Early EFL: Leahn is located in Spain, where she works as a freelance language assistant teacher and as a teacher trainer in workshops for primary and secondary school teachers.
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50 Best Education Technology Blogs You Aren't Reading Yet - 173 views
www.mastersinspecialeducation.org/ogs-you-arent-reading-yet.html
teaching technology web2.0 teachers education Blogs elearning resources flexiblelearning blendedlearning learning&teaching learningtools teacherdevelopment teachertraining
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Neslihan Durmusoglu: This blog reflects on the world of EFL and about being a 21st-century learner and teacher.
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Reflections of a Teacher and Learner: David teaches kids at a private college in Turkey and he also is a distance student on the University of Manchester’s MA in EdTech & TESOL programme
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Authentic Teaching: This blogger has taught EFL in Brazil, and taught ELT for several years as well. He now is earning an MA in Education in London
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Jeremy Harmer’s Blog: Jeremy is a writer and teacher/teacher-trainer for English to speakers of other languages, and he blogs about presentation.
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Marisa Constantinides — TEFL Matters: This blogger runs CELT Athens, a teacher development center based in Greece.
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Shaun Wilden’s Blog: Shaun has been involved in English language teaching for almost twenty years. He also maintains several online teaching sites including ihonlinetraining.net.
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So this is English… This blog is filled with ideas, thoughts, discoveries, feedback and more about the teaching and learning of English.
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Teaching Village: Barbara is an English teacher currently living in Kitakyushu, Japan, and using Web 2.0 tools and virtual worlds.
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Technology and teaching - two words that seem to fit together perfectly today for most teachers and learners. So much so that a slew of new blogs have come on board to talk about education technology - or, edTech. This list of the 50 best education technology blogs are not inclusive, as there are so many new blogs available; however, if you look at links provided by many of these blogs to other edTech blogs, you may learn about even more blog that you aren't reading yet.
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Remember The Milk: Online to-do list and task management - 57 views
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Never forget a meeting or task ever again with this widely used to do list site. It works across many types of devices. Set yourself reminders by email and it integrates easily with Google calendars. http://ictmagic.wikispaces.com/ICT+&+Web+Tools
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Classroom Collaboration Using Social Bookmarking Service Diigo | EDUCAUSE - 26 views
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Building a list of important bookmarks not only is time-consuming, but the list is only available on the individual user's computer. Large collections of bookmarks can quickly become unmanageable and disorganized. Users may not remember why they created a bookmark or what part of the page they were trying to save.1
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ocial bookmarking has advantages over the traditional schemes, principally because it relies on a web-based system of classification known as folksonomy. Tags are collaboratively created and managed to annotate and categorize web content.
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Taylor & Francis Online :: Supervision and scholarly writing: writing to learn-learning... - 0 views
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students’ difficulties with the academic genre should be considered to be the norm, rather than the exception.
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fallacious to assume that supervisors are necessarily scholarly writers
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benefit of naming what will be attended to and framing its context accrues through the process of planning, action and reflection
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I conceived postgraduate students’ writing as similar to that of an academic co‐author.
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explored whether these were careless errors or whether the students had difficulty with particular aspects of writin
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writing block initially posed a major ethical dilemma for me because the ethical guidelines of authorship restrict the writing that should be undertaken by a superviso
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not writing per se that underpinned Denise’s writing block but a lack of knowledge about the content and organization of a particular writing task.
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nadvertently engaged in unethical writing behaviour by including me as a co‐author without my permission
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tendency to rush through corrections, which often resulted in many issues identified on a previous draft remaining unresolved
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writing was often submitted and returned electronically using the ‘comments’ and ‘track changes’ tools in Microsoft Word.
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email guidance, sessions where writing was modeled and her writing scaffolded, and handouts on writing style.
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supervisor, it was difficult to maintain interest in and respond to Sherry’s work because of the time lag between each piece of writing
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Sherry’s approach to writing was likely to result in a lengthy completion time and she needed to accept the responsibility for managing her writing tasks.
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community of support for each othe
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How Big Data Is Taking Teachers Out of the Lecturing Business: Scientific American - 1 views
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Any accurate evaluation of adaptive-learning technology would have to isolate and account for all variables: increases or decreases in a class's size; whether the classroom was “flipped” (meaning homework was done in class and lectures were delivered via video on the students' own time); whether the material was delivered via video, text or game; and so on. Arizona State says 78 percent of students taking the Knewton-ized developmental math course passed, up from 56 percent before
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in Japan, where it is common for managers who have studied English with the adaptive-learning software iKnow to list their iKnow scores on their resumes.
