Twitter is used as an ongoing public channel of communication for academic and co-curricular discussions
Group items matching
in title, tags, annotations or url
33More
5.1 Dogoriti.pdf - 1 views
- ...26 more annotations...
-
The use of the Web2 can provide opportunities for collaboration, authentic communication in a discourse community and provide what Warschauer and Kern (2000) termedas networked-based language teaching. Some ofthe general benefits of using technology in ESP are the use of authentic tasks, tools, and context (Bremner, 2010; Evans, 2012).It provides interaction and communication among learners, uses collaborative learning, focuses on socio-
-
ave generally been used as static sources of content with no social appeal like social networks, such as Facebook or YouTube
-
social networking platforms have been acclaimed to provide learners social communication, autonomy,fluid online discussions, and identity management
-
informal and relaxing atmosphere and make learning effective (Dalton, 2009). Social networking allows students and teachers to build a rapport and overcome inhibitions
-
Integrating social software with LMS aims at active participation, interaction and collaborationbetween the members of an academic community
-
he benefits of using Web 2.0 in education are the new interaction styles between students and teachers, immediacy of information, access to authentic learning environments, content sharing, collaboration and enhancement of learning experience
-
On the whole, the reasons language instructors may opt to choose Edmodo in class are that teachers and students connect, assignments, back channeling, a paperless learning environment, its backpack feature,the library feature, Apps, homework, badges, learning continues outside the classroom, assessments, interface, sharing, and its private and safe learning environment
-
the use of Twitter facilitated collaboration, communication and data exchange among students in real time.The role of the instructor is underscored as she/he acts as a mediator, supporting the content, organizing the activities, and clarifying the use of the educational tool
-
a service offering language learning quizzes via Twitter hasbeen established (TwitterLearn, 2008)
-
Twitter has been studied in context with other social media and has proven to have a significant influence on academic activity
-
microblogging and inferred that it enhanced students’ achievement, motivation and participation in class.
-
Edudemic
-
Different platforms suit different sorts of interactions and appeal tostudents and educators in a diverse manner
-
From the Edmodo platform, two main features are utilized. First, the Edmodo forum is used for both teacher-to-student communication and student-to -student communication. The communication topics include subjects such as assignments, questions, announcements, etc. Second, the Edmodo Assignment Center is used for testing the students on each learning topic and easily collecting their answers
-
As far as the assessment of students’ performance goes, the conventional assessment through graded assignments is backed up by students’ social learning activities. Network buildingand self-regulated learning canbe indicative of students’ progress throughout the course.Ongoing assessment or formative assessmentstrategies(integration of performance and feedback and reflection) can facilitate learning and review students’ performance
-
The empirical evaluation of the research highlights the dominanceof intrinsic motivation(students’ intentionsto use Twitter/perceived enjoyment)over extrinsic motivation in explaining the adoption of social media in the class
-
n order to provide assessment, instructors could evaluate students’ learning progress by reviewing their reflections. Communication (teacher-student/student-student)throughout the learning processcan also providefeedback information that may aid assessment
-
nstructors could evaluate students’ learning progress by reviewing theirreflections on what they have gained through networked learning
-
References
11More
Flipping my Spanish Classroom: Beginning of the Year Assessments with Google Forms - 9 views
-
I loved that the Google Form gathered all of the responses together so I could look at student answers all together to see if their answers were a pattern of things that none of them learned, or if it was just a few students that needed review.
-
I like this idea for pre-assessments and I wonder how it would work for the actual assessments too. Has anyone tried google forms for testing?
-
I have used it for formative tests that go in the "participation" category. I like being able to look at the results immediately so I can give the class immediate feedback.
-
-
I am armed with some knowledge of the classes overall abilities as well as some individual struggles so I can help specific students one-on-one. I have adjusted some of my review activities to better focus on what students need to work on.
-
I've done intakes at the beginning of the year at the adv. level to see why they chose the elective and what they hope to learn, but this seems like a great way to assess 'summer attrition' at the lower levels. On it!
-
Agreed. Last year, I asked students to use post it notes on a drawn scale that I put on the wall, to represent how much Spanish they felt they knew. A Google quiz would be a great way of doing a follow-up to this activity. Moreover, I could think of a concluding self-assessment: now that you have a better sense of how much Spanish you know, what goals can you think of for this year? I wonder if I can also use Google for a goals activity, too?
