Video introducing Russell's website and the various types of videos it provides for learners of English and teachers interested in using technology in ELT and other areas
Vancouver English Centre (VEC) comparison of various tests, score ranges, and approximate VEC levels, with links to PDF of English Language Competency Descriptor for the IBT TOEFL Test, and to a directory of Language Schools in Vancouver
"[C]reate any size wall posters from any size images[.] Totally Free To Use!" (2012.04.22)
Thanks to Richard Byrne for pointing out this printing tool on his blog, Free Technology for Teachers, in How to Print Posters Using a Standard Printer (2012.04.20).
On this site, the Digital Media and Learning Research Hub (University of California Humanities Research Institute) "aggregate[s] news, research, opinion and info for those working at the intersection of learning, technology, and youth" (2012.03.07).
"The Free Music Archive is an interactive library of high-quality, legal audio downloads. The Free Music Archive is directed by WFMU.... Every mp3 you discover on The Free Music Archive is pre-cleared for certain types of uses that would otherwise be prohibited by copyright laws that were not designed for the digital era" (About, ¶¶ 1-2, 2012.02.05).
BestBloggingTips shows and tells how to start screen-sharing in a Google+ Hangout. She warns that everyone present can see your Gmail address, if you share Google stuff directly, and notes that sharing screens in Hangouts are small.
"Literacy and fluency* have to do with our ability to use a technology to achieve a desired outcome in a situation using the technologies that are available to us" (christian, 2011.02.05, ¶1).
Neumeier (2005) more broadly defines a hybrid learning environment as “a combination of face-to-face (FtF) and computer assisted learning” used in a single course delivery context (p. 164).
hybrid language learning courses are “only going to foster successful language learning if they are carefully designed on the basis of an analysis of the participants’ needs and abilities” (p. 176).
Learning English for Special Purposes requires a high degree of interaction with peers, teachers, and content. Effective interaction with content was built into the instructional design, however increased levels of communication with peers and teachers are essential and these can be achieved only through the Internet.
writing practice and communication were conducted mainly through the computer not the mobile devices
students were in agreement that the blend of in-class, online and mobile delivery was an optimal solution for internationally trained immigrants learning English in a post-secondary context. They found the combination of 1) speaking taught primarily face-to-face, 2) listening taught on the mobile devices and 3) writing taught mainly online to be an effective approach.
the in-class component seemed to maintain the integrity of the hybrid course overall as it fostered a sense of community amongst the learners. As noted by participants, it was the design of the materials and the way in which they were presented, not the technology used, that impacted the effectiveness of the course the most.
The traditional classroom meetings though, were found most beneficial in promoting face-to-face interaction, ad-hoc speaking, pronunciation practice and the development of other communication competencies supported by visual cues.
the findings indicate that students’ progress was enabled by effective instructional design integrating goals and content relevant to the specific group of learners, together with the appropriate methods and media which enabled and enhanced interaction within the content.
"Lindsey Wright is a keen linguist and she is fascinated with the potential of emerging educational technologies.... In this guest blog post, she considers the advantages and possible barriers to studying languages online.
A "free toolkit to help you take ... an effective stand against cyberbullying" (deck, ¶2, retrieved 2011.09.27), beginning with focus questions and an overview, then focusing on elementary, middle, and high school levels
The following strategy lesson invites students to stop, think, and anticipate where important information about a Web site's content might be found
To move students beyond simply cutting and pasting their notes directly into their final projects, teachers can provide students with a word-processing document (see fig. 3) that serves as a template to help them organize their research
Coiro, Julie. (2005). Making sense of online text. Educational Leadership 62(2), 30-35. Retrieved September 21, 2011, from http://www.ascd.org/publications/educational-leadership/oct05/vol63/num02/Making-Sense-of-Online-Text.aspx
"Four challenges face students as they use Internet technologies to search for, navigate, critically evaluate, and synthesize information. Here ... [Coiro] pose[s] each challenge as a question and suggest a corresponding activity that models effective strategies to help students meet that challenge" (A New Kind of Literacy, ¶3).
One item in the British Council and BBC's teaching knowledge database, which provides definitions, examples, and brief suggestions regarding classroom practices
"All goo.gl URLs and click analytics are public[,] and can be shared by anyone." Adjacent to a "Hide URL" button near the foot of the page display is an explanation, "Hidden URLs remain public, but are permanently removed from your dashboard" (emphasis added, 2011.09.12).