carlatech

This is a duplicate but I can't figure out how to delete it. I click "delete this post" and nothing happens.

This is the place that I would recommend language educators start with. It's sort of the mothership for language education.

Lots of interesting content to explore at FLTMAG. Variety of tags can help teachers find the most relevant content for their needs and interests. Here's one I found interesting: Considerations for accessible content when using the Web: 1. Reevaluating learning outcomes 2. Accessible content 3. Accessible participation and interaction with course concepts 4. Consistency 5. Flexibility

An article by Julie Meloni, published on the Chronicle of Higher Education's (now defunct) "ProfHacker" blog. Meloni offers a quick overview of the distinction between synchronous and asynchronous communication, and suggests ways to make use of both in the classroom.

Unfortunately, this article has been removed. But I like Jennifer's comment: "Just because a tool is new and shiny doesn't mean it will help your students. Careful planning and a sound pedagogical rationale will, though."

"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."

You may or may not be interested in purchasing the book, but there are a lot of free resources, examples, and ideas that Matt has shared on this page.

Abstract - "Teacher educators have increasingly integrated social media into their education courses with aims including improving instruction and preparing students for a connected world. In this study, the authors sought to better understand the possibilities and challenges of scaffolding 60 pre- and in-service teachers across two universities into professional learning networks (PLNs) through a social media assignment. Participants analyzed educator practices, participated in, and envisioned future uses of teacher Twitter. Consistent with previous studies, education students were positive about the relational and relevant aspects of Twitter use. However, students' participation did not mimic the participatory cultures of affinity spaces often reported by connected educators in the literature. Instead, participants tweeted around deadlines and quit using their accounts for professional education purposes once the class ended. In contrast to recent literature, this article argues that social media integration for education students should focus on relational and relevant engagements and content, as opposed to attempting to build social media augmented PLNs for unknown futures."

a FREE class from Matt Miller! 14 modules for getting started with remote learning.