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jameshousworth

12.pdf - 2 views

shared by jameshousworth on 05 Aug 18 - No Cached
  • extra workload
  • enhances reading comprehension, improves students’ writing skills and abilities [6].  develops writing and learning strategies [5].  has a positive impact on the content and increases the amount of writing of learners [7].  makes students pay close attention to the formal aspects of writing, both in terms of word choice, structure, and word spelling, attending to sentence and paragraph structure as well as adapting academic style, register and appropriate word [8].  Diminishes barriers to learning English by providing them the opportunity to write freely without being judged for their grammatical mistakes [9].  develops ideas and provide feedback for the authors [10].  enhances student analytical and critical thinking skills [11]  increases student motivation in reading and writing, promotes learner independence and autonomy, and enhances students’ analytical and critical thinking skills [12].
  • students with low English proficiency may experience difficulty in putting their ideas in order
  • ...1 more annotation...
  • The teacher as facilitator is important for maintaining student interest since blogs work best when learners get into the habit of using them.
jameshousworth

Stevenson_Liu.pdf - 1 views

shared by jameshousworth on 05 Aug 18 - No Cached
  • Michael Gorman, former president of the American Library Association, decries the movement towards a user-controlled Internet as “a world in which everyone is an expert in a world devoid of expertise”
  • technical usability
  • pedagogical usability
  • ...8 more annotations...
  • Technical usability is defined as the general usability of a tool for a user— how easily users can complete a task with the least number of obstacles.
  • Pedagogical usability applies specifically to how learnable and usable the website is for learners.
  • Providing users with an immediate solution to an obstacle may not be the preferred outcome when users must learn during the process
  • How do current users of a foreign language learning website that employs Web 2.0 technologies use the site for learning and social purposes?
  • What technical and pedagogical issues arise when potential users participate in a usability test of three foreign language learning websites that employ Web 2.0 technologies?
  • Palabea
  • Babbel
  • Live Mocha
ljarboe

Using VoiceThread in Your Classroom - YouTube - 2 views

  •  
    Very informative presentation about the flexibility of VoiceThread and how to use it in the classroom.
  •  
    I like all of the different ideas too! The ideas seem as limitless as one's creativity.
  •  
    I can use this. Thanks!
norikofujiokaito

Improving 21st-Century Competencies: From Classroom Practice to System Change - Global ... - 1 views

  • An exploration of perceptions of candidate teachers for the new school revealed that while they understood the importance of supporting student competency development, they were less clear on implementation. Therefore, the team has focused on strategies for teacher development. Teachers traveled abroad to observe competency-based education practices. These trips enhanced teacher mindsets about the value of competency-based learning, but teachers' monthly reflections revealed remaining gaps in confidence to implement these methods.  
    • norikofujiokaito
       
      I am glad to know that teachers in Japan are trying to integrate competency-based approach into their teaching even though it is in a private school.
norikofujiokaito

VoiceThread - About - Digital Library - 2 views

  • Interactive tutorials made with VoiceThread ask students to practice what they learn outside of class, so the instructor can observe their practice, respond with feedback, or modify classroom teaching to address students' needs.
    • atsukofrederick
       
      This is a good example activity that I can adapt to use VT in a flipped classroom. I have started to see lots of potential in this tool.
  • Using a bilingual dictionary correctly is an important skill for nearly all language students, and this tutorial aims to help students understand how to use a dictionary well.
    • norikofujiokaito
       
      This is a good idea!
effeinstein

Global Learning - Education Week - 3 views

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    A blog by edweek about education around the world!
  •  
    Thanks for sharing! I have submitted an application to join!
  •  
    This is a great resource--I'm looking in to the Global Education Certificate written up on the blog, it sounds like something my students would be really interested in pursuing.
norikofujiokaito

Integrating Digital Technology in an Intensive, Fully Online College Course f... - 5 views

    • norikofujiokaito
       
      If the online course is conducted at the upper-level, these results might be different.
  •  
    The development of distance learning courses for less commonly taught languages (LCTLs) often meets with instructional challenges, especially for Asian LCTLs with their distinct non-Roman characters and structures. This study documents the implementation of a fully online, elementary Japanese course.
effeinstein

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.
    • effeinstein
       
      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?
    • smuske
       
      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.
    • cwelton
       
      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!
    • afarachnps
       
      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?
    • tkozhanova
       
      I do the same:-)
  •  
    Very interesting article. As a language teacher myself, I really can relate!
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    I will try this on the second day of school which is coming up soon.
  •  
    @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--
  •  
    It is also a great tool for getting feedback from the students.
cwelton