-
-
- ...1 more comment...
-
@effeinstein Yes, all of my vocabulary quizzes are on Google Forms and I use GF extensively for gathering reflections pre-post units, post field trips, in general, anytime I need to gather data from students about what we are working on-- Sometimes I collect their emails, other times anonymous, if I feel that I might gather more frank feedback that way-- The spreadsheet of data is nice to look over when considering how well something went, or to make tweaks for the next iteration of work. I can also pull quotes for presentations to faculty and families, or in writing narrative reports-- Also makes grading quick and easy-- Sometimes I print out the quizzes for quick one on one feedback for students--
1More
5 Fantastic, Fast, Formative Assessment Tools | Edutopia - 1 views
2More
Faculty Self Assessment - Are you ready to teach online? - 5 views
-
This work by Penn State University is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 United States License
1More
European Framework for the Digital Competence of Educators: DigCompEdu | EU Science Hub - 0 views
-
"On International and national levels, a number of frameworks, self-assessment tools and training programmes have been developed to describe the facets of digital competence for educators and to help them assess their competence, identify their training needs and offer targeted training. Analysing and clustering these instruments, this report presents a common European Framework for the Digital Competence of Educators (DigCompEdu)."
1More
LARC/CALPER Testing and Assessment Webinar Series - 3 views
9More
The Elephant in the Language Classroom | Edutopia - 3 views
-
have concluded that collaborative and cooperative learning methods improve students' time on tasks and motivation to learn. Language teachers are finding that group activities and conversational pairing have distinct advantages over individualised tasks. Students enjoy interacting with each other, particularly in speaking activities, and opportunities to do so are relished. The prospect of school exchanges, making new social links abroad, and exploring new cultures is another powerful motivator. The pairing of language students with counterparts abroad is the next logical step. Working effectively online with native speakers is a challenging and alluring proposition.
- ...2 more annotations...
-
The evidence to show individual progression achieved directly from paired or group interactions is hard to quantify. Monitoring, recording, and properly assessing individuals' performances in collaborative tasks is more difficult to achieve than the correction and grading of individual tests.
-
The pairing of language students with counterparts abroad is the next logical step. Working effectively online with native speakers is a challenging and alluring proposition.
-
The article highlights the effectiveness of collaborative and cooperative language learning activities such as school exchanges and pairing students with counterparts abroad. It also bring up the issue of difficult assessment gets in the way and brings to the front solo performances and summative examinations.
-
I certainly agree with this as being an effective way to language learning. We in the military community use the group/pair work approach for many reasons. Pair work keeps them interested and motivated to learn. It also makes better use of class time. I also think that when the students are ready for the OPI, they generally do better than if they were in a traditional classroom. As for assessment, yes it is more difficult, but it is up to us as instructors to find ways to measure the students' performance based on the interaction. Once the student is in country, it will be up to him/her to communicate with others. That will be the true test.
1More
An Online Oral Practice/Assessment Platform: Speak Everywhere | IALLT - 4 views
-
"Abstract Despite its obvious importance, it appears that in many foreign language programs, oral practice is not given as much time and attention as it deserves. Or perhaps it is more accurate to say that foreign language professionals recognize the need for more oral practice, but do not have at their disposal a convenient means to provide it. An online oral practice/assessment platform, Speak Everywhere, has been developed to fill this void. It allows instructors without special computer knowledge to quickly create video-based speaking exercises and quizzes for their students to work on outside the classroom. The instructor can access the oral productions that the students submit to the system, and grade them or give individual feedback on them either in text or audio or both. Using its flexible and easy-to-use authoring sub-system, it is possible to create exercises of various formats (e.g. Q&A, repeat after the model, structure drills, role-play, and oral reading)."
2More
50 Digital Education Tools and Apps for Formative Assessment Success - 2 views
www.nwea.org/...s-formative-assessment-success
FormativeAssessment tools education technology carlatech16
shared by msdianehahn on 21 Jul 16
- No Cached
Jesse Dalbacka-Hoogenboom liked it
7More
Digital Stories in a Language Classroom: Engaging Students through a Meaningful Multimo... - 7 views
- ...1 more comment...
