The app I used was called "Sock Puppets" They first wrote out a script then recorded them using the App. Finally, we had them switch iPads and watch the other "puppet shows".
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IALLT Webinar: Are discussion forums really interactive? Ideas for purposeful asynchron... - 9 views
Forum: Has Online Learning's Quality Kept Up With Its Growth? - Online Learning - The C... - 0 views
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#TAGS: New Homepage for Twitter Archiving Google Sheet - 0 views
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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. "
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FLTEACH - Foreign Language Teaching Forum - 3 views
web.cortland.edu/...flteach-res.html
education twitter Chinese ESL Esperanto French German Italian Japanese Latin Portuguese Russian Spanish#carlatechshare
shared by vaguevara on 23 Jul 18
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Links upon Links for language teachers/ learners from Foreign Language Teaching Forum by State University of New York College at Cortland
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#ljarboe Wealth of information, thank you very much for sharing. I am lost, It is difficult to select, everything look very useful.
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Saving this for later too. Lots of info here- thanks for sharing. This will continue to be a great resource.
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Great catch, I am bookmarking this one and adding to my resource library. Merci beaucoup!
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Online Chinese Teaching Forum & Workshop - 0 views
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iPads in the Spanish Classroom! - iPads in Education - 6 views
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Toon Doo Is Cool For School - Classroom 2.0 - 3 views
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Have students create a conversation between two characters in the language you teach.
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Google Plus Comes to Google Apps for (Higher) Education - 0 views
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I do have some concerns about privacy with G+, but I am still trying to weigh, in my mind, the benefits vs. the costs of using a slick app like G+ vs. something we already have access to behind a password like Moodle. I am also wondering if the quality of engagement is the same, better or worse than that found in a forum like Moodle.
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5.1 Dogoriti.pdf - 1 views
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Twitter is used as an ongoing public channel of communication for academic and co-curricular discussions
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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-
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ave generally been used as static sources of content with no social appeal like social networks, such as Facebook or YouTube
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social networking platforms have been acclaimed to provide learners social communication, autonomy,fluid online discussions, and identity management
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informal and relaxing atmosphere and make learning effective (Dalton, 2009). Social networking allows students and teachers to build a rapport and overcome inhibitions
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Integrating social software with LMS aims at active participation, interaction and collaborationbetween the members of an academic community
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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
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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
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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
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a service offering language learning quizzes via Twitter hasbeen established (TwitterLearn, 2008)
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Twitter has been studied in context with other social media and has proven to have a significant influence on academic activity
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microblogging and inferred that it enhanced students’ achievement, motivation and participation in class.
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Edudemic
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Different platforms suit different sorts of interactions and appeal tostudents and educators in a diverse manner
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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
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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
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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
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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
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nstructors could evaluate students’ learning progress by reviewing theirreflections on what they have gained through networked learning
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References
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How to teach a young introvert | ideas.ted.com - 4 views
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giving them opportunities to contribute to a class blog or something where their classmates will get to see their hearts and minds in this other forum. I think that really opens things up.
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If the kid is perfectly happy the way they are, they need to get the message that the way they are is cool.
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a student who has one or two or three friends, and prefers to go deep with their friendships instead of being one of a big gang, there’s nothing wrong with that at all, in terms of it being a predictor for adulthood.
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make sure to build quiet time into the school day, especially when kids are younger. Have 15 minutes set aside every day where the students just read.
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Apps that allow students to contribute to class discussions, sometimes anonymously and sometimes not.
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challenge teachers to rethink what they mean by class participation and start thinking of it as classroom engagement instead.
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tools that allow students to participate through their electronic devices as opposed to raising their hand.
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I agree this statement of "Number one would be to make sure to build quiet time into the school day, especially when kids are younger. Have 15 minutes set aside every day where the students just read." Question: As a classroom teacher, I am with my students 42 minutes per day, how can I take almost half of this time for reading? Shouldn't this issue be addressed as a whole school wide??
