May 20th, pronounced in Chinese as “wǔ èr líng” 五二零 is supposed to sound like “wǒ ài nǐ” 我爱你 (“I love you”).
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Second-Language Acquisition and the Information Age: How Social Software has Created a ... - 3 views
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Five Two Zero So Much | Laowai Chinese 老外中文 - 3 views
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May 20th, pronounced in Chinese as “wǔ èr líng” 五二零 is supposed to sound like “wǒ ài nǐ” 我爱你 (“I love you”).
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“May the fourth be with you” and “May the force be with you” has only a single phoneme difference (“th” vs. “s”) for the whole phrase.
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5 Social Media Tools for College Students - US News - 1 views
www.usnews.com/...dia-tools-for-college-students
carlatech15 week3 notesharing bookrentals filesharing sharedpresentations
shared by Shereen Elgamal on 27 Jul 15
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equates Prezi to an "infinite whiteboard" wherein the audience can see an overview of a topic, or zoom in to see the relations between topics.
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Prezi is a good resource for students to look at a wide array of related topics and choose the angle that best suits their research or class direction. Gradeguru and Notehall are mainly about student exchange of helpful notes and study materials. Dropbox is mainly a storage tool that also allows sharing and exching files. Chegg is a book rental tool.
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Computer Assisted Language Learning Social Networks: What Are They Talking about? - 9 views
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Furthermore, it has been shown that students prefer to contact their peer students rather than their tutor when they are struggling with coursework, facing difficulties in assessing facilities and understanding lectures
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Validates the "three, then me" concept that asks students to ask three other students for help before asking the teacher. Students are perhaps more available asynchronously than the teacher as well, when students need help
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Validates the "three, then me" concept that asks students to ask three other students for help before asking the teacher. Students are perhaps more available asynchronously than the teacher as well, when students need help
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Researchers also noted that people who interact more in an online course tend to achieve higher marks on exams, as opposed to lurking which is not as successful [12]
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Students who are required to collaboratively work online need to dedicate time to get to know each other and therefore are able to accomplish effective communication in an online environment [29]
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This outcome tells us that the students seem to be more excited, talkative and social with one another, as well as chat/contribute more at the start of the course, but their overall participation rates were on a decrease during the duration of the course.
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Furthermore, it has been shown that students prefer to contact their peer students rather than their tutor when they are struggling with coursework, facing difficulties in assessing facilities and understanding lectures
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I offer a course in my school called Computer Mediated Language Learning. But this article gives a new perspective of what computer assisted can be.
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Nice data to back up our use of all of these great online resources-- Thanks for sharing!
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Active participation in discussions is a key to success. If you use a flipped classroom, providing useful vocabulary and sentence structures they might want to use to talk about a particular topic also helps the students participate more in discussions.
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The FLTMAG - A free magazine on technology integration in language teaching and learning - 23 views
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FLT magazine. Amazing ideas for Foreign Language Classroom. Thank you Addrianne!!
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Adrianne, I found the site with a lot of information. I particularly enjoyed "Virtual Exchanges in the Foreign Language Classroom." It explains how to make the target language more accessible to students allowing for an understanding of perspectives and practices. Good outline of benefits of virtual exchanges.
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This is a practice-oriented publication that's a bit more casual in tone and practical in content than its scholarly counterparts, while still rigorous in the quality of information it offers. We will feature articles, interviews with notable folks in the field of language teaching and learning, reviews of software, materials, and books, and more!
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Adrianne!! It is awesome. I am (as many of us) so engaged with this teaching technology and using the web in foreign language classes. Congratulations!! and wish the best to you and this experience with the FLT magazine. I already have it in diigo and have subscribe me to follow you
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Up-to-date content of immediate interest to FL teachers shifting to on-line instruction.
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I follow them on Facebook and love how publication addresses current issues especially with online and remote learning/teaching.
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I like that it provides resources and information on different online techs that you can use!
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What a comprehensive resource for the world language teacher--blogs, articles, interviews, webinars, conference reviews... I could spend hours exploring all of its content. Thank you for sharing this.
