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Yikes! I thought 50 ideas was a lot. Nice that the author included some sites that help to organize the tweets. One tool I would add to the list http://wiffiti.com/. You can set up a wall to accept a hash tag that, when used in a tweet, will display almost immediately on the wall. Excellent way to display student comment via a projector.

So many ways to use technology in the classroom! We can be creative and motivate our students to be creative as well.

I'm a little embarrassed to confess I actually didn't know what Flipped Classroom was... If someone had the same problem here's a video that explains it nicely: https://www.youtube.com/watch?v=BCIxikOq73Q

We have used VoiceThread, I hope we will use a few more in the coming weeks. I noticed each said Free and some had paid with an i in a gray circle(?)

I liked this list of applications (free and pay). Out of the thirty, I was only familiar with three: "VoiceThread", "Kahoot!", and "Screen-O- Matic".

This easy-to-read introduction to SaMR (standing for "Substitution," "augmentation," "Modification" and "Redefinition"), a model for helping integrate "technology tools into foreign-language classrooms," is blogged by a Chinese content and technology specialist who, I trust, has a lot of experience of incorporating media into Chinese learning activities. Besides clearly explaining how the SaMR model works for a L2 class via really useful tech tools such as Google Docs and Flipgrid, this blog also reveals a fact that our students "are not all 'digital natives,'" and encourages us, 21st-century educators, to "meet our students halfway to use tech for learning." I found the first two SaMR stages, namely, "Substitution" and "augmentation," are very helpful for evaluating the interpretive mode implemented with appropriate media.

For all of you Padlet fans - here's a ton of ideas for putting it to more use!

More ways to use Padlet in class.

Megan Smith wrote about ways to adapt a lesson about houses for a traditional class to one for an online class. She included interpretive, interpersonal and presentational activities.

I love the way she set-up these examples. Has anyone done something similar? What was your experience with the 20% Free Time? I'm considering something similar in the "fall"... which is coming up quickly. No matter the schedule, I've always liked the idea, 20% Free/Genius Hour. If you have experience with this, I would love to hear about how you set them up.. and assessed them.

It's good to see the list of types of "interaction". It's something I'll want to go back to to guide not just what I want students to do... but, what I want us to do TOGETHER. The "Educause" links don't work for me.

"A few pointers on how to guide middle And high school students to determine whether A website offers AccurAte informAtion."

ACTFL 2012 presentAtion "There Are two files: one hAndout with useful web-site links, Apps, And A QR Code Activity, And A copy of the Keynote slides from the presentAtion."

ACTFL 2012 presentAtion How cAn iPAds enrich lAnguAge Acquisition? In this session, results from A 1:1 iPAd pilot progrAm in A foreign  lAnguAge clAssroom will be AnAlyzed  Lesson plAns, Activities And Assessments will be shAred And strAtegies for Applying best prActices, even in clAssrooms without iPAds, will be discussed.

ACTFL 2012 presentAtion TAke A look At the wiki link for A lot of informAtion LAuren hAs put online from this workshop

There is a "course tour" from FVS for a Chinese class.

"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)."

Nice tutorials for using PBworks!  If you haven't tried a wiki yet, this is a good one.

This site has information about creating and assessing telecollaborative projects - and assessing the "Telecollaboratively Effective Person" (TEP). This is a link to the Evaluation section which has many resources, rubric, descriptors, and examples of how to assess a telecollaborative activity.

Some good advice for online and hybrid course engagement. One of the comments below says - even for F2F classes! One of the comments also questions the point about responding to all student posts - saying that it's better to let them discuss without you, only adding in occasionally or with a summary or notes in a weekly wrap-up. This "hands-off" discussion method is the route alyssa and I have taken, what has worked for you?

"QR Voice is a free tool that allows you to create QR codes that when scanned will play a short audio message."

A digitAl whiteboArd - for collAborAtive brAinstorming, diAgrAmming, infogrAphics - whAt else cAn you think of? WhAt would this Add thAt you could not do with A Google doc?

We had a request for a one-hand only keyboard layout.