Seven Ways to Use Google Docs to Support Bilingual Student Writers | EdSurge News - 0 views

  • Even though some of my students may not have regular access to a computer at home, they can access Google Docs from anywhere, including their phones.
    • cwelton
       
      This is an important factor for me when I am thinking about integrating a web-based technology--my students all have very different levels of access, so I want to be as inclusive as possible of their various capacities to engage.
  • students also know I will look at the “Editing History” to hold them each accountable.
    • cwelton
       
      Really important to high schoolers!
  • With Google Docs, they can quickly find the right word for their writing with Google Translate.
    • cwelton
       
      or through a technology like ReadLang...it's interesting to think about integrating Google-based platforms with other web-based tech
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  • What’s more important is that I can provide feedback without drawing dark red lines across their writing, an experience that can be discouraging to many writers (including myself). Instead, we use Comments, Editing, or Suggesting to provide less invasive feedback; we can also share audio feedback right in the document using Kaizena, a Google Doc add-on. Students can receive immediate feedback multiple times throughout the writing process--and I don’t have worry about dragging stacks of paper home!
    • cwelton
       
      I'm curious to look at this Kaizena...in addition to commenting/suggesting, I also use colors to clarify my edits for students (I do this on paper, too)--different colors represent different kinds of errors, for example, purple means there is an error or lack of clarity in vocabulary choice, red means the verb is misconjugated, etc.
Marlene Johnshoy

How To Use Chromebooks For Powerful Creation in School | MindShift - 2 views

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    You don't need to have a Chromebook to use these apps - just the Chrome web browser.
mauritzenj

Flipgrid WORLD Read Aloud: Oh, the Places You'll Go! - YouTube - 3 views

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    Thought this would be a good idea to do some practiced reading
akikomatk

Instructional and Authentic Resources | Ohio Department of Education - 8 views

  • To truly assess proficiency, learners need opportunities to use their language in real-world situations, using authentic cultural resources (i.e., resources that are created by native speakers for native speakers).
    • barichetti
       
      Concise statement about "why authentic materials".
  • learners
    • barichetti
       
      The materials linked in the doc for German were quite good sources of cultural and news text and video.
    • akikomatk
       
      I found some good authentic Japanese resources! Thank you for sharing.
  •  
    Thanks for sharing this incredible resource!
mauritzenj

Why Diigo Rocks for Educators! | TeachHUB - 7 views

  • Once the group is created, you can create student accounts. No email addresses needed. You create the username and password.
  • There are groups for all these where members can share their saves to not only their inventory but to the group as well. Diigo will email you once a week with all the new content. Pretty neat, huh? 
  • There are loads of other features as well, like highlighting on a webpage, adding sticky notes to pages, saving pages to read later without actually adding them to your collection and so much more.
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  • When you save to Diigo your saves go anywhere because they are saved to the cloud. Sounds mystical doesn't it?
    • mauritzenj
       
      I am so mad I never used this earlier! It is really fantastic.
  • One of the most powerful features is the tagging. Basically, if I save Google.com and don't tag it, I will have to remember the name of the site or something in the address
  • your saves don't travel with you from computer to computer and device to device.
  • So if students are working on a group project they can share their saves together, automatically. Or as a class, if you are working on something everyone can contribute information they find.
    • cwelton
       
      I love this concept--in level 3 I sometimes have the students do peer-editing of papers or projects, and I think Diigo could pair well with a pre-editing phase where they could collaborate on research as well as composition!
    • tkozhanova
       
      I agree. i like this idea too!
  • hen visit the Educator Area and apply for the Educator upgrade.
  •  
    I love that you can use this with students! I had no clue. Thanks for sharing.
  •  
    As I am still trying to understand the full benefits of using Diigo, I found this article of tremendous help. Thank you for sharing!
  •  
    This seems really useful. I'm excited about Diigo for my own use, hadn't thought about using it with students yet.
claire_mitchell

Technology and the future of language teaching.pdf - 3 views

  •  
    Thank you for sharing this. I'm adding it to my library.
barichetti

Guest Post: Tracking Novels Reading During FVR - Grant Boulanger - 3 views

  • I asked students if they notice any difference when they read now
    • vaguevara
       
      Great way to provide reflection on learning!
  • display in the room their big accomplishment.
    • vaguevara
       
      Love this! STEALING!!!
  • Occasionally, I ask them to write a report
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  • Bryce Hedstrom
  • too share about my book.
    • vaguevara
       
