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Marlene Johnshoy

Teacher Educator Technology Competencies - Learning & Technology Library (LearnTechLib) - 1 views

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    "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."
Marlene Johnshoy

European Framework for the Digital Competence of Educators: DigCompEdu | EU Science Hub - 0 views

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    "On International and national levels, a number of frameworks, self-assessment tools and training programmes have been developed to describe the facets of digital competence for educators and to help them assess their competence, identify their training needs and offer targeted training. Analysing and clustering these instruments, this report presents a common European Framework for the Digital Competence of Educators (DigCompEdu)."
norikofujiokaito

Improving 21st-Century Competencies: From Classroom Practice to System Change - Global ... - 1 views

  • An exploration of perceptions of candidate teachers for the new school revealed that while they understood the importance of supporting student competency development, they were less clear on implementation. Therefore, the team has focused on strategies for teacher development. Teachers traveled abroad to observe competency-based education practices. These trips enhanced teacher mindsets about the value of competency-based learning, but teachers' monthly reflections revealed remaining gaps in confidence to implement these methods.  
    • norikofujiokaito
       
      I am glad to know that teachers in Japan are trying to integrate competency-based approach into their teaching even though it is in a private school.
Claire I

Integrating Intercultural competence into language learning through technology - 2 views

  • in which technology can support teachers and learners as they seek to understand language through culture and culture through language
    • Claire I
       
      different definition from Byram's?
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    from teaching culture to intercultural communication competence
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    oh, well, highlight somehow did not stay when submitted... ;-(
Marlene Johnshoy

Social Networking Site for Intercultural Competence - 4 views

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    ...project provides language educators with pedagogical strategies and practical suggestions for implementing social networking sites (SNSs) and social media for intercultural competence in beginner and intermediate FL courses.
Jessica Rojas

Stages of second language acquisition - 4 views

  • By understanding your students' levels of linguistic proficiency, you will become more competent at differentiating instruction to promote linguistic and academic achievement. You will also feel better, because students will participate and feel more confident as they successfully respond.
Roxana Sandu

http://www.carstenullrich.net/pubs/Borau09Microblogging.pdf - 2 views

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    interesting article -just read it myself!
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    An article about using Twitter in an English class to train communicative and cultural competence at a Distant College in China.
Marlene Johnshoy

Exploring the Benefits of ACMC for Speaking Development | IALLT - 1 views

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    "Abstract Currently, language educators experience difficulties in facilitating oral practice effectively in the foreign language classroom. Regularly, they face introverted and passive learners who fail to embrace speaking opportunities (Poza, 2011), or simply do not find the time to promote speaking practice in the classroom (Meddings & Thornbury, 2009). In this light, many asynchronous computer mediated communication (ACMC) technologies have emerged to confront this situation. However, central research studies do not seem to acknowledge ACMC as viable in accommodating oral development but, rather, frequently attribute this merit to synchronous CMC (Levy & Stockwell, 2006; Kervin & Derewianka, 2011). By employing a mixed-methods approach, this small-scale case study examines, firstly, the extent to which ACMC speaking practices are suitable for language learners' speaking development. Secondly, and by extension, it investigates the salient characteristics of the ACMC tool myBrainshark, that makes it appropriate for fostering linguistic growth. The data is obtained from post-beginner Spanish language learners by means of an online questionnaire and an online structured stimulated recall. The findings show, on the one hand, that ACMC oral practices can be beneficial in developing speaking aspects in lower-proficiency language learners and, on the other hand, that myBrainshark has characteristics that can potentially promote linguistic development. Finally, this paper calls for experimental research on the improvement of oral competency in post-beginner and higher-proficiency learners."
Marcie Pratt

Online synchronous communication in the second-language classroom | Murphy | Canadian J... - 2 views

    • Marcie Pratt
       
      Have not thought of using synchronous tools before in my language classes until I took this CARLA class. This paragraph helps explain why they are useful.
  • "low anxiety situations, containing messages that students really want to hear"
  • White (2003) highlighted the benefits of using web-based, real-time (synchronous) interaction and communication as follows: it is spontaneous; it motivates learners who develop a sense of community and gain energy from the group; it offers opportunities for peer feedback; and it supports the development of interactive competence.
Shereen Elgamal

10 Social Media Tips for Reaching World Language Learners | Edutopia - 5 views

  • The 21st century learner is not wired to memorize; instead, her or she is inclined to create, connect and collaborate. Social media is the perfect medium for us, their teachers, to reach them.
    • srafuller
       
      It is important to remember to reach our students where they are, not where we were when we were students.
  • posting a weekly question and having students respond
  • ...3 more annotations...
  • It is time to officially gamify education. If we make it fun through gaming, our students will be engaged. For language teachers, Duolingo is the route to student involvement when it comes to reviewing grammatical structures. Available in many languages, this app allows students to compete with one another and "level up."
  • I recommend Edublogs
    • Shereen Elgamal
       
