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Marlene Johnshoy

Teacher Educator Technology Competencies - Learning & Technology Library (LearnTechLib) - 1 views

www.learntechlib.org/181966

competencies technology teachereducators TETCs

shared by Marlene Johnshoy on 29 May 20 - No Cached
  • Marlene Johnshoy on 29 May 20
     
    "Abstract The U.S. National Educational Technology Plan recommends the need to have a common set of technology competencies specifically for teacher educators who prepare teacher candidates to teach with technology (U.S. Department of Education, Office of Educational Technology, 2017). This study facilitated the co-creation of the Teacher Educator Technology Competencies (TETCs). The TETCs define the competencies (knowledge, skills, and attitudes) all teacher educators need in order to support teacher candidates as they prepare to become technology-using teachers. The TETCs shed light on the roles and responsibilities of teacher educators who address technology within their courses. A highly collaborative research approach was used to develop the TETCs which involved the crowdsourcing of technology-related literature, a Delphi method for expert feedback, and an open call for public comment. As a result, 12 competencies with related criteria were identified. The TETCs should be viewed as a first step in a larger reform effort to better address technology integration in teacher preparation programs. The release of the TETCs provides future research opportunities including, but not limited to, implications for course design, relevant faculty development for teacher educators, and policy implications."
rfrisch125

Music Unit - Creative Language Class - 2 views

www.creativelanguageclass.com/music-unit

rubrics culture music compelling comprehensible

shared by rfrisch125 on 27 Jul 17 - No Cached
  • So many opinions were out there on social media. I decided to focus this unit even more on this popular music event.
  • So many opinions were out there on social media. I decided to focus this unit even more on this popular music event.
    • rfrisch125
      rfrisch125 on 27 Jul 17
       
      There are always good themes but we need to figure out how to make them focused, comprehensible and doable. That is the key.
  • Lots of comprehensible input there! They learned about new genres. Some said they added music that we learned about in class to their playlists. Love that!
    • rfrisch125
      rfrisch125 on 27 Jul 17
       
      Comprehensible and compelling input. Plus, added Spanish music to their audio files. The best language learners are the ones who listen to music and watch videos.
  • ...4 more annotations...
  • The main culture goals:
    • rfrisch125
      rfrisch125 on 27 Jul 17
       
      Seeing how she described the cultural aspects of the unit really brought into focus what she was trying to accomplish. From here she will be able to set up tasks and activities that meet these goals.
  • Now the major communication goals:
    • rfrisch125
      rfrisch125 on 27 Jul 17
       
      I like how these three areas help define what the students will be able to do.
  • For example, for the last presentational goal where they tell what happened, they only used a few verbs (won, nominated, said) as memorized chunks. Intermediate students were able to give more details and it sounded like a true narration of events with transitions.
    • rfrisch125
      rfrisch125 on 27 Jul 17
       
      I love this! each level can accomplish the goal by sheltering or minimizing the vocab.
  • And the remaining 3 C’s:
    • rfrisch125
      rfrisch125 on 27 Jul 17
       
      Wow this lady really knows what she is doing!! I haven't seen a rubric like this before. I like it.
jyokokawa

Telecollaboration: foreign language teachers (re)defining their role - 3 views

journals.openedition.org/...3140

carlatech20

shared by jyokokawa on 01 Aug 20 - No Cached
spangomez liked it
  • een shown to be no guarantee of "change agency" (Donnison, 2007: 10). Pre-service teachers may profess adherence to learner-centred forms of teaching and yet "simultaneously (…) maintain conflicting cultural models of traditional and conservative models of schooling"
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