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danielhkarvonen

Is technology a silver bullet for language teaching and learning? | Teacher Network | The Guardian - 2 views

www.theguardian.com/...age-teaching-learning-pedagogy

carlatech15 week3 technology pedagogy

shared by danielhkarvonen on 27 Jul 15 - No Cached
  • Used wrongly, computers could even damage learning. "Technology can be a distraction," says Warschauer. "I remember observing a beginners' French class a number of years ago, the teacher bragged about how engaged the learners were in creating multimedia in French. However, the students were spending most of their time and energy talking with each other in English about how to make PowerPoints, when, as beginning learners, they really needed to be spending time hearing as much French as possible."
    • danielhkarvonen
      danielhkarvonen on 27 Jul 15
       
      This is something we all need to be thinking about. Class time should be spent learning the language, not learning new technology!
Diane Nordin

How to teach a young introvert | ideas.ted.com - 4 views

ideas.ted.com/how-to-teach-a-young-introvert

shared by Diane Nordin on 21 Jul 15 - No Cached
    • Alyssa Ruesch
      Alyssa Ruesch on 21 Jul 15
       
      Apps to participate through electronic devices: Socrative, Kahoot, NearPod, TodaysMeet
    • Marlene Johnshoy
      Marlene Johnshoy on 22 Jul 15
       
      Plickers might be interesting for quick multiple choice responses.
  • 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.
  • But Cain particularly feels for one group of introverts: the quiet kids in a classroom.
  • ...18 more annotations...
  • Our most important institutions, like schools and workplaces, are designed for extroverts,
  • why is it that kids who prefer to go off by themselves or to work alone are seen as outliers?
  • How about the very definition of “class participation?”
  • how best to cultivate the talent of those students.
  • 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.
  • If the kid is perfectly happy the way they are, they need to get the message that the way they are is cool.
  • 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.
  • maximize choice.
  • less group work in general.
  • do more work in pairs, which is a way that both introverts and extroverts can thrive.
  • challenge teachers to rethink what they mean by class participation and start thinking of it as classroom engagement instead.
  • account the research of Anders Ericsson, who invented the concept of “deliberate practice.”
  • tools that allow students to participate through their electronic devices as opposed to raising their hand.
  • Apps that allow students to contribute to class discussions, sometimes anonymously and sometimes not.
    • Diane Nordin
      Diane Nordin on 22 Jul 15
       
      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??
    • Alyssa Ruesch
      Alyssa Ruesch on 22 Jul 15
       
      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. 
  • A lot of students who might be reticent at first will feel emboldened by having first discussed it with a partner.
    • Diane Nordin
      Diane Nordin on 22 Jul 15
       
      Think-Pair-Share
  • Small-scale socializing. Socializing in pairs and small groups.
    • Diane Nordin
      Diane Nordin on 22 Jul 15
       
      My groups are mostly formed in 3 to 4 students, so it is easier to form a think-pair-share and compare best answer for their group.
  • e introverts of the world. In th
  • anonymous on 02 Aug 15
     
    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.
Shereen Elgamal

10 Social Media Tips for Reaching World Language Learners | Edutopia - 5 views

www.edutopia.org/...ld-languages-sarah-wike-loyola

shared by Shereen Elgamal on 28 Jul 14 - No Cached
marispi liked it
  • The 21st century learner is not wired to memorize; instead, her or she is inclined to create, connect and collaborate. Social media is the perfect medium for us, their teachers, to reach them.
    • srafuller
      srafuller on 28 Jul 14
       
      It is important to remember to reach our students where they are, not where we were when we were students.
  • posting a weekly question and having students respond
  • ...3 more annotations...
  • I recommend Edublogs
  • It is time to officially gamify education. If we make it fun through gaming, our students will be engaged. For language teachers, Duolingo is the route to student involvement when it comes to reviewing grammatical structures. Available in many languages, this app allows students to compete with one another and "level up."
    • Shereen Elgamal
      Shereen Elgamal on 27 Jul 15
       
      It sounds like a fun way to get students interact and use the language in an interactive way.
  • srafuller on 28 Jul 14
     
    This is a listing of ways to use social media in the classroom.  
  • ...1 more comment...
  • marispi on 20 Jul 15
     
    Interesting article on tips for using social media in the language classroom--definitely relevant to this week.
  • rillia on 27 Jul 15
     
