They create a blended environment where teachers and students engage in both physical and online conversations so that learning is no longer confined to a single means of communication or even an arbitrary class perio
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The Backchannel: Giving Every Student a Voice in the Blended Mobile Classroom | Edutopia - 4 views
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A face-to-face conversation while simultaneously reading might have been a distraction. However, by typing their thoughts, all students contributed their ideas while each having the autonomy to work at his or her own pace.
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Charlie needed an alternative means to participate, and a backchannel would have provided him with that outlet.
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TodaysMeet would have let teachers create private chat rooms so that students could ask questions or leave comments during class. A Padlet wall might have fueled students to share their ideas as text, images, videos, and links posted to a digital bulletin board. The open response questions available in a student response system like Socrative or InfuseLearning could have become discussion prompts to give each student an opportunity to share his or her ideas before engaging in class discussion.
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4 Free Web Tools for Student Portfolios - 3 views
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Three Great Ways for Teachers to Get Their Students to Blog - 0 views
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shared by kschroed12 on 28 Jul 16
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10 Cool Ways Teachers Use Social Media to Enhance Learning @coolcatteacher - 1 views
www.coolcatteacher.com/cial-media-to-enhance-learning
carlatech16 group2 social media use of technology Twitter Teaching facebook
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While Linda Yollis has a fantastic classroom blog, her 366 Project is incredible. She has clear instructions for how students from around the world can submit their photos to be shared. These photos make great writing prompts, conversation starters, and can spur on so many ideas in the classroom.
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Free Technology for Teachers: My SimpleShow Offers a Good Way to Create Explanatory Videos - 0 views
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My Simpleshow requires you to write a script for your video before you can start adding illustrations and sounds to it.
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Opportunites for Digital Authors - Learning in Hand - 2 views
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The Flipped Classroom Advances: Developments in Reverse Learning and Instruction - 1 views
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re-posted here from Connected Principals.] Steven B. Johnson writes in Where Good Ideas Come From about the revolutionary power of social media such as Twitter to advance ideas and innovation in a myriad of fields, and it has been fascinating to see this concept in action in the swift spread over the past six months of the practice of flipping classrooms, which is also known as reverse instruction or learning, and is closely related to (or often synonymous with) teacher vodcasting.
Blogging in the classroom: why your students should write online | Teacher Network Blog... - 1 views
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LLT Journal: Discourse Functions and Syntactic Complexity in Synchronous and Asynchrono... - 0 views
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DISCOURSE FUNCTIONS AND SYNTACTIC COMPLEXITY IN SYNCHRONOUS AND ASYNCHRONOUS COMMUNICATION The present study investigates discourse functions and syntactic complexity in English-as-a-second-language (ESL) learner output obtained via two different modes of computer-mediated communication (CMC): asynchronous and synchronous discussions. Two instructors and twenty-five students from two advanced ESL writing classes participated in this study.
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Grading with Voice on an iPad - ProfHacker - The Chronicle of Higher Education - 6 views
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Wow, this just seems like an awesome idea. I've been toying with the idea of getting an iPad, just for fun, and this makes me want to get one and play around with it before the next school year starts.
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I really like this idea! The teacher can give a much more detailed commentary on the assessment and with that the student may come away with a better understanding of necessary improvements.
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This is a great idea and I like that there are other gadgets that can be used in conjunction. However I assume this would only be useful if you are a f2f teacher. In Blackboard we have wimba voice authoring which allows us to give audio feedback. I use this tool a lot and I feel that those who actually listen to my feedback profit from it.
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Role of media in language teaching (in French) - 1 views
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shared by MariaEmicle Lopez on 28 Jul 13
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Free Technology for Teachers: 7 Ways to Create and Deliver Online Quizzes - 2 views
www.freetech4teachers.com/...create-and-deliver-online.html
carlatech13 week3 free technology assessments ccalang
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Many online quiz services allow you to create quizzes that give your students instant feedback.
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Blubbr is a neat quiz creation service that you can use to create video-based quizzes. Using Blubbr you can create interactive quizzes that are based on YouTube clips.
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When you find a video that works for you, trim the clip to a length that you like then write out your question and answer choices.
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This means that you can ask a short answer question and send respondents to a new question based upon their responses.
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The best feature of Quizdini is that you can create explanations of the correct answer for your students to view immediately after trying each question in your quiz.
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ImageQuiz is a free service that allows you to create quizzes based on any images that you own or find online. When people take your quizzes on ImageQuiz they answer your questions by clicking on the part of the picture that answers each question.
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Socrative allows me to create single question and multiple question quizzes with multiple choice and or open-ended responses.
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First, Infuse Learning allows you to create multiple rooms within your account. That means you can create a different Infuse Learning room for each of your classes rather than re-using the same room for all of your classes. Second, Infuse Learning allows you create questions that your students draw responses to.
