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Abstract

Remember to give students guidelines on ways they can respond. For example, they should not just say that they agree with what a certain student said. They should be specific and say what they agree with and why. Use specific examples in class of good posts and not-so-good posts.

talk to the other teachers in your school and try to agree on one or two social networking tools you will all use

however, for teachers to regularly monitor the networks, removing inappropriate posts and keeping a dialog open with students about appropriate use of the school social network.

This may seem obvious, but judging by the notices we have received, many teachers (and especially students) are under the impression that if it is on the web, then it is up for grabs.

That is, in some cases, if an image, text, video, etc. is being used for educational purposes, there might be more flexible copyright rules.

But make sure to check specific copyright restrictions before uploading anything you’ve scanned to the web!

This work by Penn State University is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 United States License

authentic

, user-friendly, and efficient while providing an “environment” that offers the security needed to ensure the privacy and safety of students.

To truly assess proficiency, learners need opportunities to use their language in real-world situations, using authentic cultural resources (i.e., resources that are created by native speakers for native speakers).

learners

asks should give the learners the opportunity to create contents,  which motivates them. • Synchronous communication tasks give students the opportunity to develop an audience for authentic communication. • Tasks should be focused on thinking skills. • It provides collaborative learning experience. • Tasks should give students proof of getting their ideas across • Creates a learning environment that goes beyond the classroom. • Vocabulary improvement

T

"Fakebook" allows teachers and students to create imaginary profile pages for study purposes.

Use "Fakebook" to chart the plot of a book, the development of a character, a series of historical events, the debates and relationships between people, and so on!

2. Incorporate listening and drawing activities with Pear Deck: Pear Deck is the perfect way to make your Google Slides interactive. Try using the Pear Deck Chrome extension for listening and drawing activities: Add a Pear Deck interactive “Drawing” slide and read a description aloud.For example, I will read the following description aloud (in Spanish) to my Spanish I classes: “The boy is tall, thin, and has black, curly hair and green eyes. The boy is feeling happy because it is warm and sunny outside. He likes to listen to music and read, but he does not like to study or play sports.”As I read off this description, students draw what they hear. Once their drawings are complete, I ask them to restate what they drew aloud. You can also ask them to write about what they drew. Students are enthused when I project all of their drawings on the board—each student’s drawing is different and has its own style, even though everyone heard the same description.

Padlet allows for synchronous or asynchronous collaboration. Learners can share ideas, materials, audio and video.  They can then comment on these.