles and Example Effective Practices for OWI, her updated text provides examples and transcripts of synchronous and asynchronous instructor-student interaction, targeted lessons, and conferencing action plans that help instructors hone their pedagogical practice, from formatting comments to showing regard for students."
Louiza Kondilis

SpeakApps project - 0 views

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     Focuses on creating a free and open source on-line platform that gathers Information and Communication Technology-based applications and pedagogies to practice oral skills on-line.
Susan Wicht

Welcome to NOVASTARTALK | NOVASTARTALK - 0 views

shared by Susan Wicht on 31 Jul 13 - Cached
Jessica Rojas liked it
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    From the website: "NOVASTARTALK website, [is] an online resource that supports workshops and webinars designed to help teachers use technology tools and 21st century language pedagogy in the official STARTALK languages. In the face-to-face program, teachers of less-commonly-taught languages (Arabic, Chinese, Dari, Hindi, Persian, Portuguese, Russian, Swahili, Turkish, Urdu) create technology-enhanced activities [..]"
danielhkarvonen

Is technology a silver bullet for language teaching and learning? | Teacher Network | T... - 2 views

  • Used wrongly, computers could even damage learning. "Technology can be a distraction," says Warschauer. "I remember observing a beginners' French class a number of years ago, the teacher bragged about how engaged the learners were in creating multimedia in French. However, the students were spending most of their time and energy talking with each other in English about how to make PowerPoints, when, as beginning learners, they really needed to be spending time hearing as much French as possible."
    • danielhkarvonen
       
      This is something we all need to be thinking about. Class time should be spent learning the language, not learning new technology!
Marlene Johnshoy

Purposes - CALL Principles and Practices - 0 views

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    From the book: "Since the first version of this book came out in 2005, the field of computer-assisted language learning (CALL) has grown and changed. This update is the result of some of those changes. Our intent is to place pedagogical goals before technologies, as the literature advises but is not always followed in classrooms. In revising this book, as in the original, we assume that good teachers teach well because they bear in mind certain principles about how they can best help learners to learn language. Placing these principles at the center of attention makes it much easier for teachers to concentrate on the question of what constitutes effective computer-enhanced pedagogy and why. This book takes as its organizing principles both the system of conditions that are known to support effective language learning and the goals that a variety of standards in the field have set out for us and our students. Examples throughout the book underscore the need to consider theory in every aspect of the teaching and learning process. Some of the points in this book we have made in other places; other we discovered during the revision process. All told, this text provides a brief picture of what CALL classrooms can be like today. Of course, that could change tomorrow."
tamieegge

Instruction | Cult of Pedagogy - 0 views

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    Blog and podcast about education and technology.
greghutcheson

Resources for Social Justice and Anti-Racism in the L2 Classroom - CERCLL - 0 views

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    List of resources for developing an anti-racist pedagogy.
Marlene Johnshoy

Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from ... - 3 views

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    "...open access eBook contains 133 chapters with over 850 pages documenting best practices, strategies, and efforts by teacher educators, professional developers, researchers, and practitioners. It is divided into seven sections that address pedagogy, collaboration, field experiences, preservice education methods, professional development, digital tools, and equity issues. Chapters are presented as innovations with supporting materials that could be easily replicated or studied. (v1.02)"
Marlene Johnshoy

Pedagogical Repository - 4 views

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    "The University of Central Florida's (UCF) Center for Distributed Learning (CDL) offers the Teaching Online Pedagogical Repository (TOPR) as a public resource for faculty and instructional designers interested in online and blended teaching strategies. "
Beth Kautz

91% of Teachers Have Computer Access [INFOGRAPHIC] - 1 views

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    blog post and nice large infographic with stats about how teachers and students use technology in the classroom
Mark West

Role of media in language teaching (in French) - 1 views

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    Michel Boiron writes on use of new media in classroom instruction.
Marcie Pratt

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

  •   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
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  • 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
       
      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
       
      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.
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