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social media can also be used to enhance teaching and learning and it includes varied online technology tools that allow people to communicate easily via the internet to share information and resources.

demonstrations focused on contrasting cases help students achieve expert-like differentiation

Start small. Find one movie, song, or news source and incorporate it into your class. Expand once you are comfortable. Provide a clear link between what you want your students to learn and the media. Care must be taken provide the proper learning context. It takes time to integrate media effectively into a course. This is not edutainment, it is the conscious use of media to enable students to learn more. Use the subtitles feature for visual media. This is especially useful in focusing student attention on the words being said. Be prepared. Technology does not work 100% of the time so have a back up plan. If the media equipment does not work, go to plan B and continue on with your class without missing a beat. Evaluate student understanding. students respond to incentives. If you require them to write a reaction paper, take a quiz, or place questions on your exams that relate to the media content they will pay more attention and learn more in the process. Stay legal. View the copyright information on the cautions page.

For young people without a personal connection to an immigration story, these websites, games, multimedia news pieces, and more, can help put a human face on an abstract debate.

they can help students step back for a big-picture, historical perspective on U.S. immigration

For the “Introduction to Skitch” 2-day lesson, I gave the students a choice board of activities. The students had fun creating treasure maps, Skitch selfies, classroom maps.

Somewhere between a PowerPoint presentation and a full-fledged video is the audio slideshow.

Slidestory

ransfer it to a computer

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?

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

all to see.

There are loads of other features as well, like highlighting on a webpage, adding sticky notes to pages, saving pages to read later without actually adding them to your collection and so much more.

In addition to taking classes, she supplements her education by using Learning Upgrade, a smartphone app with English and math lessons for adults.

Along with our face-to-face instruction and tutoring, we offer an additional resource to our adult students: educational software via mobile technology.

This access to educational software allows those with limited scheduled availability, or those who do not yet have an assigned tutor, to learn at their own pace and on their own time.

 Ask students to evaluate the movie.

 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.

Research has shown that CMC: can help increase students' motivation to learn the foreign language, lower their anxiety, increase their fluency in the target language, lead to improved intercultural competence and democratize classroom communication.

Keep in mind that students who study languages with different orthographies may encounter specific difficulties during CMC sessions. Be prepared with creative solutions, such as suggesting computers and keyboards that accommodate the characters your students need.

I really don't think that extensive worksheets provide a particularly authentic experience - such a thing mainly just erodes the power of the message within the video, takes away the inherent pleasure in learning from TED speakers.

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.