      Love that all share...including the teacher!
  • others who have shared that this year they have read more books in Spanish than in English – Awesome!
    • vaguevara
       
      This would be a great way to propel differentiated progress-- I wonder how students demonstrate understanding
  • They like to be able to choose what they read.
    • vaguevara
       
      Choice is key
  • FVR with novels in Spanish 1
    • vaguevara
       
      I wonder what FVR means...
    • barichetti
       
      Me too! :D
  • FVR with novels in Spanish 1
  •  
    This is an annotation of a reading activity/ practice, from a guest blogger, Mónica Romero, to Grant Boulanger's Exploring the convergence of Language Acquisition and Arts. Like his CI suggestions and Freebies
  •  
    Ooh, the internet tells me it's Free Voluntary Reading. This is an interesting article. I'm not sure it would be directly applicable to any of the classes I teach right now, but it's good food for thought.
norikofujiokaito

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
    • smuske
       
      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
    • smuske
       
      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]
    • smuske
       
      want to encourage participation with some sort of graded activity
    • norikofujiokaito
       
      I suspect that students' achievement was assessed in online format; that is why students who interacted more could achieve higher marks.
  • 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]
    • smuske
       
      Need to persist and convince reluctant students that persisting will yield dividends. Also true of regular classroom settings.
    • smuske
       
      Need to persist and convince reluctant students that persisting will yield dividends. Also true of regular classroom settings.
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  • 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.
    • smuske
       
      Is this a concern? Perhaps, having spent time at the beginning building trust, they are simply becoming more efficient.
    • smuske
       
      Or perhaps they're bored with this way of learning?
  • 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.
atsukofrederick

Facilitating a Class Twitter Chat | Edutopia - 3 views

  • Communicate the public nature of Twitter to parents. Consider an opt-out alternative for students or parents who are uncomfortable with participating in the classroom chat.
    • cwelton
       
      I've also used my school's platform "discussion board" as if it were a twitter chat feed--some students got really into it, and I think I could implement some of these suggestions to make it more universally engaging
  • assist students in moving back and forth between their own words and technical or course-specific terms. And help highlight particular content with the use of sentence starters.
    • cwelton
       
      perhaps for a language class this would look like a vocab list, or a list of social media abbreviations that are language-specific.
  • Do you feel the chat’s objective was reached? What was the most useful part of the chat? How might we improve the chat?
    • cwelton
       
      i've do this, at some level, for almost every new project or activity I do in my classroom--the students feel so empowered when I ask them to share their opinions and reactions to the structures of the course.
  •  
    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.
  • ...2 more comments...
  •  
    Hi Veronica--you could also consider making a class handle. I did that with an Adv. class once, and simply gave all the students the info to log in. They could all post from that handle, and sign tweets with their initials.
  •  
    This is a helpful article. I like how it gives us step-by-step of how to host a twitter chat.
  •  
    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.
akikomatk

Accelerating English and Math on the Go - Language Magazine - 3 views

  • In addition to taking classes, she supplements her education by using Learning Upgrade, a smartphone app with English and math lessons for adults.
  • Along with our face-to-face instruction and tutoring, we offer an additional resource to our adult students: educational software via mobile technology.
  • This access to educational software allows those with limited scheduled availability, or those who do not yet have an assigned tutor, to learn at their own pace and on their own time.
  • ...5 more annotations...
  • In addition to taking classes, she supplements her education by using Learning Upgrade, a smartphone app with English and math lessons for adults.
  • The app’s 300 lessons are designed by educators and use songs, videos, and games to engage even the most reluctant of students. Every level provides practice problems, accompanied by immediate intervention and remediation with multimedia supports.
  • I use the app when I have a little bit of time, anywhere. Sometimes I’m in the laundry, waiting between washing and drying.”
    • akikomatk
       
      This is one advantage of technology: anywhere, anytime!
  • Both generations are equally willing to help one another bridge the gap, which in turn boosts the effectiveness of both approaches.
  • So far, the use of smartphones by students at Midland Need to Read has accelerated the learning process, giving students the motivation needed to improve their English language
  •  
    In my district, we are always being asked to connect our language teaching to other disciplines. Using Smartphone to do so is smart. However, not all of my students have these devices. They can definitely share a device. I like how this article is geared toward adult learners who can't or don't have time to attend physical classes. The App allows them to access this knowledge anywhere anytime. Thanks Akiko.
  •  
    I love the statement about the importance of Math Literacy--YES!!!!
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