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Thanks for this! I really enjoyed the article " How to Establish a Strong Community in an Online Course"
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One of THE best publications, comprehensive, practical, research based, inspiring, motivating to never stop learning!
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A lot of great ideas and a nice way to stay informed and to, at the same time, feel connected with a network of language educators who are addressing the same challenges and concerns.
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SpatialChat looks so fun! I'll be curious about pricing, and appropriateness and safety for high schoolers.
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Blackboard - VoiceThread - 2 views
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There are four simple steps to using VoiceThread in your Blackboard courses: Adding VoiceThread to your course Setting up your VoiceThread link Waiting for students to submit work (if you’ve created a graded assignment) Grading student work (if you’ve created a graded assignment)
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This can be a handy direction (in both video and writing) for using Voice Thread in Blackboard for people like me who are using Bb. Thanks for sharing!
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Due to issues I've encountered lately with opening sites and links that did not like my laptop, I've decided to stick with tools offered in BB which is what is used at my school. The explanations look clear enough for EVEN ME to figure out so I am thrilled to be able to access this tool AND use it!
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Language Learners' "Willingness to Communicate" through Livemocha.com - 0 views
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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.
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Using Teachers Pet - 4 views
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"This is a step by step guide on how to use Teacher's Pet, a fantastic toolbar for Microsoft Word or Open Office which cleverly uses macros to create language learning exercises in a matter of clicks. A wonderful timesaver for busy teachers, Teacher's Pet is ideal for preparing paper worksheets instantly or for using on the interactive whiteboard as a starter or plenary. By simply highlighting some text and clicking one of the exercise types on the toolbar's dropdown menu, you can produce activities which practice vocabulary revision, grammar, reading comprehension, spelling and dictionary skills."
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Rubric for Online Instruction - 1 views
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Chico's Rubric for Online Instruction offers a framework for addressing this question. Use of this rubric represents a developmental process for online course design and delivery, and provides a means for an instructor to self-assess course(s) based on University expectations. Furthermore, the rubric provides a means for supporting and recognizing a faculty member's effort in developing expertise in online instruction as part of our commitment to high quality learning environments.
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Why Ed Tech Is Not Transforming How Teachers Teach - Education Week - 5 views
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Discussion on how technology is being used and why we're still struggling to give more control of learning to students. A good read!
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Such an important article. I'd seen it - but not read the whole thing. It's so tru: changing everything, even when you're committed, takes a ton of work!
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"A 2014 paper by researchers at Michigan State University, in East Lansing, provides a tangible example: Teachers and students in the small-scale study were found to be making extensive use of the online word-processing tool Google Docs. The application's power to support collaborative writing and in-depth feedback, however, was not being realized. Teachers were not encouraging group-writing assignments and their feedback focused overwhelmingly on issues such as spelling and grammar, rather than content and organization." This really gets to the heart of the idea of combining education and technology: the technology has to serve the goal and it doesn't sound like the teachers' goals were the same as the stated goals of the assignment. So obviously Google Docs is a fantastic tool, but it has to be utilized appropriately for it to be effective.
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I must say I have sat through many workshops in my tenure at my university that included the modification of some practices and even included, to my frustration, the basic structure of a lesson from stating outcomes to assessment. The problem with our particular situation is that usually it is directed to a "one-size-fits-all" use of a given technology that may not apply to many disciplines. I have found them somewhat useful for upper-level courses at times, but the language classes often pose the need for a kind of collaboration and interpersonal technology that isn't presented. Hence my desire to take this course. Another difficulty is the overwhelming number of technological applications presented--I can't tell you how many--and the students really become overwhelmed, since they often have to learn new technologies in almost many courses. Some work and some don't, and since they are the guinea pigs and there are no guarantees that everything will work as planned, and given the astounding changes in tech, the newness never seems to end, neither for the student nor the teacher. So focusing on just 1 or 2 to begin with seems like the only way to deal with it. Finally, I think that, at least in our university, the huge courses found often in the sciences reflect the slowness to adopt meaningful change. Many in these disciplines have simply used the tech to deliver more lectures on topics students must memorize, perhaps adding clickers for comprehension checks. There seems to be a great disconnect between what happens in the classroom and the amazing advances in tech they have made for their hands-on work--labs, collaborative work, etc.
