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.
Group items tagged
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The Epic BYOD Toolchest (51 Tools You Can Use Now) | Edutopia - 0 views
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"You've got every device under the sun in front of you. Now what apps are you going to use? Here are the apps or app categories that I recommend you test for your school. There are lots of apps, and these are just my opinion based on what I've used with my students or successfully tested."
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Technology and Education | Box of Tricks - 3 views
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"Over the past academic year, my students and I have been experimenting with the use of a number of web based applications (often known as Web 2.0 tools). My aim has been to enhance our schemes of work by providing our students with new and exciting learning opportunities. In my opinion, using technology effectively has clear benefits for both teaching and learning and can help to improve motivation by engaging pupils in activities which, perhaps, step out of their ordinary school experience and which show them that it is possible to teach and learn about a subject using tools similar to those they use daily outside school. In other words, we have tried to use the types of tools with which they are often already familiar. I have written about each of these individual tools in separate posts, but I thought it would be useful to list the ten most used internet applications on one post. As ever, I aim to provide, not only a list of the web applications we have used, but also examples of practice which you may wish to follow or, indeed, improve upon. Therefore, each of the entries below has links leading to lesson plans which have incorporated the tools as well as working examples of students' work where appropriate. Without further ado, and in alphabetical order, my ten tried and tested internet tools for teachers are:" -
from a FL teacher in England - who tries and tests a number of tech tools. Here are his 10 favorite web 2.0 apps.
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31 Interesting Ways to Use Wallwisher in the Cl... - "Google Docs" - 0 views
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For those of you testing out WallWisher - these aren't language specific, but if you think about content through language, some fun ideas!
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5 Fantastic, Fast, Formative Assessment Tools | Edutopia - 1 views
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"Test scores should never be a surprise." And the way to know that your students are understanding as you go is to do formative assessments. Here are some tools to help you do that.
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Flipping my Spanish Classroom: Beginning of the Year Assessments with Google Forms - 9 views
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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? -
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! -
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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The Elephant in the Language Classroom | Edutopia - 3 views
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Studies
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have concluded that collaborative and cooperative learning methods improve students' time on tasks and motivation to learn. Language teachers are finding that group activities and conversational pairing have distinct advantages over individualised tasks. Students enjoy interacting with each other, particularly in speaking activities, and opportunities to do so are relished. The prospect of school exchanges, making new social links abroad, and exploring new cultures is another powerful motivator. The pairing of language students with counterparts abroad is the next logical step. Working effectively online with native speakers is a challenging and alluring proposition.
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Assessment is more difficult
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The evidence to show individual progression achieved directly from paired or group interactions is hard to quantify. Monitoring, recording, and properly assessing individuals' performances in collaborative tasks is more difficult to achieve than the correction and grading of individual tests.
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The pairing of language students with counterparts abroad is the next logical step. Working effectively online with native speakers is a challenging and alluring proposition.
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I am very interested in getting my students paired up with native speakers, but haven't been successful in doing so yet. -
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The article highlights the effectiveness of collaborative and cooperative language learning activities such as school exchanges and pairing students with counterparts abroad. It also bring up the issue of difficult assessment gets in the way and brings to the front solo performances and summative examinations. -
I certainly agree with this as being an effective way to language learning. We in the military community use the group/pair work approach for many reasons. Pair work keeps them interested and motivated to learn. It also makes better use of class time. I also think that when the students are ready for the OPI, they generally do better than if they were in a traditional classroom. As for assessment, yes it is more difficult, but it is up to us as instructors to find ways to measure the students' performance based on the interaction. Once the student is in country, it will be up to him/her to communicate with others. That will be the true test.
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10 Student-Tested Chrome Extensions | Edutopia - 3 views
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When activated, the extension searches through the text and highlights one or two important sentences
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Interesting! (Especially given the parameters of our Diigo assignments...) I wonder, though, how the extension identifies which sentences are important. That can be such a subjective call to make.
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This is for the Chrome browser - many I didn't know about, but will definitely try!
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The Dualless extension that splits the screen sounds very useful for students . . . and teachers! I'm adding this extension right now!
7 Clever, Teacher-Tested Tech Hacks | Edutopia - 2 views
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shared by Amy Uribe on 03 Aug 13
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9 Great Audio Editing Tools for Teachers ~ Educational Technology and Mobile Learning - 3 views
www.educatorstechnology.com/...diting-tools-for-teachers.html
audio editing tools teachers educational technology learning technology language
shared by Amy Uribe on 03 Aug 13
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Here are some audio editing tools if you need any. I have used Audacity. I didn't know there were so many others! - ...1 more comment...
