Brainstorming is an important part of the writing process. Bubbl allows students to draw mind maps on the computer. In class we talked about creating mind maps in Google Draw, but Bubbl might be easier to use in the sense that you don't have to create the structure for the mind map itself. By simply clicking the tab key, you can add another idea bubble. By clicking enter, you can add a new "level" of ideas. You can also click on the line connecting idea bubbles and hit delete if you would like to separate the ideas. These mind maps can be saved, printed, or exported. I have used mind maps in my writing classes before (with paper and pencil), but sometimes they can get a bit messy and hard to read. One benefit to using this website is that students can edit their maps and keep them fairly organized and easy to read. My students also appreciate opportunities to practice typing in English, so they may be more motivated to type up their idea maps. However, brainstorming activities in class are often fairly short. Sometimes it is a quick 10-minute activity at the beginning of class to get ideas flowing. Using the computer to create mind maps may not be ideal for these quick warm-up activities since time will have to be spent familiarizing students with the website itself.

Longman's online dictionary of contemporary English provides simple, understandable definitions and example sentences for ESL learners. This online resource is free and has some other nice features for students who want to dig a bit deeper or expand their vocabulary. Many entries contain a word web of sorts with related terms for students to click on and explore. Students in my class can use electronic devices for looking up words- I plan to suggest this site and provide students with the link. If you make your own glosses for reading guides, this site would also be good for grabbing some learner-friendly definitions.

Incorporating CMC activities where students communicate with outside audiences is more difficult for teachers working with children. Kidlink is a moderated website that allows children and teachers to share projects, comment on other kids' projects, and connect with epals. All content is moderated. I have not personally used this website, but it looks like a resource worth looking into for teachers working with children. If nothing else, it may provide some inspiration for creating projects or organizing a similar sort of collaborative activity.

It looks like the site busyteacher has lots of resources and links for...busy teachers. There are articles, worksheets, and links to seasonal activities. I'm posting this particular list of photo activities because (a) I think a lot of our students take pictures anyway and we could include them in the photo-gathering aspect of these projects, and (b) I think a lot of these activities can be adapted and incorporated into digital stories or grockit videos (or other CALL activities). Photo activities can provide context for teaching grammar or situational uses of language.

If you were in listening/speaking last spring, you may remember this website I shared. It has lots of videos for learning American English pronunciation. I used it all the time while I was teaching pronunciation classes in Nebraska. At the time I didn't have any background in phonetics and was trying to teach myself. I found this site to be helpful for students as well as for novice teachers like myself. I used the videos to supplement our textbook (Clear Speech or Pronunciation Pairs). Students who had access to the internet could practice at home too. The videos show some close-ups of her mouth while making the sounds, so I brought small mirrors to class for students to use and watch their own mouths (not all students were comfortable doing this though). The site is well organized and you can easily find the sound/topic/skill you're looking for. You could also use the videos to create Grockit activities.

Virtual tourist allows you to plan trips all over the world. DuBravac chapter 5 discusses consensus activities on pages 92-93 and lists a trip-planning task as one example. After choosing a continent, learners could choose a particular country (or, the teacher could assign each group a country), and then the site offers pictures, pros and cons of traveling in this country, lists of attractions, reviews of hotels and restaurants, etc... The interactive maps, pictures, videos, and comments/reviews from other users make this site pretty engaging. I could see it being a bit overwhelming for some learners, though, since there is so much information. But if a teacher wants to use one website for a trip-planning task, this one looks good!

While browsing the language learning resources from various universities, I came across these links for international broadcasts on Indiana University's website. There is also a link to SCOLA, a non-profit that provides authentic foreign language learning resources. You can get a SCOLA app or web subscription. In terms of evaluating foreign language news sites, I'd say to use similar criteria as you would in evaluating other classroom activities. Does the content relate to class material and/or student interests? Is the level appropriate (vocabulary, pace, etc)? Is the length appropriate, and can you justify using class time to watch or read this material?

ProLiteracy has lots of student and teacher resources, but I'm posting a link to the page on using technology. I clicked on a few links and found some ideas for projects that incorporate technology. If you're looking for project ideas in an ABE or ESL program, you may find these links useful. There are also some basic "how-to's" with step-by-step instructions and screen shots that both teachers and students could use to build their technology skills. I have found creating "how-to's" for my students pretty time-consuming, so it's nice to have these available. Finally, there are audio downloads on topics such as using authentic materials and using everyday technology. For a teacher who feels a little uncomfortable using technology, I think these resources would offer some helpful suggestions.

Here is another adult education newspaper. It includes grade-leveled articles (ranging from 3-12) written by adult students on topics relevant to adults. I have not personally used this resource, but I know it can be challenging to find relevant and engaging reading materials for adults who are learning to read. Like News for You, this newspaper provides audio files, which I have found to be a nice feature for literacy classes. The site suggests having students listen to short sections and then read them aloud to improve fluency. The newspaper is produced by the New England Literacy Resource Center.

Sorry, this resource isn't free, but if your ESL program decides they can spare just $5-6/week, then both students and teachers can use the same password to access news stories as well as features such as audio recordings of stories, exercises, crossword puzzles, and definitions of key vocabulary. I taught a weekly current events ESL class for adults, and students loved News For You. Each week there are 7 new stories, and several students would read/listen to all the stories before coming to class. I would pick one or two stories to focus on during the 90-minute class. I made my own activities, but students who wanted to could do the online exercises at a library or community center computer. However, because the stories are written for adults who are learning to read (either ABE or ESL students), the content is not as authentic as a regular newspaper. But the fact that it is motivating and accessible to students and encourages lively discussions in class makes it a nice resource.