Personal commentary on one experience of the Queensland floods and social media. People in the states/overseas were recommending others to follow Joy on Twitter as she had the most current updates.
"Love how twitter, facebook and youtube actually connected me to stranger who are now 'real people' who are becoming friends!"
This is a new page of the Directory showing SOCIAL tools particularly targeted at (or very useful) for the primary, junior, middle and secondary school classrooms. (The rest of the Directory also provides useful tools)
Have you heard? There's a Google Doc out there right now that's quickly becoming a tremendous resource. 100 (and counting) people have joined @tombarrett and have been collaborating on it in order to build what is quite possibly one of the best presentati
Do you have a Flip video camera? What about an iPhone or other smartphone capable of somewhat-HD video? Video cameras have never been easier to obtain and use thanks to the web's big push towards video. Luckily, your teaching method can be greatly enhance
Despite their spectacular growth in both daily life and mainstream education, little research to date has been conducted concerning the use of social networking sites in foreign language learning. The aim of this study, therefore, is to examine the use of such sites to learn a foreign language. Using an auto-ethnographic approach that included self-aware participation, learner diaries and peer debriefing, we investigated the social networking site Livemocha to study Korean from our perspectives as native speakers and experienced teachers of English. Specifically, we focused our questions on aspects of socio-collaborative principles and practice. Results of a grounded, thematic analysis indicate that the site had number of counter-productive pedagogical impediments to language learning that included, for example, flaws in site design. We conclude our paper with suggestions for improved foreign language learning through social networking sites.
1.1 Level 1 - ePortfolio as Storage1.2 Level 2 - ePortfolio as Workspace1.3 Level 3 - ePortfolio as Showcase
Level 1 - ePortfolio as Storage
Collection -- Creating the Digital Archive (regularly – weekly/monthly)
A Focus on Contents & Digital Conversion
Level 2 - ePortfolio as Workspace
Collection + Reflection (Immediate Reflection on Learning & Artifacts in Collection) (regularly)
A Focus on Process & Documentation of Learning
Most of the research on the implementation of electronic portfolios has been in higher eduction. Most of the customized e-portfolio tools, both commercial and open source, have been created in and for higher education, whereas the paper-based portfolio process itself began in K-12 schools. Over the last eight years, there has been a decline in the use of paper portfolios in schools, perhaps due to the dominance of high stakes standardized testing, even though the integration of technology has boomed. Perhaps more K-12 schools will again consider the use of ePortfolios, but adapted for the different culture of elementary and secondary schooling, and focusing on formative, classroom-based assessment for learning, which prior research has shown to be the best way to improve student achievement (Black & Wiliam, 1998).
Box of Chocolates: Join this EFL teacher from Recife, Brazil, who is very passionate about teaching
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.
Neslihan Durmusoglu: This blog reflects on the world of EFL and about being a 21st-century learner and teacher.
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
An A-Z of ELT: This blog is managed by the man who wrote An A-Z of ELT in 2006, Scott Thornbury.
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
Jeremy Harmer is an author and ELT specialist. His book "The Practice of English Language Teaching" is often a prescribed text in many TESOL courses.
Jeremy Harmer’s Blog: Jeremy is a writer and teacher/teacher-trainer for English to speakers of other languages, and he blogs about presentation.
Marisa Constantinides — TEFL Matters: This blogger runs CELT Athens, a teacher development center based in Greece.
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.
So this is English… This blog is filled with ideas, thoughts, discoveries, feedback and more about the teaching and learning of English.
Teaching Village: Barbara is an English teacher currently living in Kitakyushu, Japan, and using Web 2.0 tools and virtual worlds.
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.
A collection of web 2.0 resources and tools aligned to ISTE NETS to engage and motivate student and teaching learning.\n*Fantastic lists of online tools available*