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"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."

"Five Two Zero So Much"

Prezi is a good resource for students to look at a wide array of related topics and choose the angle that best suits their research or class direction. Gradeguru and Notehall are mainly about student exchange of helpful notes and study materials. Dropbox is mainly a storage tool that also allows sharing and exching files. Chegg is a book rental tool.

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.

This is a practice-oriented publication that's a bit more casual in tone and practical in content than its scholarly counterparts, while still rigorous in the quality of information it offers. We will feature articles, interviews with notable folks in the field of language teaching and learning, reviews of software, materials, and books, and more!

A lot of greAt ideAs And A nice wAy to stAy informed And to, At the sAme time, feel connected with A network of lAnguAge educAtors who Are Addressing the sAme chAllenges And concerns.

SpatialChat looks so fun! I'll be curious about pricing, and appropriateness and safety for high schoolers.

This can be a handy direction (in both video and writing) for using Voice Thread in Blackboard for people like me who are using Bb. Thanks for sharing!

Due to issues I've encountered lately with opening sites and links that did not like my laptop, I've decided to stick with tools offered in BB which is what is used at my school. The explanations look clear enough for EVEN ME to figure out so I am thrilled to be able to access this tool aND use it!

AbstrAct: This cAse study is bAsed on An investigAtion into the use thAt A group of lAnguAge leArners mAde of LivemochA.com, A SociAl Networking Site through which lAnguAge exchAnge is enAbled viA sociAl mediA ApplicAtions. The leArners creAted profiles in the website And proceeded to interAct with speAkers of their tArget lAnguAges, reporting bAck on their experiences over A 10-week period. As communicAtion between lAnguAge pArtners cAn tAke plAce through severAl different chAnnels, And cAn be Asynchronous or synchronous, written or spoken, it wAs considered thAt the preferences of leArners with different personAlity types (As indicAted by responses to A Myers-Briggs Type IndicAtor questionnAire) might be AccommodAted. SeverAl studies hAve suggested thAt the Anxiety thAt some lAnguAge leArners feel when communicAting in L2, especiAlly when speAking, is reduced in online environments. Under the premise thAt A reduction in Anxiety mAy leAd to An increAsed "willingness to communicAte" (MAcIntyre et Al., 1998), the principAl objective of this project wAs to exAmine the type And frequency of online interActions thAt the pArticipAnts engAged in with other speAkers of their tArget lAnguAges in the LivemochA lAnguAge leArning community.

"This is a step by step guide on how to use Teacher's Pet, a fantastic toolbar for Microsoft Word or Open Office which cleverly uses macros to create language learning exercises in a matter of clicks. a wonderful timesaver for busy teachers, Teacher's Pet is ideal for preparing paper worksheets instantly or for using on the interactive whiteboard as a starter or plenary. By simply highlighting some text and clicking one of the exercise types on the toolbar's dropdown menu, you can produce activities which practice vocabulary revision, grammar, reading comprehension, spelling and dictionary skills."

Chico's Rubric for Online Instruction offers a framework for addressing this question. Use of this rubric represents a developmental process for online course design and delivery, and provides a means for an instructor to self-assess course(s) based on University expectations. Furthermore, the rubric provides a means for supporting and recognizing a faculty member's effort in developing expertise in online instruction as part of our commitment to high quality learning environments.

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.

Are you A 'leArner'? Are your colleAgues 'leArners'? Do you promote A 'leArning culture'? Six suggestions to cultivAting A leArning environment to reflect upon.

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!

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! =)

I used to use Evernote a while ago for a staff writer/communications job I held in grad school. It helped a great deal with keeping my boss informed on my progress on news stories and for making suggestions. after reading this, I want to go back to it. I remember how organized it made me feel-- I'm sure I could use a lot more of that as a teacher! Thanks for sharing. Glad that Evernote is back on my radar-- with so much more to it than I remember!

Thanks for sharing, Carmen-- I am also considering students who do not have Twitter, or parent concerns, and I wonder if small group work might be a solution- Using the twitter account of one student, another student or group of students help to compose responses, stay hidden from their online contributions.

Thanks for this suggestions, Carmen-- will use it!

Especially middle/high school parents/students may feel more comfortable using a platform provided by the district. I am also planning to use the discussion board in the district's platform. I can definitely use the tips in this article.

Fun ideas for Twitter use

A blog post About blogs. KAthleen Morris lists no fewer thAn 18 educAtionAl benefits of using sites like WordPress And Blogger in the clAssroom. These include Allowing students to develop new literAcies And exercise their creAtivity.

It is good to have a free tools, because when we ask school to buy it for us it takes a long time and sometimes we do not get approved, if you know more app that are useful for class luse ike the VoiceThread, I hope you can share it with me.

I agree that app integrations is the best feature. We are using Canvas for our classes at my institution but we are also using Teams for university wide communication. Both are new but the experience so far has been positive. I may follow up on the advise to start a small project on Teams to learn more about its best features in building a collaborative classroom. Thanks for sharing!

Thanks for posting this, Jordan, and reminding me that here at UofL we've got MS Teams as an additional resource! I've just check to see if there's the possibility of integration with Blackboard and it appears there is. (I'm glad to have the option for synchronous class meetings, since I've always found Blackboard Collaborate to be a little baroque in its layout....)

Thanks for the tip @greghutcheson ! It hadn't occurred to me to look for Teams/Blackboard compatibility. I'm not sure yet if I prefer Teams over Blackboard Collaborate, but if one runs more smoothly than the other, that would be my pick!