Abstract: Collaborative social interaction when using Web 2.0 in terms of VoiceThread is investigated in a case study of a Swedish university course in social psychology.
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VoiceThread - Support - Resources - Publications Language Learning - 1 views
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The results show that use of Web 2.0: a) supports students' reflections concerning their own and others' thoughts and emotions, b) supports individual students and integrates them into a work group, and c) develops students' identification and awareness in relation to self, a task and others.
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Reflection is a core component of many outdoor education programs with many educators relying on journal writing as a means of facilitating reflection.
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We speculated that it might be worth trying to engage these students with "their technology," and in this paper we explore if and how Web 2.0 technologies can support student journal writing behaviours in outdoor education.
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With the advent of Web 2.0 tools, additional language educators can extend their classrooms beyond the traditional brick-and-mortar walls to communicate with the world. One of the best ways to do so is to introduce VoiceThread into language lessons. In doing so, students can create conversations that extend across the classroom or across the globe.
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This review takes a look at current digital storytelling protocols and strategies currently displayed through VoiceThread creations, as well as detailed strategies conducive for a powerful digital storytelling tool such as VoiceThread.
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This article documents the curricular decisions made by a teacher educator research team whose guiding theoretical focus for intern practice is dialogic instruction. Over a 2-year sequence, teaching interns used video and Web 2.0 technologies to respond critically to and revise their teaching practices in collaboration with peers and instructors.
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I found this by chance just exploring around. If you check the SUPPORT section on the VoiceThread site, you will find a list of publications. They posted a collection of abstracts with links of scholarly articles written about using VoiceThread for language learning, K-12, higher education and professional development. I just skimmed through the lists, and some of the articles are accessible, while some are behind a password.
A Taxonomy of Reflection: Critical Thinking For Students, Teachers, and Principals (Par... - 3 views
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11970.pdf - 2 views
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" Using TPCK with digital story issues in educational technology Abstract Digital storytelling is recognized as a motivating students in critical thinking and reflective learni ng storytelling are readily available and much easier to use today than they were in years pa convergence of these facto rs has facilitated the inclusion of digital storyte lling in p educational technology courses . Some researchers have expressed concern over approach technology instruction over careful consideration of the educational value of the tool, speculating that such are unlikely to result in powerful uses of technology in schools. Mishra and Koehler (2006) proposed a conceptual framework technology an d pedagogy. With emphasis on the development of Content Knowledge (TPCK) , the model reframes for pre-service teachers. This case stud framework to a digital storytelling project in an u ndergraduate teacher education course. Keywords: digital storytelling, educational technology, Techn ological Pedagogical Content Knowledge, TPCK Journal of Instructional Pedagogies TPCK with Digital Storytelling digital story tell ing to investigate contemporary issues in educational technology "
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Connecting a Classroom: Reflections on Using Social Media With My Students - Education ... - 2 views
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Social media can expand our thoughts and ideas and connect us to what is going on in the rest of the world. It would be cool getting ideas that are actually present outside our community.”
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sk students to help develop ways to use that platform to connect within and beyond your classroom. Co-create virtual community with students rather than for them. This obviously looks different for elementary classrooms than for secondary, but all students should feel a sense of ownership over the classroom accounts.
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" ask students to help develop ways to use that platform to connect within and beyond your classroom. Co-create virtual community with students rather than for them. This obviously looks different for elementary classrooms than for secondary, but all students should feel a sense of ownership over the classroom accounts". i think that this is the key - not building for them but with them
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That's a great statement to highlight. This applies to higher ed as well. (Kim, Group 3)
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Pedagogical lurking - 0 views
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Participation typically is demonstrated by the student posting a message, which serves as visual evidence. Posting a message, however, is a limited indicator of student engagement. In and of itself, the act only means that the student struck a few keys on the keyboard. Discussion itself requires a pattern of call and response, with turn-taking and listening being as important as contributing thoughts to the dialogue.
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Is it possible that students might engage with the asynchronous discussion by reading, the online equivalent of listening?