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Using Google Forms you can create multiple choice, true/false, and free response questions quizzes. The latest version of Google Forms allows you to include pictures in your quizzes.
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Social-networking sites in foreign language classes: Opportunities for re-creation | Ka... - 4 views
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38 SOCiaL-NetwOrKiNg SiteS 2001). This difference in ‘lifestyle’ gives educators reason to believe we shouldincorporate SNS usage into our class-related activities, to capture these students’imaginations and t their thought patterns and socializing habits (Godwin-Jones,2008; Winke & Goertler, 2008).However, although technology is an integral part of neomillennial students’lives, they often do not know how to use technology in ways that would benet them in computer-assisted language learning (CALL) (Dieu & Stevens, 2007;Kolaitis, Mahoney, Pomann, & Hubbard, 2006; Winke & Goertler, 2008). Suc - cessful CALL activities, then, often require a substantial training period at theoutset (Jones & Bissoonauth-Bedford, 2008; Kolaitis et al., 2006), and studentsmay be less enthusiastic about a class’s language and culture projects if the formof computer-mediated communication ( CMC) employed is not the type they areaccustomed to using (McBride & Wildner-Bassett, 2008; Thorne, 2003). A usefulresponse may be to craft CALL activities more to the practices that our studentsare familiar with (Winke & Goertler, 2008). SNSs are an obvious possibility to consider, given their tremendous popularity.If we can get our F
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we can get our FL students to interact socially on SNSs, then they may beengaged in more authentic social and communicative behavior than typically hap-pens in classrooms, because “instead of merely simulating other modes of interac-tion, technology mediated communication is, in and of itself, the real thing
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40 SOCiaL-NetwOrKiNg SiteS and sites like it, knowing, socially and technically, how to re-use media in thisparticular way has become foundational for communication and creative expres- sion over the Web” (Perkel, 2008, p. 218). We can call this activity of writing/remixing the self through the manipulationof text and media ‘ self-authorship.’ Within the framework of CALL, this term refers to students authoring their own materials which can then serve as the basisfor learning and lessons. Using student-created materials as the center of a lesson ts with a student-centered pedagogy (Dieu, Campbell, & Ammann, 2006). Self-authorship activities can increase interest and time on task, and they put students in a more active role in their own learning process (Kramsch, A’Ness, & Lam,2000; Nikolova, 2002).Students must take an active role in their learning. They cannot simply be handed knowledge from an expert because understanding is the result of a cre- ative process one must work through over time with other people (Bereiter, 2002). Learning
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Students must take an active role in their learning. They cannot simply be handed knowledge from an expert because understanding is the result of a cre- ative process one must work through over time with other people (Bereiter, 2002). Learning and language develop through interaction with others, by means of in- ternalizing problem-solving patterns that are rst experienced in dialogue withothers (Vygotsky, 1978). SNSs therefore are a promising tool for FL education intheir capacity to be used by learners as L2 practice in a way similar to how they are used by the majority of young people in our society.
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Such use could instantiate the primary condition that research has shown to encourage L2 acquisition: timespent on meaningfully embedded interaction and negotiation with others
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I did not mean to highlight so much. Can't find the "undo" highlight. I believe the paragraph starting with "If we can get our FL students..." is important because as FL teachers we are always working towards getting out students to speak in the target langauge and with as much authenticity as possible. By working with an SNS then they might be more apt to use their L2 skills in a more authentic way outside of the classroom as mentioned in the paragraph.
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Great comment! SNS are a way to help students connect class with the real world and someone besides peers and instructors. Interaction through SNS is practice in the target language with speakers of that language, helpful for when they study abroad, for when they graduate and find a job where they interact with Spanish speakers in the case of my students population. These kinds of interactions build on confidence and improvement of speaking skills.
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shared by MariaEmicle Lopez on 27 Jul 13
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Visuals for Foreign Language Instruction - 2 views
digital.library.pitt.edu/...visuals
visual images vocabulary language grammar languages carlatech13week3 CARLA13
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This site contains hundreds of visual aids (illustrations) that can be used to support instructional tasks such as describing objects and people (i.e., teaching vocabulary) or describing entire events and situations (i.e., teaching grammar).
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What I find useful from using illustrations on this page is that they are in clipboard design and are free of words in English or any other language. Each illustration allows for a variety of activities raging from reviewing vocabulary, grammar, being creative using different skills: writing, speaking; individual or small group work.
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Browse the collection…
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Revisiting Twitter as an Educational Tool « Teaching Effectiveness Program - 3 views
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have used Twitter to facilitate class discussion and to gauge and deepen students’ interest and level of understanding.
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raising awareness of personal branding. “I think it’s really important for students to think about the content of their accounts and the pictures they use,” which form part of a lasting “digital footprint,” she says. Faculty members often must remind students of the permanence of the Internet and its long-term effect on their professional image.