-
I love this! Thank you. I'm even looking at the workshops offered by the Center of Digital Story Telling.
-
Digital storytelling is so awesome! I got a chance to create a digital story through the Minnesota Writing Project Invitational Summer Institute and it was an awesome experience. I'd highly recommend looking into your local branch of the National Writing Project to see what resources or professional development are available.
-
Definitely one of my passions as a teacher- helping students get to the point where they can tell their own stories.
3More
Assessment of Learning via Skype | Silvia Tolisano- Langwitches Blog - 1 views
langwitches.org/...sessment-of-learning-via-skype
carlatech16 group#2 skype assessment collaboration
shared by olso2135 on 13 Aug 16
- No Cached
New Learning Times : Article Self-Assessments Make Better Students - 2 views
1More
10 useful tools for assessment with tech | Ditch That Textbook - 3 views
32More
WhatsApp in the classroom to foster listening and speaking | TeachingEnglish | British... - 7 views
www.teachingenglish.org.uk/...room-foster-listening-speaking
#carlatech18 carlatech18share carlatech18 whatsapp interpretivemode languages technology smarphone
shared by hharb01 on 24 Jul 18
- No Cached
vaguevara and claire_mitchell liked it
-
mobile technology can help teachers to find new ways to improve students’ language/content learning.
-
Ask school to supply a phone and apps installed to overcome giving your personal phone number to students.
-
Some of my students use LINE (similar to WhatsApp) to talk with their conversation partners in Japan to practice Japanese and learn about Japanese culture. Mobile phones play a great role in foreign language courses now.
-
-
WhatsApp in your classroom with the purpose of improving students’ oral skills.
-
Mobile Phone Operator they contacted offered them a cheaper phone rate than the one they had. We could say they killed two birds with one stone.
- ...17 more annotations...
-
allow their use with a clear pedagogical use and under the supervision of a teacher
-
assessed
-
WhatsApp recordings of presentations should be just another tool
-
on-line pronouncing dictionaries
-
will help students who feel anxious in public to relax and it will also create an atmosphere of concentration which is key to effective listening
- ...1 more comment...
-
The use of Whatsapp in the language classroom to promote conversation in the target language
16More
Computer Assisted Language Learning Social Networks: What Are They Talking about? - 9 views
-
Furthermore, it has been shown that students prefer to contact their peer students rather than their tutor when they are struggling with coursework, facing difficulties in assessing facilities and understanding lectures
-
Validates the "three, then me" concept that asks students to ask three other students for help before asking the teacher. Students are perhaps more available asynchronously than the teacher as well, when students need help
-
Validates the "three, then me" concept that asks students to ask three other students for help before asking the teacher. Students are perhaps more available asynchronously than the teacher as well, when students need help
-
-
Researchers also noted that people who interact more in an online course tend to achieve higher marks on exams, as opposed to lurking which is not as successful [12]
-
Students who are required to collaboratively work online need to dedicate time to get to know each other and therefore are able to accomplish effective communication in an online environment [29]
- ...2 more annotations...
-
This outcome tells us that the students seem to be more excited, talkative and social with one another, as well as chat/contribute more at the start of the course, but their overall participation rates were on a decrease during the duration of the course.
-
Furthermore, it has been shown that students prefer to contact their peer students rather than their tutor when they are struggling with coursework, facing difficulties in assessing facilities and understanding lectures
-
I offer a course in my school called Computer Mediated Language Learning. But this article gives a new perspective of what computer assisted can be.
-
Nice data to back up our use of all of these great online resources-- Thanks for sharing!
-
Active participation in discussions is a key to success. If you use a flipped classroom, providing useful vocabulary and sentence structures they might want to use to talk about a particular topic also helps the students participate more in discussions.
6More
Extempore: A Speaking Practice App - The FLTMAG - 2 views
-
A Speaking Practice App
-
creation of assignments, houses student responses, and provides a portal for teachers to provide feedback
- ...1 more annotation...
-
One comment I often get from students is that they wish they had more frequent, but lower stakes oral assessments. A platform like Extempore begins to make this possible