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ACTFL 2012 Presentation

ACTFL 2012 presentation "Attendees will learn to revise traditional activities by incorporating advertising and smartphones into their teaching. Advertising is everywhere and smartphones are part of most students' life. They can be tools that shape student awareness of other languages and cultures. "

ACTFL 2012 presentation This is a short video of students at Marquette University participating in OCMC in Spanish and French.

ACTFL 2012 Presentation

ACTFL 2012 presentation Take a look at the wiki link for a lot of information Lauren has put online from this workshop

ACTFL 2012 Presentation

ACTFL 2012 presentation

ACTFL 2012 presentation

Snapshots from an iPad in the Elementary Classroom Program - Camilla Gagliolo, Jamestown Elementary School, Arlington Public Schools.   Presented as a webinar for the Mobile Learning SIG at ISTE.

45 minute presentation on evaluating web-based tools for language teaching use. 

Google Slides: more than just for presentations! Matt has 8 ways to use GSlides in a more interactive way.

Authentic activities for the 3 modes of communication: interpretive, interpersonal, presentational. Great technology tools mentioned.

Amazing resource! I love how this article offers ways to integrate technology through accessing each mode in several ways!

It carries over well into the German classroom too!

Abstract: This paper sets the stage for the articles selected for the special issue "Language learning and social media: (r)evolution?". Starting with some definitions of mainstream terms like "social media", "web 2.0", "social web", "social networking sites (SNS)" and "web 2.0 language learning communities". The purpose is not to "reinvent the wheel" by suggesting new definitions, but to synthesize definitions of mainstream terms and juxtapose them to similar concepts from CALL literature. We then critically discuss three key features of web 2.0 technologies (user participation, openness and network effects). Despite the fact that these three features were present to some extent in technologies prior to social media, we examine whether they take on a radically different meaning in the social media era. Research insights are discussed in the last section of the paper.

This report provides national estimates about distance education courses in public school districts. The estimates presented in this report are based on a district survey about distance education courses offered by the district or by any of the schools in the district during the 2009-10 school year.

Has anyone ever heard of this?

Yes - they present at either CALICO or IALLT (or both) - seems like a good product, altho other than playing with it a bit, I haven't actually used it...

How do you think this is similar or different from the CLEAR tools? You can have students accounts?! I am posting under my husband's Diigo account apparently... this is Alyssa Rutherford. :)

The goal of OCEP is to provide the academic community with a criteria-based evaluation tool to assess and compare the quality of online courses. The focus of the evaluation is on the presentation of the content and the pedagogical aspects of online courses, yet OCEP also considers the instructional and communication methods so vital in a successful online learning experience. Existing online courses are identified and measured against a set of objective evaluation categories. These criteria were developed through extensive research and review of instructional design guidelines from nationally recognized course developers, best practices from leading online consultants, and from numerous academic course evaluations.

Discussion on how technology is being used and why we're still struggling to give more control of learning to students. A good read!

"A 2014 paper by researchers at Michigan State University, in East Lansing, provides a tangible example: Teachers and students in the small-scale study were found to be making extensive use of the online word-processing tool Google Docs. The application's power to support collaborative writing and in-depth feedback, however, was not being realized. Teachers were not encouraging group-writing assignments and their feedback focused overwhelmingly on issues such as spelling and grammar, rather than content and organization." This really gets to the heart of the idea of combining education and technology: the technology has to serve the goal and it doesn't sound like the teachers' goals were the same as the stated goals of the assignment. So obviously Google Docs is a fantastic tool, but it has to be utilized appropriately for it to be effective.

I must say I have sat through many workshops in my tenure at my university that included the modification of some practices and even included, to my frustration, the basic structure of a lesson from stating outcomes to assessment. The problem with our particular situation is that usually it is directed to a "one-size-fits-all" use of a given technology that may not apply to many disciplines. I have found them somewhat useful for upper-level courses at times, but the language classes often pose the need for a kind of collaboration and interpersonal technology that isn't presented. Hence my desire to take this course. Another difficulty is the overwhelming number of technological applications presented--I can't tell you how many--and the students really become overwhelmed, since they often have to learn new technologies in almost many courses. Some work and some don't, and since they are the guinea pigs and there are no guarantees that everything will work as planned, and given the astounding changes in tech, the newness never seems to end, neither for the student nor the teacher. So focusing on just 1 or 2 to begin with seems like the only way to deal with it. Finally, I think that, at least in our university, the huge courses found often in the sciences reflect the slowness to adopt meaningful change. Many in these disciplines have simply used the tech to deliver more lectures on topics students must memorize, perhaps adding clickers for comprehension checks. There seems to be a great disconnect between what happens in the classroom and the amazing advances in tech they have made for their hands-on work--labs, collaborative work, etc.

Very helpful for those who are still getting to know ACTFL standards. Includes short, non-jargony descriptions for studnts, and linked PDFs with various skills/tasks that they can check off for monitoring of their own progress in the interpersonal, presentational, and interpretive modes.