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Wow! I had not idea there were so many audio editing tools out there. Thanks for posting this. -
Amy, I knew about Nero, and just "met" audacity :) The same as you and Krista, never imagined how many more are there. -
Thanks Amy, I also have used Audacity, but just to have students record their answers to an oral test. Now I've learned about other uses and other tools. Great!
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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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English for Specific Purposes (ESP)
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Information and Communication Technologies (ICT)
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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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do not provide motivation, enthusiasm or personalization
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earning management systems (LMSs)
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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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while also impeding general pedagogical support with their default settings and familiar features
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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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ease interaction, e-discussions by focusing on the use of technology to support education
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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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Web 2.0 tools consist of blogs, microblogs, wikis, podcasts, virtual worlds and social networks
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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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Facebook
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Twitter, Edmodo, and Ning
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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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Check this out--appears to be a comprehensive site about the use of technology for educators and students.
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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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Although we have an in-house LMS at Northwest, I created an Edmodo platform for my Intermediate Russian I course for the fall to see how it will work. I'll use it in conjunction with the in-house LMS, which may prove to be cumbersome. We'll see.
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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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Excellent collection of reference materials on SNSs in foreign-language (and other) learning.
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shared by Marlene Johnshoy on 10 Feb 11
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Classroom-Tested Tech Tools Used to Boost Literacy - 1 views
www.edweek.org/...02literacy.h04.html
literacy fluency reading pronunciation voicethread podcast images
shared by Marlene Johnshoy on 10 Feb 11
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shared by anonymous on 15 Jul 11
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Educators Test the Limits of Twitter - 2 views
www.edweek.org/...01twitter_web.h02.html
twitter microblogging web2.0 groupC socialmedia week4 carlatech11 education
shared by anonymous on 15 Jul 11
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While this article is three years old, it still has some ideas that pertain to our group's discussion. The "Many Voices" story is worth looking at. -
Hi Jan, Good article--it definitely addresses the common concerns and potential problems of using Twitter with students. I liked the part about the kids building a story with students from China! I also thought it was a good idea that the teacher created one account and then shared the password. I wonder how he achieved this on an international level? Thanks for sharing! -
I checked out the "Youth Twitter" website - unfortunately it looks like it has disappeared, but there must be others out there?? Anyone know of others?
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EFL 2.0 - Teacher Talk - 0 views
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The question isn’t just academic. When related to education I think it really has some significance. Of course we have all the data driven, test score driven administrative tom follery. I’m not going to discuss this silly stuff. If you can’t see that emperor has no clothes, well, then dream on….. No, I want to look at how teachers make decisions in their own classroom. Are we like Apple, generals and experts that know and with our charts, handouts, videos, textbooks – steering the ship of students? Or are we listening to students and letting them take hold of the wheel and allowing them to steer the ship?
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Of course, most teachers will say that they are the later, they are googlites, they listen to their students. This is the mantra of modern education. However, me thinks this is only cosmetic. Look deeper and almost all teachers are governing their class as “experts”. We truly don’t go down to the level of students or listen to them. We all say that we “listen” and are “data informed” but when push comes to shove – I believe we teach as we were taught. We perpetuate a worn and bedraggled and very much irrelevant orthodoxy. All the while propping up and rationalizing our methods, our job, by saying we are listening to the students, we are listening to the data. However, the facts are out there for
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all to see.
TEDxTraverse City- Yong Zhao- Teach Children to Invent Jobs - YouTube - 1 views
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Stevenson_Liu.pdf - 1 views
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Michael Gorman, former president of the American Library Association, decries the movement towards a user-controlled Internet as “a world in which everyone is an expert in a world devoid of expertise”
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technical usability
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pedagogical usability
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Technical usability is defined as the general usability of a tool for a user— how easily users can complete a task with the least number of obstacles.
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Pedagogical usability applies specifically to how learnable and usable the website is for learners.
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Providing users with an immediate solution to an obstacle may not be the preferred outcome when users must learn during the process
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How do current users of a foreign language learning website that employs Web 2.0 technologies use the site for learning and social purposes?