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Cultivating a Learning Environment: Six Suggestions : 2¢ Worth - 0 views
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We live in a time of rapid change owing to accelerated technological advancement, increased globalization, power shifts on almost every societal level, and the changing nature of information. We are preparing our children for a future of frightening uncertainty, but astounding opportunity, and to prosper within that future, our children must become skilled, resourceful, and habitual learners — not just lifelong learners but adopting a learning lifestyle.
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TeachPaperless: The Five Minute Twitter Verb Crunch Drill - 4 views
teachpaperless.blogspot.com/...twitter-verb-crunch-drill.html
twitter diigo web2.0 classroom teaching tools Latin Group4
shared by Alyssa Rutherford on 21 Jul 11
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I am trying to think how this would work in a Spanish classroom. I wish I had instant access to technology like this teacher appears to have!
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I think my school has one or two class sets of iTouches... Otherwise, it would be more likely that in a University class more students would have thier own iWhatevers to use...
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Twitterfall,
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We don't "parse" verbs in Spanish... I don't really know what that is... conjugate? We also don't do much translating... I wonder how a person could use this idea in a more communicative way?
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Now I read it - I should have known it was a Latin teacher talking about parsing...
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It could be like a waterfall of tweets... hablar hablo hablas habla hablamos hablais hablan. Teacher calls out the verb and tense and each student (or student group) tweets in the collection of conjugations (parses??).
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WhatsApp in the classroom to foster listening and speaking | TeachingEnglish | British... - 7 views
www.teachingenglish.org.uk/...room-foster-listening-speaking
#carlatech18 carlatech18share carlatech18 whatsapp interpretivemode languages technology smarphone
shared by hharb01 on 24 Jul 18
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vaguevara and claire_mitchell liked it
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mobile technology can help teachers to find new ways to improve students’ language/content learning.
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Ask school to supply a phone and apps installed to overcome giving your personal phone number to students.
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Some of my students use LINE (similar to WhatsApp) to talk with their conversation partners in Japan to practice Japanese and learn about Japanese culture. Mobile phones play a great role in foreign language courses now.
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WhatsApp in your classroom with the purpose of improving students’ oral skills.
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Mobile Phone Operator they contacted offered them a cheaper phone rate than the one they had. We could say they killed two birds with one stone.
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allow their use with a clear pedagogical use and under the supervision of a teacher
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assessed
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WhatsApp recordings of presentations should be just another tool
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on-line pronouncing dictionaries
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will help students who feel anxious in public to relax and it will also create an atmosphere of concentration which is key to effective listening
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The use of Whatsapp in the language classroom to promote conversation in the target language
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I've Been Using Evernote All Wrong. Here's Why It's Actually Amazing - 1 views
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Archive whiteboard notes
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all of which become searchable
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You can share any note in Evernote with other people—even if they aren't Evernote users! So it's actually great for this.
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The second type of bookmark is the one I use for Evernote. It's bookmarking stuff that you want to reference later, but not the kind of stuff you visit every day. Does that make a little more sense?
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Forgot to mention my third type of bookmark, which are full articles I send to Readability/Pocket/Instapepr for reading later. That's more for pleasure reading than reference, which is what I use Evernote for.
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I used to use Evernote a while ago for a staff writer/communications job I held in grad school. It helped a great deal with keeping my boss informed on my progress on news stories and for making suggestions. After reading this, I want to go back to it. I remember how organized it made me feel-- I'm sure I could use a lot more of that as a teacher! Thanks for sharing. Glad that Evernote is back on my radar-- with so much more to it than I remember!
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Facilitating a Class Twitter Chat | Edutopia - 3 views
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Communicate the public nature of Twitter to parents. Consider an opt-out alternative for students or parents who are uncomfortable with participating in the classroom chat.
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assist students in moving back and forth between their own words and technical or course-specific terms. And help highlight particular content with the use of sentence starters.
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Do you feel the chat’s objective was reached? What was the most useful part of the chat? How might we improve the chat?
