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I do audio slideshows as an end-of-semester project in my level 2 class, but I have only ever used PhotoStory. PhotoStory is loaded on our language lab computers so that students do not have to register or create any types of accounts. These resources seem to be just as easy, however

Discussion on how technology is being used and why we're still struggling to give more control of learning to students. A good read!

"A 2014 paper by researchers at Michigan State University, in East Lansing, provides a tangible example: Teachers and students in the small-scale study were found to be making extensive use of the online word-processing tool Google Docs. The application's power to support collaborative writing and in-depth feedback, however, was not being realized. Teachers were not encouraging group-writing assignments and their feedback focused overwhelmingly on issues such as spelling and grammar, rather than content and organization." This really gets to the heart of the idea of combining education and technology: the technology has to serve the goal and it doesn't sound like the teachers' goals were the same as the stated goals of the assignment. So obviously Google Docs is a fantastic tool, but it has to be utilized appropriately for it to be effective.

I must say I have sat through many workshops in my tenure at my university that included the modification of some practices and even included, to my frustration, the basic structure of a lesson from stating outcomes to assessment. The problem with our particular situation is that usually it is directed to a "one-size-fits-all" use of a given technology that may not apply to many disciplines. I have found them somewhat useful for upper-level courses at times, but the language classes often pose the need for a kind of collaboration and interpersonal technology that isn't presented. Hence my desire to take this course. Another difficulty is the overwhelming number of technological applications presented--I can't tell you how many--and the students really become overwhelmed, since they often have to learn new technologies in almost many courses. Some work and some don't, and since they are the guinea pigs and there are no guarantees that everything will work as planned, and given the astounding changes in tech, the newness never seems to end, neither for the student nor the teacher. So focusing on just 1 or 2 to begin with seems like the only way to deal with it. Finally, I think that, at least in our university, the huge courses found often in the sciences reflect the slowness to adopt meaningful change. Many in these disciplines have simply used the tech to deliver more lectures on topics students must memorize, perhaps adding clickers for comprehension checks. There seems to be a great disconnect between what happens in the classroom and the amazing advances in tech they have made for their hands-on work--labs, collaborative work, etc.

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.

The top listed sites in a number of categories for these awards! They're not language-specific, but you can find a lot of good educational uses of blogs, tweets, wikis, podcasts, webinars, and other categories.

Abstract: In recent years, a sharp increase in the number of academic studies around the use of video games and new media for educational purposes has greatly expanded our understanding of their potential for enhancing learning.

Constantinos, this a great resource of information. Thank you for sharing! I haven't sit down to read it all, but skimming through it I found plenty of interesting information. I was always interested in using video games or educational games for language learning, but never took initiative in reading anything on the topic. In the beginning of "From "Authentic Materials" to "Live Materials" section, the author mentions that the culture should not be described to students, but rather facilitate a platform for them to actually participate in that culture. I see how we can do that through games, but is there any of you using other means to do it? Is it possible to do it through social networks or second language learning networks? If yes, how exactly? Any thoughts on this?

Upgrade to Flash Player 10 for improved playback performance. Upgrade Now or More Info. close 79,634 LikeAdd toShare Loading... Sign In or Sign Up now! Uploaded by PBS on Aug 16, 2011 For decades now, people have joined together online to communicate and collaborate around interesting imagery. In recent years, the pace and intensity of this activity has reached a fever pitch. With countless communities engaging in a constant exchange, building on each others' work, and producing a prodigious flow of material, we may be experiencing the early stages of a new type of artistic and cultural collaboration. In this episode of Off Book, we'll speak with a number of Internet experts and artists who'll give us an introductory look into this intriguing new world.

Using Twitter for a 10 minute verb activity.

This is so cool! I know it would keep my students more engaged and focused on what could potentially be boring grammatical exercises. I do not currently use an on-line notebook and want to use Google docs more often. Lots to think about!

"This complimentary course features a number of all time favorite ChinesePod lessons from each academic level. Users are welcomed to try all the content and tools available for each lesson including full lesson podcast, lesson dialogue, audio review, PDF transcript, annotated dialogue, vocabulary, expansion, grammar and exercises."

Thank you for sharing such a useful tool that allows the students to explore the resource of learning Chinese.

So far in English, Spanish, French, German, Italian, and Portuguese - in three levels.  The Beginner level has pull-downs so you just make a choice.

Awesome resource, thanks for sharing, I can use this for my weekend school. Middle school students would really enjoy it. :D

anyone try the karaoke? or, is there another karaoke site? i have a student trip to Mexico City coming up and my wouldn't that be a fabulous fundraiser!

The article describes why and how to use Padlet. It emphasized its intuitive design and described it as digital wall that participants in the classroom can use to express their ideas, comments, suggestions etc.

Interesting article. I will have to try it out. See it used, never used it myself.

Experiences of a Spanish teacher.

A little overwhelming in terms of the number of resources, but really great resources nonetheless!

A lot of great ideas and resources all gathered in this one resource. I look forward to having an afternoon to read through this more carefully.

Examples on how to use Whatsapp in the language classroom

The use of Whatsapp in the language classroom to promote conversation in the target language

This one worked! and I can see your highlights! =)

This is a great idea for using with Poll Everywhere. Thanks for sharing!

Thanks! I used GS so much this past year, and yet did not use it deliberately to encourage collaboration and community-building. This gives me great ideas.

Yes, agreed. It takes time for many students to feel comfortable with communication in the traditional setting, so we've found great tools to encourage their growth emphatetically and creatively.

ePals is the social network optimized for K-12 learning. Over half a million classrooms in 200 countries and territories have joined the ePals Global Community to connect, collaborate and exchange ideas. ePals now translates in 35 languages!

I found this while sorting through my old bookmarks to add them to diigo. Anyone ever used this or heard of it?

I want to say that they have been around in a number of forms over many years - maybe even started at St Olaf College as Classroom to Classroom Connections back in the 90's?? But they've grown into a huge corporation now! These kinds of projects are the ones I like the best - when you get kids talking to each other!