    I like what srafuller says about not expecting students to be like we were when we were students. I struggle with that in all the classes I teach, not just the foreign language. I work to be conscious of reaching students "where they are" every day. Not only that, but we need to be conscious (at least older teachers like me) of not teaching the way we were taught!
  • rillia on 27 Jul 15
     
    I really like this article! Simple, to-the-point, useful suggestions for several on-line applications. I tried out Duolingo but was chagrined to find out they don't offer Russian (Ukrainian and Esperanto but not Russian?!). I could, however, study English from Russian, which has several activities (especially translation) that my students can use. Thanks for posting this article!
anonymous

"Role of CMC-Embedded Webquests in Enhancement of Online Students' Know" by Radhika Lothe - 1 views

scholarcommons.usf.edu/3215

carlatech15 week5 CMC

shared by anonymous on 07 Aug 15 - No Cached
marispi liked it
    • anonymous
      anonymous on 07 Aug 15
       
      So many students are so thrilled when you start talking about Germanic culture with them--as if they've been starving for it all along and are just waiting for those insights! Using some asynchronous and some classroom-based synchronous activities could be an excellent way to provide some of this information while concentrating in class on grammar, vocab, etc.
  • they valued the opportunities provided by the two CMC-embedded webquests to interact with their respective group members in asynchronous and synchronous modes of communication.
  • students appreciated and enjoyed learning about the target culture in way that they retained the information even two months after they were completed
  • ...4 more annotations...
  • Findings emerging from a constant comparison method analysis indicate that the CMC-embedded webquests played a significant role in advancing the online students' knowledge and understanding of German culture.
  • synchronous online discussions evoke a higher `sense of community' and `groups', `sense of purpose' for online learners
  • higher frequencies of `Praise/ Encouragement,' `Task Regulation,' and `Challenge,' in asynchronous `e-turns' demonstrates that distance learners are able to produce more cohesive and detailed responses in asynchronous online discussions
  • culture, an often neglected aspect of FL instruction
Alyssa Ruesch

Nik's Learning Technology Blog: 20 WebCam Activities for EFL ESL Students - 0 views

nikpeachey.blogspot.com/...am-activities-for-efl-esl.html

tokbox telecollaboration web2.0 videoconferencing Skype lessonplans lgtt CARLA

shared by Alyssa Ruesch on 17 Jul 09 - Cached
  • Alyssa Ruesch on 17 Jul 09
     
    WebCam activities for ESL/EFL - could be adapted for other SL/FL learners.
Marlene Johnshoy

MFL edapps - Filed under 'Digital Storytelling' - 0 views

mfledapps.posterous.com/...digitalstorytelling

iPod apps edapps iPad

shared by Marlene Johnshoy on 12 Aug 11 - No Cached
  • Marlene Johnshoy on 12 Aug 11
     
    This is a collection from Joe Dale.  He writes:  "Somewhere to store ideas on useful iPhone, iPod Touch or iPad apps for language learners and teachers."
Madame Carbonneau

Open Educational Resources - 0 views

www.yorkschools.org/...OER.html

teaching Technology free resources

shared by Madame Carbonneau on 13 Jul 11 - No Cached
  • Madame Carbonneau on 13 Jul 11
     
    Open educational resources (OER) are "digitized materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research."
iwenyang

11 Awesome Chinese Blogs for Chinese Learners - 2 views

www.fluentu.com/...chinese-blogs

Carlatech14 Week3 Learn Chinese Culture with Blogs

shared by iwenyang on 23 Jul 14 - No Cached
    • iwenyang
      iwenyang on 23 Jul 14
       
      I found that it is so critical to learn the language through the discovery of culture.  It is when you understand the culture you learn to view things in different perspective and open your mind to the language.
    • yflanders
      yflanders on 25 Jul 14
       
      I love this website, love the way to learn the language through the culture and your interest. Thank you so much for introduced this to us.
  • Another great resource for learners of any level are Chinese blogs.  They cover living, working and travelling in China, Chinese life and culture, and of course the Chinese language itself.
Marlene Johnshoy

Global Language Online Support System - 0 views

gloss.dliflc.edu

GLOSS DLI Lessons

shared by Marlene Johnshoy on 18 Aug 14 - No Cached
  • Marlene Johnshoy on 18 Aug 14
     
