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Thornbury defines "technosceptics" and outlines educational problems underpinning decisions whether to adopt and apply technology for language teaching purposes.

This Wikieducator site may be of interest to those of you creating and sharing online resources. I'm just beginning to explore it.

"The primary aim of Wikieducator is to promote the freedom of educators to teach using open education resources (OERs)" (Introduction, ¶1). This MediaWiki page distinguishes "between interoperability and reusability" and illustrates "the reusability dilemma" (Reusability in education, ¶¶ 4-5).

"First of all, blogging is writing, 21st-century style, plain and simple. Blogging constitutes a massive genre.  It comes in many forms, addresses myriad topics, and can certainly range in quality. For my money (which usually means free), blogging provides the best venue for teaching student writing. As bloggers, young people develop crucial skills with language, tone their critical thinking muscles, and come to understand their relationship to the world" (¶1, 2014.03.11).

"First of all, blogging is writing, 21st-century style, plain and simple. Blogging constitutes a massive genre.  It comes in many forms, addresses myriad topics, and can certainly range in quality. For my money (which usually means free), blogging provides the best venue for teaching student writing. As bloggers, young people develop crucial skills with language, tone their critical thinking muscles, and come to understand their relationship to the world" (¶1, 2014.03.11).

Extensive glossary of basic Teaching English as a Foreign Language (TEFL) terms, including acronyms and grammatical terminology

Oxnevad suggests, "Students can develop transferrable knowledge and skills as they engage in learning experiences that require them to construct knowledge" (¶1). She argues for "seamless integration of technology" that will enable "students students to have access to the tools and information they need for success" (¶2), and proposes five instructional strategies for teachers to use to achieve those ends, namely: 1. Preparing "complex questions that require students to use higher level thinking skills" (Help students uncover knowledge, ¶2); 2. Facilitating learning from engaging and online resources, rather than delivering content (Eliminate the front of the classroom); 3. Creating opportunities for real world collaboration (Encourage collaboration); 4. Exploiting classroom and online opportunities for "frequent [and] informal assessment to gauge the effectiveness of your instruction and make adjustments to maximize the learning experience for each student" (Informally assess students [and instructional practices]); and 5. Preparing and publishing screencast tutorials for students to peruse whenever necessary, "...[i]Instead of spending valuable instructional time teaching the same tech skills over and over again to individual students" (Provide students with built in tech support). This October 30, 2012, post ends with an illustration comprising focus questions and a ThingLink product of fifth grade students' work. A list of links to related posts follows.

"...[H]ere are eight ways you can use Wordles in your class to help learners learn" (¶4, 2011.12.09).

Are you looking for the information on online degree post? If yes, look no further. Here, you will get exact information that you want on online degree programs. So what are you looking for? Browse our website and get the information on online college degree and university online degree as well.

An interactive White Board (IWB) or SMART Board has the potential to deliver content better than traditional methods of teaching. Why? Because it provides multi-media functional interaction across audio, video, and computer media. It is also ideal for visual, auditory, and kinesthetic learners. These qualities of an IWB also promote the dynamic delivery of content (if used to its full potential) in an engaging manner, which allows students to interact with science or math content their self. Examples include: * data manipulation * responding to data * even creating data So with all these attributes - "How are interactive white boards unsuccessfully used in science and math classrooms?" For the most part - not effectively!

There are new web 2.0 tools appearing every day. Although some of these tools were not originally meant for use in the classroom, they can be extremely effective learning tools for today's technology geared students and their venturesome teachers. Many of these teachers are searching for the latest products and technologies to help them find easier and efficient ways to create productive learning in their students. More and more teachers are using blogs, podcasts and wikis, as another approach to teaching. We have created a list of 100 tools we think will encourage interactivity and engagement, motivate and empower your students, and create differentiation in their learning process.

Dennis comments about hus experience teaching in SL with Nergiz (Daffodil) Kern

Very interesting. We should try SL. Dennis and Nergiz are doing a great job there

Thanks to Isabelle Jones for pointing out this new site for language teachers and teacher educators

Primary and Secondary Continuity in Foreign Language Teaching multi-national (European) educational endeavor: documents, forum, website under construction (2009.01.07) Project Description: http://www.pri-sec-co.eu/en/the-project/project-description.html

Tools for 21st Century Teaching & Learning

"A community of communities" for effective teaching and learning

at www.CALL4ALL.US offers free access to thousands of online Dictionaries, Language learning and teaching websites & recommended language software shopping selections.

This seems to be a very comprehensive site. Especially check out the list of dictionaries!

Authors and developers request acknowledgments when you use these images.

"This library consists of about 3000 images which we hope will be useful in the teaching of basic vocabulary in a variety of languages. The characters and objects depicted are as culturally neutral as we could make them" (paras. 1-2).