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This study is first step toward being able to determining whether non-posting participation in online discussion, such as reading and reflecting, impact student learning. In turn, the answer to this question may lead to establishing methods of learning and assessment for online discussion activities that may be used on a widespread basis.
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This approach may actually be ideal for learners who are grappling with a new topic because it lowers their cognitive and emotional load, taking the pressure off them to somehow perform or articulate and instead allowing them to focus on the content itself (McKendree, Stenning, Mayes, Lee, & Cox, 1998).
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Students who posted messages solely to meet course requirements and who did not read more than the bare minimum required to post were unlikely to feel like the discussion was a meaningful learning activity.
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However, students who engaged in non-posting participation – such as reading messages to find a model and point of entry into the conversation and returning to review ideas raised in earlier discussion – tended to also indicate that the discussion activity was worthwhile.
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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?
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21st-Century PD: Retention, Reflection, and Redistribution of Knowledge | Edutopia - 4 views
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I like Edutopia because it provides great information and ideas about teaching in the 21st century.
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A good reminder to allow time for processing during PD presentations -
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Of all the blogs I've seen, Edutopia consistently has the most useful advice to give. I may not be in total agreement with all of it, but it is reliable and grounded.
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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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a service offering language learning quizzes via Twitter hasbeen established (TwitterLearn, 2008)
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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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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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Cultivating a Learning Environment: Six Suggestions : 2¢ Worth - 0 views
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We live in a time of rapid change owing to accelerated technological advancement, increased globalization, power shifts on almost every societal level, and the changing nature of information. We are preparing our children for a future of frightening uncertainty, but astounding opportunity, and to prosper within that future, our children must become skilled, resourceful, and habitual learners — not just lifelong learners but adopting a learning lifestyle.
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Technology Integration Matrix - 0 views
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The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments.
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Creative Commons Kiwi - YouTube - 0 views
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Why Ed Tech Is Not Transforming How Teachers Teach - Education Week - 5 views
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Discussion on how technology is being used and why we're still struggling to give more control of learning to students. A good read!
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Such an important article. I'd seen it - but not read the whole thing. It's so tru: changing everything, even when you're committed, takes a ton of work!
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"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.
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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.
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The English Teacher Blog » Blog Archive » Blogging in the Classroom - 0 views
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At Dwight School, Virtual Learning and the Rock - NYTimes.com - 3 views
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At 8 p.m
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No traditional teacher, he was kind of a cross between air traffic controller and computer dork.
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Now students start in sixth grade with a digital citizenship and ethics unit — dangers of cyberbullying included — followed by an introduction to blogging, which requires them to “blog regularly as a means of self-assessment and reflection,
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Upper West Side of Manhattan
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Flipping my Spanish Classroom: Beginning of the Year Assessments with Google Forms - 9 views
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I loved that the Google Form gathered all of the responses together so I could look at student answers all together to see if their answers were a pattern of things that none of them learned, or if it was just a few students that needed review.
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I like this idea for pre-assessments and I wonder how it would work for the actual assessments too. Has anyone tried google forms for testing?
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I have used it for formative tests that go in the "participation" category. I like being able to look at the results immediately so I can give the class immediate feedback.
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I am armed with some knowledge of the classes overall abilities as well as some individual struggles so I can help specific students one-on-one. I have adjusted some of my review activities to better focus on what students need to work on.
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I've done intakes at the beginning of the year at the adv. level to see why they chose the elective and what they hope to learn, but this seems like a great way to assess 'summer attrition' at the lower levels. On it!
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Agreed. Last year, I asked students to use post it notes on a drawn scale that I put on the wall, to represent how much Spanish they felt they knew. A Google quiz would be a great way of doing a follow-up to this activity. Moreover, I could think of a concluding self-assessment: now that you have a better sense of how much Spanish you know, what goals can you think of for this year? I wonder if I can also use Google for a goals activity, too?