    From the LARC newsletter: G.L.O.S.S. provides over 7,000 lessons in 40 languages with skill integration (reading/listening) and an interface that supports easy navigation. Lessons are built around authentic materials such as articles, TV reports, and radio broadcasts, and are most appropriate for learners at a low-intermediate level (ILR 1) and above. G.L.O.S.S. is designed and maintained by the Defense Language Institute Foreign Language Center, and is freely available to teachers and students alike.
akikomatk

Instructional and Authentic Resources | Ohio Department of Education - 8 views

education.ohio.gov/...tructional-Authentic-Resources

shared by akikomatk on 25 Jul 18 - No Cached
vaguevara liked it
  • 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).
    • barichetti
      barichetti on 25 Jul 18
       
      Concise statement about "why authentic materials".
  • learners
    • barichetti
      barichetti on 25 Jul 18
       
      The materials linked in the doc for German were quite good sources of cultural and news text and video.
    • akikomatk
      akikomatk on 30 Jul 18
       
      I found some good authentic Japanese resources! Thank you for sharing.
  • vaguevara on 26 Jul 18
     
    Thanks for sharing this incredible resource!
Marlene Johnshoy

The Right Way to Show Movies in Class | Creating Lifelong Learners - 6 views

creatinglifelonglearners.com/?p=695

shared by Marlene Johnshoy on 26 Jul 16 - No Cached
  •  Ask students to evaluate the movie.
    • msdianehahn
      msdianehahn on 26 Jul 16
       
      I think this is an important metacognitive moment that gets students to think about themselves as learners. It also goes along with teaching media literacy.
  •  Show curricular movies at the beginning of units and not at the end.  This gives students background information that they need to understand a unit before teaching that unit.
  • ...1 more annotation...
    • msdianehahn
      msdianehahn on 26 Jul 16
       
      Interestingly, I haven't shown really any movies in my class. I think I could definitely start to use them effectively by incorporating them into a preview activity as we begin a unit.  This provides context for all the vocabulary words my ESL students are going to be learning.
    • buskokov
      buskokov on 26 Jul 16
       
      I like using movies with my students, but I don't have enough time for that.
  • msdianehahn on 26 Jul 16
     
    How to use movies to teach media literacy in the classrom.
Agustin Vizcaino

Media Use in the Classroom - 2 views

www.guardian.co.uk/...achers-technology-social-media

carlatech13 media agustin week3 classroom technology language

shared by Agustin Vizcaino on 27 Jul 13 - No Cached
  • Joe Dale explores how languages teachers have embraced technology in the classroom
  • The use of social media has allowed colleagues to get to know each other as real people not just teachers and this has strengthened the sense of cohesion, solidarity and collective confidence.
  • gy suited to MFL? Well, one of the fundamentals of language learning is re
  • ...2 more annotations...
  • communication and new technologies can certainly facilitate this essential aspect through, for example, videoconferencing and blogging. There are also lots of ways of recording and editing audio as a method of improving pronunciation, boosting learner confidence, extending speaking skills and deepening understanding. Filmmaking and animation also draw on a variety of useful skills and promote creativity, collaboration and personalised learning.
  • Technology is not going away and language teachers need to embrace its full potential to engage our 21st century learners.
  • Agustin Vizcaino on 27 Jul 13
     
    The article describes how technology (I took it as one of the terms for media) is important in the foreign language classroom.
  • Agustin Vizcaino on 27 Jul 13
     
    I am opening the article and is not showing the highlights. Hopefully it will when I share the article.
Agustin Vizcaino