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Thanks for sharing, Carmen-- I am also considering students who do not have Twitter, or parent concerns, and I wonder if small group work might be a solution- Using the twitter account of one student, another student or group of students help to compose responses, stay hidden from their online contributions.
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Hi Veronica--you could also consider making a class handle. I did that with an Adv. class once, and simply gave all the students the info to log in. They could all post from that handle, and sign tweets with their initials.
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This is a helpful article. I like how it gives us step-by-step of how to host a twitter chat.
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Especially middle/high school parents/students may feel more comfortable using a platform provided by the district. I am also planning to use the discussion board in the district's platform. I can definitely use the tips in this article.
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Five Ways to Use Twitter in the World Language Classroom - The FLTMAG - 7 views
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they use their comfort and skills with social media to connect students with the content area on a deeper level.
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help students keep tabs on their upcoming assignments and assessments
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I use Twitter as a way to provide practice during the days leading to macro-assessments, by providing sample test items, as well as study tips.
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I provide the correct answer (present indicative or infinitive) in the form of a comment on the same tweet. This gives students who follow the Twitter feed and receive notifications an opportunity to quiz themselves in real time.
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Students who do not have a Twitter account can go to my school website and follow along with the embedded stream.
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In both cases, students understand that I am paying attention and rewarding their efforts and attention to detail, and feel that their hard work is being recognized.
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For the students who provided the work, this is a great motivator to keep the high-quality work flowing, while for the other students, it serves as an example of good work.
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my view of the textbook is that it should be a resource for learning, not as a primary source
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Why Teachers And Students Should Blog: 18 Benefits of Educational Blogging - 3 views
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let’s explore why blogging has lasted while other tools have come and gone.The simple reason is, a blog is more than a tool. It’s anything you want it to be. A blog is a blank canvas and a virtual home for you to set up however you like.Blogs are simply websites. The only real difference between a blog and a traditional website is that it is generally updated more frequently and usually offers interaction in the form of comments.
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VoiceThread Extends the Classroom with Interactive Multimedia Albums | Edutopia - 1 views
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The technology is particularly accessible because viewers can comment using just about any technology -- including a good old landline. "We've tried to make it fairly universal in access," says Ben Papell. "If you don't have a microphone
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when he discovered he could engage his kids online in a collaborative, multimedia slide show called a VoiceThread, he decided to see if he could use it to, as he puts it, "steal some of their online minutes."
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Teachers can keep VoiceThreads private or publish them, either on the VoiceThread site or embedded on their own sites. Participants can post from anywhere, at any time, making it easy to involve groups in disparate time zones, or even different countries, in a single conversation.
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"Take it slow -- don't upload 600 images and try to get fifty people to comment on each and every one," he says. "One of the great things is that it will take off on its own."
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Build a Collaborative Classroom with Microsoft Teams | Cult of Pedagogy - 10 views
www.cultofpedagogy.com/microsoft-teams
carlatech20 msteams synchronous asynchronous app_integration Culr_of_Pedagogy Jennifer_Gonzalez
shared by jmgabbard on 30 Jul 20
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App Integrations I love this feature: When you need to take things up a notch, you can use some of the most popular apps in education right inside the Teams environment, including Kahoot!, Nearpod, Quizlet, and Flipgrid. If a particular app will be used frequently by a group, you can add a designated tab to a channel just for that app, so users can get to it quickly.
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I agree that app integrations is the best feature. We are using Canvas for our classes at my institution but we are also using Teams for university wide communication. Both are new but the experience so far has been positive. I may follow up on the advise to start a small project on Teams to learn more about its best features in building a collaborative classroom. Thanks for sharing!
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Thanks for posting this, Jordan, and reminding me that here at UofL we've got MS Teams as an additional resource! I've just check to see if there's the possibility of integration with Blackboard and it appears there is. (I'm glad to have the option for synchronous class meetings, since I've always found Blackboard Collaborate to be a little baroque in its layout....)
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Thanks for the tip @greghutcheson ! It hadn't occurred to me to look for Teams/Blackboard compatibility. I'm not sure yet if I prefer Teams over Blackboard Collaborate, but if one runs more smoothly than the other, that would be my pick!