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What technical and pedagogical issues arise when potential users participate in a usability test of three foreign language learning websites that employ Web 2.0 technologies?
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Palabea
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Babbel
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Live Mocha
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Tomorrow's College - Online Learning - The Chronicle of Higher Education - 2 views
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The University System of Maryland now requires undergraduates to take 12 credits in alternative learning modes, including online. Texas has proposed a similar rule. The Minnesota State Colleges and Universities system is pushing to have 25 percent of credits earned online by 2015.
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In a test, there's no one telling you that you can't look at the book, says Ariel Hatten, 20, a junior and nursing major who considers her online class an easy A. "No one enforces you to do the right thing" in an online course, Ms. Hatten says. "It's at your discretion. I care about my grade, so if I don't know the answer, I'm not gonna let myself fail when I have an opportunity to look in the book."
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When Central Florida began experimenting with online courses in the mid-1990s, it didn't expect demand from on-campus students like Ms. Black. Officials figured they'd get students who lived far away. But early on, about 75 percent of online students were already on the campus or lived nearby.
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The university has a severe shortage of classroom space.
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The university remains 40 percent short on classroom space. One of its coping strategies is invisible on a campus dotted with new buildings—football stadium, basketball arena, pastel dorms—that scream Traditional State U. UCF has become a hybrid university.
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Blended classes generate the highest student evaluations of any learning mode at Central Florida, and, like her classmates, Ms. Black is a fan.
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One of her mixed-mode professors, Youngsoo Choi, likes the online component for another reason: It makes students grapple with material before they meet for class.
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ther students customize their own unofficial blends
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Some students show up more than an hour early for a seat, but attendance isn't mandatory. Students can also watch online videos of the lectures any time. Mr. Harrison catches some lectures and skips others. He likes the freedom of these video classes.
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There's a lot of distractions that come with putting courses on the Internet."
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His first experience with an online course was a struggle. He got lazy. He'd tell himself, I'll watch the lecture between 2 and 4 p.m. Something would come up. He'd say, I'll watch two tomorrow. He fell behind. There was no help. He got a C.
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"I tell them, 'Listen, I don't want you to think that I'm stalking you or anything, but I will certainly try to get ahold of you if you're not turning in work and participating,'" she says. Some are adolescents, she notes. Most don't have online experience.
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Five Ways to Use Twitter in the World Language Classroom - The FLTMAG - 7 views
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they use their comfort and skills with social media to connect students with the content area on a deeper level.
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This is a great goal. Students will watch ridiculous Vines for hours, so how can we replace that with something that stimulates their intellect?
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help students keep tabs on their upcoming assignments and assessments
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This seems like a lot of work, especially because my students have plan sheets - but I think I could do this for the big things :)
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I use Twitter as a way to provide practice during the days leading to macro-assessments, by providing sample test items, as well as study tips.
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I provide the correct answer (present indicative or infinitive) in the form of a comment on the same tweet. This gives students who follow the Twitter feed and receive notifications an opportunity to quiz themselves in real time.
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Students who do not have a Twitter account can go to my school website and follow along with the embedded stream.
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I didn't know you could do that, glad there is a way to bypass individual accounts
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I didn't know you could do that either. I wonder if students without accounts would still be disadvantaged, though, since they wouldn't receive notifications in real time...
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In both cases, students understand that I am paying attention and rewarding their efforts and attention to detail, and feel that their hard work is being recognized.
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There is great power in positive reinforcement
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I ask permission first
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For the students who provided the work, this is a great motivator to keep the high-quality work flowing, while for the other students, it serves as an example of good work.
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I'd be careful with praise meaning, give it - but make sure all students get praised . . . even less stellar students for their small achievements
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my view of the textbook is that it should be a resource for learning, not as a primary source
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shared by Marlene Johnshoy on 21 Aug 19
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A 5 Step Guide to Making Your Own Instructional Videos | Edutopia - 2 views
www.edutopia.org/...udent-tested-chrome-extensions
video instructionalvideo screencast tips blended flipped Farah Barnett edutopia
shared by Marlene Johnshoy on 21 Aug 19
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"The most effective blended instruction isn't pretty-it's personal." There are 5 good tips for making your own instructional videos.
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LARC/CALPER Testing and Assessment Webinar Series - 3 views
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This is a collection of webinars from two of the national language resource centers (LARC and CALPER). They address issues surrounding assessment and could be very educational and helpful professional development for language teachers.