Group items tagged

they valued the opportunities provided by the two CMC-embedded webquests to interact with their respective group members in asynchronous and synchronous modes of communication.

students appreciated and enjoyed learning about the target culture in way that they retained the information even two months after they were completed

magine students’ artwork hanging in your school’s hallway and beside each masterpiece is a QR code. When parents, students, and other teachers scan the code using a mobile device, they hear the student telling about themselves and the relevance of their art... Or what about a QR code in the back of a library book that allows you to hear a student’s review of the book? Or a QR code sent home to parents that allows them to listen to their 1st grader reading or telling a story?

ease-of-use

get a link to my recordings and then email it to students

  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

You can check out the entire list of nominees in this Google Doc here! Or scroll to the bottom of this post to view it embedded.

The potentials for dropping in html objects such as quizzes that enable interaction can make static data much more dynamic. The ability to drop in multimedia and particularly video can lend more significance and impact to the information in the graphic.

they use their comfort and skills with social media to connect students with the content area on a deeper level.

help students keep tabs on their upcoming assignments and assessments

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.

VoiceThreads might best be described as interactive media albums

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

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."

This article focuses on the use, potential benefits, and best practices of interactive visual media in online education and remote learning. We will discuss: What are the main arguments for interactive visual media in online learning? What are some examples and best practices for creating visual learning materials for students? How can students use interactive visual media for documenting and sharing their learning?

Interactive images, videos, and virtual tours can support online learning by providing an alternative to text-based communication. Here are three arguments for why this is the case.

Humans remember pictures better than words (the “picture superiority effect”)

Next, my recent favorite, eduCanon.