Groups offer far more control over who gets to participate. Permissions settings make it possible for group admins to restrict access to a group, so that new members have to be approved. Access to a Page, however, can only be restricted by certain ages and locations. Again, this makes groups more like a private club
Fabulous Class Comic in French. Another brilliant activity that can be conducted over a number of months and allows a fair bit of freedom to students to be creative as well as engage different intelligences in the classroom (visual, verbal, logical, etc.). Plus, it is highly collaborative for all and takes the teacher away from being the knowledge expert to the a more authentic creative position.
The use of the Web2 can provide opportunities for collaboration, authentic communication in a discourse community and provide what Warschauer and Kern (2000) termedas networked-based language teaching. Some ofthe general benefits of using technology in ESP are the use of authentic tasks, tools, and context (Bremner, 2010; Evans, 2012).It provides interaction and communication among learners, uses collaborative learning, focuses on socio-
do not provide motivation, enthusiasm or personalization
earning management systems (LMSs)
ave generally been used as static sources of content with no social appeal like social networks, such as Facebook or YouTube
while also impeding general pedagogical support with their default settings and familiar features
social networking platforms have been acclaimed to provide learners social communication, autonomy,fluid online discussions, and identity management
ease interaction, e-discussions by focusing on the use of technology to support education
informal and relaxing atmosphere and make learning effective (Dalton, 2009). Social networking allows students and teachers to build a rapport and overcome inhibitions
Integrating social software with LMS aims at active participation, interaction and collaborationbetween the members of an academic community
Web 2.0 tools consist of blogs, microblogs, wikis, podcasts, virtual worlds and social networks
he benefits of using Web 2.0 in education are the new interaction styles between students and teachers, immediacy of information, access to authentic learning environments, content sharing, collaboration and enhancement of learning experience
Facebook
Twitter, Edmodo, and Ning
On the whole, the reasons language instructors may opt to choose Edmodo in class are that teachers and students connect, assignments, back channeling, a paperless learning environment, its backpack feature,the library feature, Apps, homework, badges, learning continues outside the classroom, assessments, interface, sharing, and its private and safe learning environment
the use of Twitter facilitated collaboration, communication and data exchange among students in real time.The role of the instructor is underscored as she/he acts as a mediator, supporting the content, organizing the activities, and clarifying the use of the educational tool
a service offering language learning quizzes via Twitter hasbeen established (TwitterLearn, 2008)
Check this out--appears to be a comprehensive site about the use of technology for educators and students.
Different platforms suit different sorts of interactions and appeal tostudents and educators in a diverse manner
From the Edmodo platform, two main features are utilized. First, the Edmodo forum is used for both teacher-to-student communication and student-to -student communication. The communication topics include subjects such as assignments, questions, announcements, etc. Second, the Edmodo Assignment Center is used for testing the students on each learning topic and easily collecting their answers
Although we have an in-house LMS at Northwest, I created an Edmodo platform for my Intermediate Russian I course for the fall to see how it will work. I'll use it in conjunction with the in-house LMS, which may prove to be cumbersome. We'll see.
As far as the assessment of students’ performance goes, the conventional assessment through graded assignments is backed up by students’ social learning activities. Network buildingand self-regulated learning canbe indicative of students’ progress throughout the course.Ongoing assessment or formative assessmentstrategies(integration of performance and feedback and reflection) can facilitate learning and review students’ performance
The empirical evaluation of the research highlights the dominanceof intrinsic motivation(students’ intentionsto use Twitter/perceived enjoyment)over extrinsic motivation in explaining the adoption of social media in the class
n order to provide assessment, instructors could evaluate students’ learning progress by reviewing their reflections. Communication (teacher-student/student-student)throughout the learning processcan also providefeedback information that may aid assessment
nstructors could evaluate students’ learning progress by reviewing theirreflections on what they have gained through networked learning
Point/Counterpoint - a discussion on "is technology killing critical-thinking skills?" I think they're coming from the same point of view, but expressing it differently. A lot of frustration with internet filters...
We can continue a discussion here in the Diigo group about articles, tools, or whatever the group finds and bookmarks. You can also put "sticky notes" right on the article page itself - no one but the logged-in group members can actually see the notes. This is one way we can keep the "group momentum" going after the institute ends. Add your thoughts!
I've been looking for another comic-maker that will let you upload your own photos - this one does! It also has a pretty large gallery of characters, backgrounds, etc. You have a choice to make a comic book, comic strip/e-card, presentation, manga, or a graphic novel.
This is a great site for elementary kids for a lot of different areas, but the comic creator is for grades 3-12.
"Web 2.0 How-To for Educators explores the very best online collaborative tools available today (including blogs, wikis, and social networking) and Web 2.0 applications (Skype, Google Earth, Wordle, and more) that make a difference in education. Using a simple formula for each concept, the book describes what the tool is, when teachers should use it, why it is useful, who is using it, how you can use the tool, and where you can find additional resources. Practical examples from educators around the world offer an abundance of ideas, and the recommendations for further information and comprehensive lists of Web 2.0 tools and applications will be valuable resources as you integrate Web 2.0 technology in your classroom. "
Resources to teach digitally are integrated all through the teacher preparation courses, and they have resources to try and show things with many different kinds of equipment.
An IATEFL conference presentation where he explains a bit about what he does - makes videos to train ESL teachers to use lots of Web 2.0 tools - and describes his website which you should really explore!! Lots of (always) free videos to teach you about using tech for teaching.
http://www.teachertrainingvideos.com
It seems at times that "wired differently" is being used as an excuse for a growing inability to stay on task. When the need for immediate gratification leads you to think that 6 minutes of YouTube is a substitute for reading Vonnegut, I get a little worried. The social world of the teenagers may center around multitasking, but that seems to suggest that we need to have them work on focused concentration in the classroom ... rather than reinforcing skills that they are mastering on their own.
Jon- I totally agree that we should still make them read Vonnegut and can't use new culture/brain learning styles as excuses- how to reconcile the new ways students are and our teaching styles is where we need to research more so we can implement instructional practices that meet them where they are at and get them to the place we need them to be.
If you're new here, you may want to subscribe to my RSS feed. Thanks for visiting! Different countries and different education departments within those countries have social media policies which generally limit the ways in which teachers can use twitter and Facebook with their students.
This is a smart alternative to "friending" your students and keeping school and personal separate. It is very helpful that the author included screen shots in the article; makes it easier to follow the steps.
Thanks for the article. It was exactly what I've been looking for about how to keep my personal life and my students' separate but still be able to use Facebook. The set up steps are very easy to follow.
From this blog post:
"One Twitter topic that we've addressed often is how best to maintain an archive of Tweets, whether your own or those associated with a particular hashtag. In two different posts, Mark introduced readers to what is, arguably, the best free solution for this: Martin Hawksey's TAGS, "a free Google Sheet template which lets you setup and run automated collection of search results from Twitter."
Well, now Hawksey has created a user-friendly site for this tool, complete with a help section and support forums.
"
I liked this blog because it seemed to be authentic and though I felt like the author is teaching a different audience than I do, I can relate on many levels. - Garett