LLT Vol8Num3: SUPPORTING SYNCHRONOUS DISTANCE LANGUAGE LEARNING WITH DESKTOP VIDEOCONFERENCING - 3 views

llt.msu.edu/...default.html

synchronous agustin carlatech13 week 5

shared by Agustin Vizcaino on 11 Aug 13 - Cached
  • A preliminary evaluation with language teachers and computer specialists was carried out in 2001 to investigate the technological capabilities of four Internet-based desktop videoconferencing tools (CUseeMe, ICUII, Video VoxPhone Gold, and NetMeeting), and NetMeeting revealed itself as the most potentially appropriate tool for supporting oral and visual interaction in DLE (Wang, 2004).
  • He suggested firstly that "linguistic interaction is a collaborative activity," and then moved on to say that "linguistic communication involves the establishment of a triangular relationship between the sender, the receiver, and the context of situation."
  • Oral-visual interaction represents the highest level of CMC-based interaction at the present time.
  • ...5 more annotations...
  • It offers an authentic learning environment, in which language learners can orally and visually interact with another human being in the target language much in the same ways as in face-to-face interaction. However, research on oral-visual interaction in CMC has only occupied a marginal status in CMC research.
  • Cognitively and linguistically, it is generally maintained that paralinguistic cues such as head nods and facial expressions reduce ambiguity in speech and improve understanding
  • Signs of comprehension, frustration, nervousness, and enjoyment were all evident in real time.
  • More importantly, there is a crucial pedagogical concern at the heart of this research, that is, for distance language professionals to be open to the use of whatever technology available to maximize the level and quality of oral-visual interaction, and in so doing, create a more effective and efficient learning environment for distance language learners. Although the technology is changing rapidly, the larger pedagogical issue contained in this research is unlimited and beyond obsolescence.
  • It is not an exaggeration to say that Internet-based real time technology is changing distance education quantitatively as well as qualitatively, and this research represents only the beginning of the important effort to make distance language learning a more effective endeavor.
  • Agustin Vizcaino on 11 Aug 13
     
    This article talks about many aspects of communication especially the benefits of synchronous distance language learning
sraetherington

Beginning Spanish Listening Practice - 4 views

feedly.com/...ZQ=_15d2bda3a09:fc8426:5577d05

carlatech17 listening practice'

shared by sraetherington on 20 Jul 17 - No Cached
vivianfranco liked it
  • sraetherington on 20 Jul 17
     
    This blog has some great free resources for listening practice with beginning level Spanish learners.
  • sraetherington on 20 Jul 17
     
    Free Spanish listening resources
  • vivianfranco on 22 Jul 17
     
    Very interesting activity. I also see that you posted it trough Feedly :-) I was thinking on how to do it :-)
Marlene Johnshoy

3 Easy-to-Use Digital Tools that Engage Learners - 1 views

www.insidehighered.com/...-digital-tools-engage-learners

recommendations tools tips engage Hommerding

shared by Marlene Johnshoy on 12 Jul 17 - No Cached
  • Marlene Johnshoy on 12 Jul 17
     
    Screencastify, WeVideo (editing), Google+ Communities
Marlene Johnshoy

Educator Toolkit | Using Educational Technology - 21st Century Supports for English Learners - Office of Educational Technology - 4 views

tech.ed.gov/...educators

principles toolkit collections ESL report

shared by Marlene Johnshoy on 29 Oct 18 - No Cached
  • Marlene Johnshoy on 29 Oct 18
     
    6 principles for working with ed tech, examples and collections of tools
nataliemcruz

Lindsay Does Languages - Inspiring independent language learners + online teachers. - 1 views

www.lindsaydoeslanguages.com

technology education independentstudy carlatech19

shared by nataliemcruz on 07 Jul 19 - No Cached
  • nataliemcruz on 07 Jul 19
     
    The author of the blog sells products that help people learn languages better solo - she coaches independent language learners and online teachers. She has a blog on her website that talks mostly about her language studies how she uses online resources, not limited to but including SM.
Marlene Johnshoy

Purposes - CALL Principles and Practices - 0 views

opentext.wsu.edu/...introduction

egbert ESL CALL computer-enhanced principles practices

shared by Marlene Johnshoy on 06 Aug 19 - No Cached
  • Marlene Johnshoy on 06 Aug 19
     
    From the book: "Since the first version of this book came out in 2005, the field of computer-assisted language learning (CALL) has grown and changed. This update is the result of some of those changes. Our intent is to place pedagogical goals before technologies, as the literature advises but is not always followed in classrooms. In revising this book, as in the original, we assume that good teachers teach well because they bear in mind certain principles about how they can best help learners to learn language. Placing these principles at the center of attention makes it much easier for teachers to concentrate on the question of what constitutes effective computer-enhanced pedagogy and why. This book takes as its organizing principles both the system of conditions that are known to support effective language learning and the goals that a variety of standards in the field have set out for us and our students. Examples throughout the book underscore the need to consider theory in every aspect of the teaching and learning process. Some of the points in this book we have made in other places; other we discovered during the revision process. All told, this text provides a brief picture of what CALL classrooms can be like today. Of course, that could change tomorrow."
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