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“The reality is that it's going to be done,” says Eva Baker, director of the Center for the Study of Evaluation at the University of California, Los Angeles. “It's not going to be a little part. It's going to be a big part. And it's going to be put in place partly because it's going to be less expensive than doing professional development.”
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Coaching: Ten Essential Ideas | Powerful Learning Practice - 6 views
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Teacher Console | Diigo - 185 views
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My Assistant tried to add a batch of students and nothing showed up in the end. Hmmmm....
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I'd like to know how to move bookmarks from my individual Diigo to my course diigo. Help?
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Can anyone tell me why these sticky notes are on my library screen. I did not realize this screen was open to the world.
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Any advice for a brand new user? I am trying to create a group for students who need extra help studying for those high stakes tests.
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Group Name
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Options
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As an educator, your account has been given special privileges to create / manage student accounts and class groups (student email addresses not required.)
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WizIQ | Making Online Teaching & Learning Easier and Affordable - 73 views
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Organizations can Create and manage teacher accounts Give or attend a class without signing up Download class recordings or host with us View attendance and other reports Give synchronous classes in Moodle Use our API for Virtual Classroom integration
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Teachers can Teach in the free Virtual Classroom Earn more by teaching online Upload and Share Online Tutorials Create and Share Online Tests Build visibility in Communities List and sell courses with WiZiQ
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Students can Learn in live, Online Classes Enroll in Online Courses View Online Tutorials Practice Online Tests Find Teachers to Learn Access Free Learning Resources
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20 Technology Skills that Every Educator Should Have | Digital Learning Environments - 171 views
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could be/might be used in a classroom. \ 1. Google Tools Knowledge2. Google Earth Knowledge3. Wiki Knowledge4. Blogging Knowledge5. Spreadsheets Skills6. Database Skills7. Social Bookmarking Knowledge8. Social Networking Knowledge9. Web Resources in content area 10. Web Searching skills11. Web2.0 Tools 12. Interactive White Board skills (SmartBoard and Promethean)13. Website design and management skills14. Presentation Tools 15. IM knowledge16. Video and Podcasting
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Useful re: Tech Competencies - 20 Technology Skills that Every Educator Should Have http://t.co/5y2u1ECH #edtech
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Online Education - Introducing the Microlecture Format - Open Education - 4 views
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in online education “tiny bursts can teach just as well as traditional lectures when paired with assignments and discussions.” The microlecture format begins with a podcast that introduces a few key terms or a critical concept, then immediately turns the learning environment over to the students.
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“It’s a framework for knowledge excavation,” Penrose tells Shieh. “We’re going to show you where to dig, we’re going to tell you what you need to be looking for, and we’re going to oversee that process.”
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It clearly will not work for a course that is designed to feature sustained classroom discussions. And while the concept will work well when an instructor wants to introduce smaller chunks of information, it will likely not work very well when the information is more complex.
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the microlecture format similarly requires teachers to get the key elements across in a very short amount of time. Most importantly, it forces educators to think in a new way.
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1. List the key concepts you are trying to convey in the 60-minute lecture. That series of phrases will form the core of your microlecture. 2. Write a 15 to 30-second introduction and conclusion. They will provide context for your key concepts. 3. Record these three elements using a microphone and Web camera. (The college information-technology department can provide advice and facilities.) If you want to produce an audio-only lecture, no Webcam is necessary. The finished product should be 60 seconds to three minutes long. 4. Design an assignment to follow the lecture that will direct students to readings or activities that allow them to explore the key concepts. Combined with a written assignment, that should allow students to learn the material. 5. Upload the video and assignment to your course-management software.
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Good luck! Some of my (upper-division college) students don't even read the handouts I give them about assignments. Instead, they come during office hours and ask me to tell them how to do the assignment. When they do read things, like a textbook commonly used in 100-level courses, they misinterpret concepts through their own preconceptions. For example, the textbook says, "In this field there are these eight schools of thought: ...." So one student writes, "All eight schools are good ways to understand. There's no right way." (Even though each school is highly critical of the others.) The rest of the class comments, with things like "Good insight, Oscar." The textbook is about the field, so it doesn't go into any detail about the schools' criticisms ot the others. I can either tell the students or give them additional reading they probably won't do. Unless you can anticipate every student misunderstanding and have time for microlectures on every one of them, I think you'll need to do things the old fashioned way. At least this way you can make a valiant attempt at helping them understand the material correctly.
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ALA | AASL Top 25 Websites for Teaching and Learning - 90 views
Strike - A fun and easy way to strike stuff off lists - 153 views
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Digitally Speaking / Social Bookmarking and Annotating - 58 views
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Diigo's "group forums" are threaded, allowing users to start new strands or to reply to strands started by others.
