Group items tagged

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!

Reasons not to use Facebook: counter-points given

Some good advice for online and hybrid course engagement. One of the comments below says - even for F2F classes! One of the comments also questions the point about responding to all student posts - saying that it's better to let them discuss without you, only adding in occasionally or with a summary or notes in a weekly wrap-up. This "hands-off" discussion method is the route Alyssa and I have taken, what has worked for you?

French beginner worksheets. Very simple to the point of being childlike (even though they are listed for high-schoolers). Sometimes, I just need a simple sheet of something in class. They can pobably also be used in one of the tools we have been looking at. As always, remember to quote your source when using.

funny animated video about the move from analog to digital classrooms; points out that just having the equipment doesn't change the way people teach; you still need to think about new pedagogy

" self-assess their performance on learning tasks and formulate points for improvement. " Think about this is in terms of ePortfolios developed through professional development workshops.

From the book: "Since the first version of this book came out in 2005, the field of computer-assisted language learning (CALL) has grown and changed. This update is the result of some of those changes. Our intent is to place pedagogical goals before technologies, as the literature advises but is not always followed in classrooms. In revising this book, as in the original, we assume that good teachers teach well because they bear in mind certain principles about how they can best help learners to learn language. Placing these principles at the center of attention makes it much easier for teachers to concentrate on the question of what constitutes effective computer-enhanced pedagogy and why. This book takes as its organizing principles both the system of conditions that are known to support effective language learning and the goals that a variety of standards in the field have set out for us and our students. Examples throughout the book underscore the need to consider theory in every aspect of the teaching and learning process. Some of the points in this book we have made in other places; other we discovered during the revision process. All told, this text provides a brief picture of what CALL classrooms can be like today. Of course, that could change tomorrow."

Good ideas - I could see Tip #2 as a great starter project in language for level 2 and above.  Alyssa and I do the weekly video updates, pretty much just like three points listed here - and we've also gotten good feedback on those.

This is a great interpersonal activity, although I would imagine student reactions to it may vary. For instance, some students (like me) may find it stressful not to write things down. On the other hand, not writing things down takes the pressure off for being "perfect" and puts the attention on the spontaneous nature of the interpersonal mode.

Thanks for sharing this (and for the highlights). It's something I need to explore further.

I love this idea.

The why and how of using digital stories in language ed

Digital storytelling is so awesome! I got a chance to create a digital story through the Minnesota Writing Project Invitational Summer Institute and it was an awesome experience. I'd highly recommend looking into your local branch of the National Writing Project to see what resources or professional development are available.

Definitely one of my passions as a teacher- helping students get to the point where they can tell their own stories.

That was not very convincing to me. I need more information. Maybe we should also investigate when and how to use power point. :)

I am fascinated by this notion of "lurking" to describe students/ people on-line who do not respond immediately but take time to read and reflect. Interesting research questions whether this impacts their learning positively and how to assess their learning. Maybe someone can find a better name, too?

There was a hyperlink to an article about whether we should still teach cursive. Apparently high schools are not doing it any more. My son stopped cursive in about the 5th grade and didn't have to use it and now he is struggling at the university because he can't read when the professor uses cursive in anything, like comments on his papers. I have to print when I leave him a note. Wow, technology is wiping out one of the long-standing activities that took humans decades to develop.

I like the balanced way this piece presents some of the pros and cons of technology in education. Just this week I had a conversation with another educator who has encountered recent studies suggesting a link between handwriting (of any kind) and certain cognitive development. Some schools are now emphasizing handwriting instruction because it helps boost students' academic achievement.

My daughter is 8 years old and she started learning cursive this year. So it must be back! I'm not sure if will help boost her achievement or not, but I'm glad she is learning it. I think the article made a good point about how students today have a short attention span and easily get off track. If they are typing a paper on the computer, for example, they can open a browser and start surfing the web. They don't necessarily stay focused on the task at hand. It is even hard for me sometimes. If I don't ignore email (just put it off until later, I mean), I would never get anything done!

several examples of SNS use in the FL classroom

inding productive media examples to use in the classroom can be time-consuming and challenging. Here are media examples other teachers have found useful along with descriptions and information about the teaching contexts in which they were used.