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@effeinstein Yes, all of my vocabulary quizzes are on Google Forms and I use GF extensively for gathering reflections pre-post units, post field trips, in general, anytime I need to gather data from students about what we are working on-- Sometimes I collect their emails, other times anonymous, if I feel that I might gather more frank feedback that way-- The spreadsheet of data is nice to look over when considering how well something went, or to make tweaks for the next iteration of work. I can also pull quotes for presentations to faculty and families, or in writing narrative reports-- Also makes grading quick and easy-- Sometimes I print out the quizzes for quick one on one feedback for students--
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Improving 21st-Century Competencies: From Classroom Practice to System Change - Global ... - 1 views
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An exploration of perceptions of candidate teachers for the new school revealed that while they understood the importance of supporting student competency development, they were less clear on implementation. Therefore, the team has focused on strategies for teacher development. Teachers traveled abroad to observe competency-based education practices. These trips enhanced teacher mindsets about the value of competency-based learning, but teachers' monthly reflections revealed remaining gaps in confidence to implement these methods.
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Guest Post: Tracking Novels Reading During FVR - Grant Boulanger - 3 views
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I asked students if they notice any difference when they read now
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display in the room their big accomplishment.
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too share about my book.
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others who have shared that this year they have read more books in Spanish than in English – Awesome!
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They like to be able to choose what they read.
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FVR with novels in Spanish 1
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This is an annotation of a reading activity/ practice, from a guest blogger, Mónica Romero, to Grant Boulanger's Exploring the convergence of Language Acquisition and Arts. Like his CI suggestions and Freebies
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Ooh, the internet tells me it's Free Voluntary Reading. This is an interesting article. I'm not sure it would be directly applicable to any of the classes I teach right now, but it's good food for thought.
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shared by maygeorge on 05 Aug 16
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How to use Glogster - web / desktop - 6 views
webuse.glogster.com
(carlatech17 GroupC) Glogster Can be used to create posters embedded videos for class presentation.
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Kimberly Jaeger liked it
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Not only will audiences be enraptured, but presenters will gain skills in digital literacy and creativity, as well as a lot of confidence! Glogster presentations can also be shared instantly with classmates, parents, colleagues and learners around the globe.
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I really like Glogster. I thought it was a great way to introduce oneself to an ePal at the high school level. Really fun and engaging!
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I tried this one at the beginning of the week, but gave up after not being able to type accent marks in Spanish. I like the idea of creating posters or "one pager" presentations.
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25 Strategies to Engage Students on Your Next Zoom Meeting | Hooked On Innovation - 15 views
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A fun non-tech game to play is “Who’s who?”. In this game, students privately message the teacher some facts about themselves and then the teacher reveals the clues. Students then write down their guesses as to who the person is based on the clues.
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Using the Flippity.net BINGO tool,
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Taking breaks throughout a lengthy lesson are important whether it be for a reflective pause or just an opportunity to stretch.
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use a shared collaborative space like a Padlet
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So many great ideas in this article. I hope I will get to use more this coming semester - Padlet, for instance.
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I love these ideas, and I agree that they are a great way to build community and have a little fun. I will particularly look forward to using the story progression idea, I think it would be a lot of fun with intermediate level students.
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I also love these ideas and think they are a great way to build community. From the more basic, such as "Use the whiteboard feature" and "Create breakout rooms for collaboration" (I was wondering how to do that!) to the more creative and fun like having students go on a scavenger hunt or any of the many games the author describes... there are lots of great ideas. Many could even be adapted for lower level students.
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Thanks for sharing this article with so many great ideas to create more opportunities for student interaction and community building. I will try Flippitty.net to create theme based BINGO games (numbers, colors, vegetables, fruits etc)
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I really enjoyed this article - lots of great ideas to use in the ZOOM classes. The one was discussed in the FaceBook ASL Teachers Share - a scavenger hunt. I going to implement some of the ideas. I actualy had to copy and save this article in a file. Amazing ideas. Thanks for posting!
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It's the perfect time for these tips! I wanted to try the breakout rooms last spring but had some technical issues and couldn't do it. I love the "I spy" and "Scavenger Hunt" ideas and many others. Thanks for sharing!
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I attended a webinar and the presenter emphasized taking breaks. I must remember that one as well as putting these ideas in my toolbox.