      It sounds like a fun way to get students interact and use the language in an interactive way.
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    This is a listing of ways to use social media in the classroom.  
  • ...1 more comment...
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    Interesting article on tips for using social media in the language classroom--definitely relevant to this week.
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    I like what srafuller says about not expecting students to be like we were when we were students. I struggle with that in all the classes I teach, not just the foreign language. I work to be conscious of reaching students "where they are" every day. Not only that, but we need to be conscious (at least older teachers like me) of not teaching the way we were taught!
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    I really like this article! Simple, to-the-point, useful suggestions for several on-line applications. I tried out Duolingo but was chagrined to find out they don't offer Russian (Ukrainian and Esperanto but not Russian?!). I could, however, study English from Russian, which has several activities (especially translation) that my students can use. Thanks for posting this article!
Roxana Sandu

College 2.0: Academics and Colleges Split Their Personalities for Social Media - Techno... - 1 views

  • Many professors and higher-education leaders are struggling to strike a balance between their personal and professional lives when using online social media, a realm that encourages widespread sharing of thoughts and opinions. Often that means creating multiple accounts, one for each of the hats they wear. Some professors use Facebook with friends and family, reserving Twitter for professional observations, or vice versa.
  • There may be a benefit to that kind of sharing. Ms. Johnson recently conducted a survey of 120 students at the college about what they thought of a series of Twitter feeds run by professors. The majority of students found the professors who mixed in personal details with their down-to-business tweets more credible—rating them higher on measures of competence, trustworthiness, and caring. Her theory: Students want to end the semester with a connection to their professors, not just a head full of facts.
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    An article about how some of the academics manage both personal and professional accounts on Twitter, FB etc.
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    Ms. Johnson's survey findings has made me think on my own personal rule of keeping school and personal separate in cyberspace. Question still remains is: at what age is it appropriate for teachers to mix school and personal...middle school, high school, college?
klmcguinness

Research Supports Global Curriculum | Edutopia - 0 views

  • In 1985, only 50 foreign-language-immersion schools existed in the United States, and as of 2011 that number has grown to 448
vivianfranco

Computer-Mediated Communication | Foreign Language Teaching Methods: Writing - 4 views

  • Research has shown that CMC: can help increase students' motivation to learn the foreign language, lower their anxiety, increase their fluency in the target language, lead to improved intercultural competence and democratize classroom communication.
    • vivianfranco
       
      I agree with this author's idea. In my teaching experience using CMC to teach language, I can notice my students' progress i the target language. They express their motivation and even introvert students are more open to share their ideas.
  • Keep in mind that students who study languages with different orthographies may encounter specific difficulties during CMC sessions. Be prepared with creative solutions, such as suggesting computers and keyboards that accommodate the characters your students need.
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    This is a really good suggestion Vivian! It is always nice to have plan B especially when using technology!
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    The author says that CMC helps in all of these areas, but doesn't provide any information about his sources. I think this shows the value of including links to other websites in blog posts about education!
fellin

Orienting Students to Online Learning: A Must for Student Success | EDUCAUSE - 0 views

  • Orientation experiences support students' transition to the first year of college, which is essential for student success.1 This support is particularly important for those students from historically marginalized populations.
  • hould be holistic
  • course design features and
  • ...23 more annotations...
  • ) orientation learning goals and conten
  • assessment
  • approach
  • he orientation should
  • boost students' confidence for success online, foster a sense of community among students, faculty, and staff, equip students with the tools necessary to be positive community members, facilitate academic preparedness and skill-building (e.g., time management), provide support and engagement resources, and give students the opportunity to use the technology they will encounter in their courses.
  • As in any other learning experience, educators should first identify the desired learning outcomes of the student orientation
  • nteractive Learning Objects (ILOs): Campus leaders should think through how content will be delivered in order to achieve course objectives and consid
  • (LMS), or virtual campus, creating a student orientation course within the same virtual space fosters a seamless experience for students
  • Modality: Think
  • The course learning outcomes can also help inform what topics should be reinforced in live sessions.
  • Course location:
  • employing an ILO where students have to respond to academic integrity scenarios will enable them to relate to the material better than if they simply read an informational page about academic integrity.
  • acilitated v
  • e counterbalanced with how the onsite orientation is assessed (with consideration toward creating an equitable experience).
  • digital badge in the LMS.
  • to teach students how to become successful online learners. More specifically, we hoped to boost students' confidence in learning online, equip students with the tools necessary to be positive community members, and give students the opportunity to use the technology they would encounter in their courses.
  • and build basic competency in the digital tools
  • time-management tip
  • the importance of study groups,
  • how to practice "netiquette" (
  • "Start with Why"
  • We created an assignment that included the self-enroll link and directions with screenshots on how to locate and submit the completion badge.
  • A well-planned online orientation is essential for student success ahead.
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    Good pointers on how to organize orientation to online course and how imp it is for successfull learning
hnn1hanh

The Essentials of Language Teaching – guidelines for building communicative compe... - 0 views

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    I really enjoy this link.
aretipa

Elisabeth Murphy: Online synchronous communication in the second-language classroom (20... - 2 views

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    I have no annotation because I exceeded my limit :-( But here is the gist: This is a report from a design experiment using synchronous online communication for learning French. The problem: Canada' Core Language program for learning French as a second language resulted in a great number of students with "minimal abilities" to communicate in French. In search of a solution: to use synchronous online communication. Quoting White 2003:"the benefits of using web‐based, real‐time (synchronous) interaction and communication as follows: it is spontaneous; it motivates learners who develop a sense of community and gain energy from the group; it offers opportunities for peer feedback; and it supports the development of interactive competence. "
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