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I agree with you Diane - that would be way too much time for reading in just your class. In some classes, I do a 5 - 10 minute "free-writing" exercise that is individual. It seems like you'd need to scale the time so that it's appropriate for your class.
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A lot of students who might be reticent at first will feel emboldened by having first discussed it with a partner.
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Small-scale socializing. Socializing in pairs and small groups.
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Wow, just imagine how much calmer the world could be if classrooms were set up to allow for multiple temperaments as well as learning styles?! Also, the think-pair-share concept is fantastic; I've been using the "alone-paired-large group" sequence for language learners in groups since I got my CELTA certification and it's been hugely successful. Nobody wants to be wrong in public, and when learners have a chance to discuss it with a partner first, they are more likely to share their ideas.
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Add a discussion page to PBworks - 1 views
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This is a function that I always thought was lacking in PBworks (compared to Wikispaces, for example) - now they are recommending this app as an add-in. Only a PBworks admin can add this however - you need to click the "Allow javascript" button. This page has screenshot instructions, if you're not sure how to add it. HOWEVER - I haven't been able to get it to work, yet... I don't know if it's a login problem or what. It shows up in the wiki page, but I can't add anything to the discussion.
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Education World: Five Ways to Use Padlet in Class - 3 views
www.educationworld.com/...-padlet-in-the-classroom.shtml
Padlet GroupA carlatech17 Education virtual wall
shared by vivianfranco on 04 Aug 17
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Padlet is a free, online "virtual wall" tool where users can express thoughts on topics of their choice. It's like a piece of paper, but on the Web.
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I like Padlet because it seems it is a simple tool to get our students participate inside/outside the classroom. Sometimes students feel frustrated when they struggle with technology and then they have to figure out how to develop the task. So presenting the students easy ways to learn through technology can lower this cognitive overload.
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Online Teaching Tips for the Plague-Averse | Facebook - 0 views
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Some colleagues, Eliot Borenstein (Professor of Russian @ NYU) and Shannon Spasova (Assistant Professor of Russian @ Michigan State), started this FB group in the spring and it has been an invaluable forum for me to connect with instructors around the country throughout the spring emergency remote instruction and into planning for fall. It also provides some comic relief.
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Best Practices for an Online Spanish Course - The FLTMAG - 5 views
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anguage instructors need to be convinced that online education presents a responsible learning environment for students,
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tudents must assume greater responsibility and organization for their learning journey than in the face-to-face classroom.
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ongoing guidance and supervision from instructors, with regards to logistical and pedagogical issues.
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Online grammar and vocabulary activities. Students work on their own with input, explanations, and activities from an online textbook.
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istening activities. We created interactive “video lessons” using Adobe Captivate: 5 minutes interviews, accompanied by comprehension questions, vocabulary, grammar exercises, and short writing assignments. For these activities, we interviewed various professionals around Davis
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Speaking asynchronous activities. In Canvas, students record a video message related to a specific communicative task. For example, they compare Davis to a city in the Hispanic world. Also, they have to comment on at least one video from a classmate
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ynchronous speaking activities. They consist of a video chat with the instructor and 2-3 students, working on communicative activities related to the lesson. It is student-centered day and learners tend to receive more feedback than in the traditional face-to-face classroom
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riting activities.
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I love the way UC Davis has the week split up. I'm wondering if they run into students with conflicts with the synchronous schedule? How much coordination does it take? How many hours is the instructor putting in on Thursdays and Fridays meeting with students? I love the idea, just need to see how it works in practice.
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Student preparation: Students need more preparation for the online learning experience. The creation of a mandatory workshop
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mphasizing the pedagogical particularities of online learning, could help with student attrition, which is usually higher in online courses than in traditional courses.
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Transition from a focus on activities to a focus on projects: dynamic assessment, portfolios, self-evaluations, tandems, etc.
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