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powerful learning depends on the quality of the conversation that develops around the content being studied together.
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This handout--including a description of each role and a group sign-up sheet---can be used with student social bookmarking efforts: Handout_SocialBookmarkingRoles.pdf
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Captain Cannonball should find four or five key points in a shared reading to highlight and craft initial questions for other readers to consider
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hallenging the thinking of peers in the conversation. Directly responding to comments made by others, the Provocateur works to remind everyone that there are two sides to every story.
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Fred, What an incredible resource. It has changed my thinking about collaborative annotation technologies. Thank you! -tbf Todd Finley http://bit.ly/Hfs8N
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The driving force behind the Web 2.0 revolution is a spirit of intellectual philanthropy and collective intelligence that is made possible by new technologies for communication, collaboration and information management. One of the best examples of collective intelligence in action are the wide range of social bookmarking applications that have been embraced in recent years.
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iowaonlinelearning - Teaching Standards - 27 views
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Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
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AEA PD Online Website HomeAbout UsFAQsCurrent InitiativesResearch & ResourcesInstructor ToolboxK-12 Online LearningProject OLLIE Current Projects • Transition Process• Marketing Plan• Job Descriptions guest · Join · Help · Sign In · Teaching StandardsProtected page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion (1) history notify me Details last edit by eabbey Mar 11, 2011 6:56 am - 26 revisions Tags none Iowa Online Teaching Standards Composed from Iowa Teaching Standards and Other Resources 1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1) • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a) • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c) • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F) • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a) 2. Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2) • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A) • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a) • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication t
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Mental skills for musicians: Managing music performance anxiety and enhancing performance. - 1 views
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In asurvey of 2,212 classical musicians, 40% re-ported that anxiety interfered with their perfor-mances (Kirchner, Bloom, & Skutnick–Henley,
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Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
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did notreturn any recent studies investigating the effec-tiveness of a purely cognitive intervention in thetreatment of MPA; consequently, research inthis particular area is needed
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Past re-search has focused on combined interventions;however, often these programs run for over 6weeks and it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
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State–Trait Anxiety Inventory (STAI).The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale(Kenny, 2006).
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The PAI (Nagel, Himle, & Papsdorf, 1981) isbased on the STAI and is a music inventoryassessing the three-systems model of anxiety
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Signs of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating.
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Nagel et al.reported that the average preintervention scorewas 55 and the average postintervention scorewas 38, with a score of 39 or less indicating a
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Researchers have found that MPA af-fects instrumentalists and vocalists of all agesand abilities, including students, professionals,amateurs, and children (Brotons, 1994; Kenny,2006; Liston, Frost, & Mohr, 2003)
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Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
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Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987
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The cognitive intervention had no significanteffect on anxiety levels. Sweeney and Horan’s(1982) study indicated that a cognitive restruc-turing program may be helpful in the treatmentof MPA; their program, featuring cognitive re-structuring, significantly reduced anxiety.
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d it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
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igns of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating
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Participants were then taught howthoughts, behaviors, and feelings interact andinfluence performance
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practical exercise, how people waste their en-ergy trying to control uncontrollable factors,thereby impairing performance
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This exercise wasdesigned to demonstrate how thoughts cansometimes be irrational and can be changed inlight of new evidence
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Participants practiced how to identify negativethoughts, stop the thoughts, and use cues to helpthem overcome the negative thoughts.
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Imagery is a mentalexercise that can help athletes maintain concen-tration, decrease anxiety, and improve confi-dence; thus, it may also be helpful for somemusicians (Gregg & Clark, 2007).
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Participants in the wait-list controlgroup waited 3 weeks until their second perfor-mance, which was on the same night as theirfirst worksho
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MPA is a pervasive problem affecting musi-cians of all ages and abilities. As compared withthe research on mental skills training in athletes,relatively little is known about the assessment,treatment, and theoretical underpinnings ofMPA
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Kenny (2006) suggested that improving perfor-mance quality will have a positive, self-reinforcing effect on the musician and enhanceconfidence in future performances.
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We predicted that anxiety levels would de-crease in the treatment group from pre- to post-test. This hypothesis was partially supported.Specifically, there was a significant reductionon the PAI in the treatment group. Although theparticipants improved after the intervention,they were still not within the optimal rangeaccording to Nagel et al. (1981
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Although the decrease in anxiety was notas large in our study, our participants droppedfrom the high performance anxiety category tothe moderate performance anxiety category
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