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Versatile, easy-to-use presentation tool featuring talking puppets Pros Shows are easy to create and puppets' mouths sync well with the voices. Cons Recordings are limited to 90 seconds. Bottom Line Engaging presentation option for both creator and audience. Learning Scores Engagement Is the product stimulating, entertaining, and engrossing?

strategies for online teachers: how much to be "present" in an online class.

Richard Byrne gave this as a presentation - a lot of tools to explore!

Nik Peachey recording of a presentation on PLNs for educators

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.

I am amazed that they put all of this up online!  80+ presentations that have been recorded in a variety of ways, from the 2011 conference.  Take a browse through - there is bound to be something you're interested in finding out something more about.

"Teachers can use digital storytelling as a teaching tool in the classroom. This page addresses how to best utilize software such as Photo Story 3 in ESL or foreign language classrooms."

Telling and listening to stories is an ancient tradition that can benefit foreign language learners of all ages, languages, and levels of proficiency. Stories contain linguistic, paralinguistic, discourse, and cultural features that provide the comprehensible input and output that students need to develop their conversational skills. Instructors and students can select and tell stories that they enjoy and that interest their listeners. Some interactive story telling activities are presented, categorized as: Change the Story, Group Picture Story, Jigsaw Story, My Story, Oral Reading, Picture Stories, Psycho Story, Rumor, Shuffled Comics, Story Hour, Strip Story, and Tell Us a Story. Contains 33 references. (Author/LB)

The importance of focusing on "Why technology should be used?" instead of only "How to use technology?" is emphasized - indeed an important aspect teachers should not overlook.

I agree that we need to really access why we want to use technology. Is it really the best option all of the time? I love the checklist of questions one should ask him/herself before deciding to use the technology. I, especially, thought the question "Will students control the technology?. Sometimes, I need to remember that spending hours creating a great powerpoint presentation isn't as great as finding a way for students to engage in an interaction rather than passively listen to a lecture.

Glenn Cake's site filled with tools to check out from the LARC presentation Aug. 10

A short presentation about Voxopop

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

The cons of using Twitter as a backchannel discussion. The article debates the benefits of a backchannel discussion and negative effects it may have to the overall understanding of the presentation when the listener's attention is split between two activities.

Interesting article. I think I would lose a fair amount of what speaker was saying if I were tweeting as well.

carlatech14, week3

Examples on how to use Whatsapp in the language classroom

The use of Whatsapp in the language classroom to promote conversation in the target language

This one worked! and I can see your highlights! =)

Abstract: Since their emergence in 2005, Web 2.0 technologies have been advanced as potentially transformative in the area of education in general and foreign language learning in particular. Web 2.0 technologies are presenting new opportunities for developing diverse online learning environments and enhancing interactivity, participation and feedback between students, their peer groups and teachers. This article examines one of the most significant Web 2.0 tools, Social Networking Sites (SNS), and focuses on Livemocha, an example of an online community specifically aimed at encouraging collaboration between foreign language learners. Results from the ethnographic approach adopted in the paper indicate that: (a) SNSs can be used by language learners to explore new relationships rather than merely maintain existing ones and that (b) longitudinal studies are required to achieve a better understanding of the complex processes of mediation involved in online community formation and maintenance

Funny! I also found this article last week and even attached it to last week's blog post in the ning. I've noticed this morning, that reading and commenting on it is also one of this week's assignments. I guess I chose well :)

"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)."