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“Our students don’t really need to be taught how to connect to each other online, but teaching them to be aware of their online environments, their roles in those environments, and what their roles could be in those environments is part of encouraging their cultural awareness. I think that we do a disservice to our students when we try to keep the internet out of our classrooms, and that we should instead be encouraging them to engage as much as possible (and as critically as possible) with the endless resources that the internet places at their fingertips.”
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Twitter, the popular microblogging site that allows users to post 140-character "tweets," both intrigues and irritates faculty, according to a Faculty Focus survey. Some embrace it as a clever way to teach concision and get students writing, thinking, and connecting with the course material and one another.
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5 Fantastic Ways to Use Wallwisher in the Classroom - SimpleK12_ - 5 views
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Sign up for free. Build a new wall. Write your topic question/statement/activity. Specify your Wallwisher URL. Share link with others. Collaborate!
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Would a Course Syllabus Be Better as an Infographic? - 2 views
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At the college where I teach, professors have the unique opportunity every May to develop a course outside of their typical curriculum. Teachers get to explore their interests in new courses as diverse as "The Chemistry of Cooking" and "Writing a Film Short."
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I just found this article about redesigning the syllabus. Since my students hardly every really read the syllabus, I have to come up with something new. http://chronicle.com/blogs/profhacker/creative-approaches-to-the-syllabus/35621
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How to teach a young introvert | ideas.ted.com - 4 views
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giving them opportunities to contribute to a class blog or something where their classmates will get to see their hearts and minds in this other forum. I think that really opens things up.
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a student who has one or two or three friends, and prefers to go deep with their friendships instead of being one of a big gang, there’s nothing wrong with that at all, in terms of it being a predictor for adulthood.
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If the kid is perfectly happy the way they are, they need to get the message that the way they are is cool.
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make sure to build quiet time into the school day, especially when kids are younger. Have 15 minutes set aside every day where the students just read.
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challenge teachers to rethink what they mean by class participation and start thinking of it as classroom engagement instead.
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tools that allow students to participate through their electronic devices as opposed to raising their hand.
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Apps that allow students to contribute to class discussions, sometimes anonymously and sometimes not.
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I agree this statement of "Number one would be to make sure to build quiet time into the school day, especially when kids are younger. Have 15 minutes set aside every day where the students just read." Question: As a classroom teacher, I am with my students 42 minutes per day, how can I take almost half of this time for reading? Shouldn't this issue be addressed as a whole school wide??
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I agree with you Diane - that would be way too much time for reading in just your class. In some classes, I do a 5 - 10 minute "free-writing" exercise that is individual. It seems like you'd need to scale the time so that it's appropriate for your class.
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A lot of students who might be reticent at first will feel emboldened by having first discussed it with a partner.
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Small-scale socializing. Socializing in pairs and small groups.
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Wow, just imagine how much calmer the world could be if classrooms were set up to allow for multiple temperaments as well as learning styles?! Also, the think-pair-share concept is fantastic; I've been using the "alone-paired-large group" sequence for language learners in groups since I got my CELTA certification and it's been hugely successful. Nobody wants to be wrong in public, and when learners have a chance to discuss it with a partner first, they are more likely to share their ideas.
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shared by ncsargo on 01 Aug 15
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Tip of the Week: Tumblr in your classroom? Maybe. Just maybe. | History Tech - 2 views
historytech.wordpress.com/...our-classroom-maybe-just-maybe
carlatech15 tumblr socialnetworking blog
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The truth is, every platform has its strengths and weaknesses. My argument here is pretty simple–there is no perfect platform for student blogging because everything that does exactly what a teacher wants sucks for students, and anything that is exactly what a student wants will probably get a teacher fired.
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seven quick reasons why Tumblr may be perfect for the writing / blogging / posting / literacy piece in your room: Students can post by email. There’s an “ask” system. It’s social-by-design. Hashtags, sharing, reblogging, tweeting–it operates both as social media and a blogging system. It’s flexible. It can be visual or textual; video or gifs; audio or links; conversational or one-sided. It’s already on their phones. Well, most of them. Though they may delete it when they found out that you know. It’s dead simple to use. Reblogging is an interesting way to share thinking–and simple too. Maybe too simple to be considered cognitive heavy lifting, but that’s all in how you use it. Liking posts, using hashtags, posting new blogs–all simple to do from a tablet, phone, laptop, or desktop. It’s platform-agnostic. It works (almost) equally well across operating systems, much like Evernote. In fact, it can be thought of as the Evernote of blogging platforms.
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Tumblr is microblogging and social networking website that many of your students are using. As of last week, there were over 200 million Tumblr blogs out there. Think of a cross between Twitter and Facebook and you start to get a sense of what it looks like. It’s not really a tweet. It’s not really a blog. It’s not really a website