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In addition to taking classes, she supplements her education by using Learning Upgrade, a smartphone app with English and math lessons for adults.

The app’s 300 lessons are designed by educators and use songs, videos, and games to engage even the most reluctant of students. Every level provides practice problems, accompanied by immediate intervention and remediation with multimedia supports.

I use the app when I have a little bit of time, anywhere. Sometimes I’m in the laundry, waiting between washing and drying.”

Both generations are equally willing to help one another bridge the gap, which in turn boosts the effectiveness of both approaches.

So far, the use of smartphones by students at Midland Need to Read has accelerated the learning process, giving students the motivation needed to improve their English language

Flipgrid video and a QR code link to the video is stuck on the map? Geography, history and oral reports all rolled into one.

Claudio Zavala Jr. and Scott Titmas

rubric

The Educator's Guide to Flipgrid (2nd Edition).

they’ll get in-context definitions, visual learning aids and pronunciations for any word

need images, graphs, videos and charts to learn

using handheld “clickers.”

Mini Whiteboards:

good old whiteboards!

Remake – Want to reuse a Padlet in multiple classes or across multiple years?

Customization – Padlet gives you lots of options in the settings area.  You can customize the appearance, change the URL to make it easier to access, turn comments on/off, turn reactions (stars, upvotes, likes, grades) on/off, require approval for posts, filter profanity. 

Real-time Collaboration – If you choose to allow collaboration, you and your collaborators (students! teachers! parents!) can collaborate in realtime. 

2. Second, I didn’t know that Padlet had a Timeline option!After Matt’s tweet, I discovered that a Timeline option was added by Padlet in December 2019

A face-to-face conversation while simultaneously reading might have been a distraction. However, by typing their thoughts, all students contributed their ideas while each having the autonomy to work at his or her own pace.

conversations were never los

Backchannel

Blended Mobile

Classroom

Charlie needed an alternative means to participate, and a backchannel would have provided him with that outlet.

a digital conversation that runs concurrently with a face-to-face activit

TodaysMeet would have let teachers create private chat rooms so that students could ask questions or leave comments during class. A Padlet wall might have fueled students to share their ideas as text, images, videos, and links posted to a digital bulletin board. The open response questions available in a student response system like Socrative or InfuseLearning could have become discussion prompts to give each student an opportunity to share his or her ideas before engaging in class discussion.

Present.me is a handy service for recording video and or audio to accompany your slides.

Integrating social software with LMS aims at active participation, interaction and collaborationbetween the members of an academic community

advanced features, such as group video calls, require users to pay a fee and upgrade to a premium account to get the service. Calling fees vary depending on the countries the user calls and the amount of time spent on calls. Subscribing to a premium account, which will allow users to use services such as group video chats, currently costs US$59.88 for 12 months. US$4.99 per month is not very expensive.

Limitations Although Skype and Skype in the classroom provide an intriguing option for language teaching and learning, there are some limitations as well. First, there are minimum download/upload speeds required for using Skype. For example, video calling and screen sharing require 128kbps/128kbps as the minimum download/upload speed; group video calling requires 4Mbps/128kbps as the minimum download/upload speed. Therefore, Skype users need to check whether their Internet connection meets such requirements to avoid video and audio lag during Skype lessons.

Second, Skype and Skype in the classroom promote authentic learning. According to Lombardi (2007), authentic learning emphasizes “real-world, complex problems and their solutions, using role-playing exercises, problem-based activities, case studies, and participation in a virtual community of practice” (p.2). Thus, authentic learning happens as learners participate in real-world relevant tasks that require their judgment to distinguish information, patience to participate, ability to adapt themselves to unfamiliar contexts, and flexibility to work with people from different cultures. In this view, Skype and Skype in the classroom allow language teachers and learners to participate in a context of authentic learning.

The ACTIONS model, proposed by Bates (1995), is a practical guide for educators and policymakers to select and evaluate the use of technologies for teaching and learning. The ACTIONS model involves the following criteria: Access: How accessible is a particular technology for learners? Costs: What is the cost structure of a particular technology? Teaching and learning: How does a particular technology support teaching and learning? Interactivity and user-friendliness: How does a particular technology facilitate interaction among learners? How easy is a particular technology to use? Organizational issues: Are any class organizational changes needed? Novelty: How new is this particular technology? Speed: How quickly can courses be taught and learned via this particular technology?