Criticism of blipfoto - 2 views
Professors Share Ideas for Building Community in Online Courses - 0 views
SmartBrief honors education bloggers | SmartBrief - 1 views
Texting to New Perspectives (essay) | Inside Higher Ed - 1 views
Sample WL VoiceThreads - Encouraging Student Voices with VoiceThread - 3 views
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http://voicethread.com/#q.b562.i4705Here is a way to include specific content.
How to use Glogster - web / desktop - 6 views
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All too often though, presentations feel rather one-dimensional and audiences begin to drift.
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Not only will audiences be enraptured, but presenters will gain skills in digital literacy and creativity, as well as a lot of confidence! Glogster presentations can also be shared instantly with classmates, parents, colleagues and learners around the globe.
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How to use Glogster to make posters or for digital storytelling.
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This could be really useful for study abroad reflection too!
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I tried this one at the beginning of the week, but gave up after not being able to type accent marks in Spanish. I like the idea of creating posters or "one pager" presentations.
Technology | World Language Classroom - 11 views
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All it takes is a QR reading app on a smartphone to quickly and instantly hear the student’s voice.
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On Wheel Decide, teachers can type in the words that they want displayed on the wheel and on each click the wheel spins and lands on a random color.
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Relevant to what we are doing in class and some of these ideas are great!
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This has multiple ideas --many of which we have already seen!
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It is a great summary for technology tools. Some of them we have already started in class, and some of them I will definitely explore in the future!
Using Music in the Foreign Language Classroom | GradHacker - 11 views
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By Natascha Chtena November 22, 2015 5 Comments .blog-spacer { display: none; } @media (max-width: 420px) { .blog-spacer { display: block; height:1px; clear:both; } } googletag.cmd.push(function() { googletag.display("dfp-ad-story_level_pages"); }); Natascha Chtena is a PhD student in Information Studies at the University of California, Los Angeles. You can follow her on Twitter @nataschachtena. One of the challenges I face teaching a daily language class is finding novel and creative ways to maintain student interest throughout my lessons. One of my favorite teaching “tricks” is using music to motivate learning, improve concentration, create a sense of community and help my students absorb material. Music is a wonderful tool to integrate into your teaching repertoire, especially if you are a foreign language teacher. It has a
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The key is to not be too ambitious (unless of course you are teaching a language AND culture class) and to set realistic goals: one song one major point! I usually keep it to seven minutes max, which includes a song, a very short “lecture” and some time for student questions at the end.
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where I asked students to compile a short (German) playlist that describes their personality, explaining what it is about each song that speaks to them and/or that they identify with.
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How social media is changing language | OxfordWords blog - 3 views
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The words that surround us every day influence the words we use. Since so much of the written language we see is now on the screens of our computers, tablets, and smartphones, language now evolves partly through our interaction with technology. And because the language we use to communicate with each other tends to be more malleable than formal writing, the combination of informal, personal communication and the mass audience afforded by social media is a recipe for rapid change.
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Types of Texts : Foreign Language Teaching Methods - 6 views
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A "text" isn't limited to something written down. A text can be a film, an artifact, anything in a language and culture that conveys meaning.
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Created texts have long dominated the materials used in language classrooms. But increasingly, educators are coming to understand the need to bring more authentic texts into the learning environment.
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Good discussion of "authenticity" -- what makes a text authentic or not?
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"Authentic" appears to mean: naturally produced by authentic source for communication in a native setting. What concerns me is that the call for "authentic" dates back to perhaps 20 years ago? We are still claiming it is important, yet we scaffold authentic text often to the point that they loose their intrinsic challenge.
The Best Ways to Build Student's Interpretive Listening Skills | Calico Spanish - 6 views
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“Students should practice picking up key words and extrapolating main ideas using the context of what they hear.” @ChristeyHughes responded, “En français, we often refer to ‘la tolérance de l’ambiguité’ to be able to work through, perhaps not getting each word.”
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“…Make sure that you select an appropriate length for novices–small doses of ‘anything.’”
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“Multiple choice requires no production of any kind. Really, it’s only good for finding out what they don’t know.” @LauraJaneBarber said, “I like to do listening as input for a writing or speaking task. Can show true comprehension better than multiple choice.”
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About Google Scholar - 0 views
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Google Scholar helps you find relevant work across the world of scholarly research.
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Search all scholarly literature from one convenient place Explore related works, citations, authors, and publications Locate the complete document through your library or on the web Keep up with recent developments in any area of research
Nik's Learning Technology Blog: Creating engagement through interactive infographics - 4 views
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The potentials for dropping in html objects such as quizzes that enable interaction can make static data much more dynamic. The ability to drop in multimedia and particularly video can lend more significance and impact to the information in the graphic.
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I have not tried this tool, but it sounds like a great combination of things--embedded videos, plus the ability to add quizzes. I am imagining being able to create something like a google-docs quiz or EdPuzzle, and embed within the context of a larger discussion of a topic. This might help to show how one activities fits into a broader unit.
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Infografías en castellano - Infografías interesantes en español (Alfredo Vela) - 6 views
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I love using infographics, especially with beginning levels of language learners. There are so many visual aids to help increase comprehension that most students feel a sense of accomplishment when reading the infographics. This site has a ton of them in Spanish. #carltech17GroupA
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Thanks for sharing, Anne. I have not used Infographics in class, and I think my students would enjoy working with them.
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I agree - infographs are a great resource. I've considered having students even create some to share on a given topic - a work in progress!
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Creating more interpretive listening exercises - Maris Hawkins - 6 views
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I think it is important to give students specific tasks while they are working on a listening activity.
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I know that my kids love watching movies, and this is a topic that they can relate to.
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I agree with the idea about assigning specific tasks for listening activities. There is nothing more confusing than not knowing what to do when listening to an audio in another language. What do you think would be best, to watch the entire movie in the classroom, watch some parts of it or watch all of it each o the students in their houses?
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I have struggled pedagogically about showing moves in class. I think that I need to thoughtfully incorporate them because the students enjoy them. I wonder if showing the whole movie, but in parts, depending on the movie, might be the way to go - I always feel that there is so much pressure to get through 'X' amount of curriculum. This has given me food for thought about how I could use them.
Modality of input and vocabulary acquisition - 4 views
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This study examines the effect of input modality (video, audio, and captions, i.e., onscreen text in the same language as audio) on (a) the learning of written and aural word forms, (b) overall vocabulary gains, (c) attention to input, and (d) vocabulary learning strategies of beginning L2 learners.
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Multimedia, that is, a combination of print, audio, and imagery, has been argued to enhance input by making it more comprehensible (Plass & Jones, 2005).
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The use of multimedia is also advocated because (a) it allows for the provision of authentic input and thus exposure to target culture, (b) it motivates learners, and (c) it accounts for students’ different learning styles (Brinton, 2001).
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This article presents a research about the effects on integrating multimedia sources on second language vocabulary acquisition. The researchers exposed the language learners to different stimulus: video with audio and captions, video with audio, and video with captions and compare the results to analyze their effect on language acquisition.
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