Facing the currently unknown: A call for ideas- transition projects - 0 views
Haud mea culpa, domina! (As they say in primary school) - Education News, Education - T... - 3 views
My Languages: CILT National 7-14 Transition Conference, Wednesday 2nd February - 0 views
English Works!: Transitions - 0 views
My Languages: CILT Transition Conference , Regent's Park Holiday Inn, London, Wednesday... - 1 views
Active learning - Swindon - 12 views
Glos-SLN-KS2-KS3Transition - USEFUL LINKS - 4 views
http://www.linksintolanguages.ac.uk/sites/default/files/linkedup_page/597/EvaLamb_Langu... - 2 views
Social Media is Here to Stay... Now What? - 0 views
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Social media is driven by another buzzword: "user-generated content" or content that is contributed by participants rather than editors.
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I'm going to share my research in three acts: 1) How did social media - and social network sites in particular - gain traction in the US? And how should we think about network effects? 2) What are some core differences between how teens leverage social media and how adults engage with these same tools? 3) How is social media reconfiguring social infrastructure and where is all of this going?
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Facebook was narrated as the "safe" alternative and, in the 2006-2007 school year, a split amongst American teens occurred. Those college-bound kids from wealthier or upwardly mobile backgrounds flocked to Facebook while teens from urban or less economically privileged backgrounds rejected the transition and opted to stay with MySpace while simultaneously rejecting the fears brought on by American media. Many kids were caught in the middle and opted to use both, but the division that occurred resembles the same "jocks and burnouts" narrative that shaped American schools in the 1980s.
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1) How did social media - and social network sites in particular - gain traction in the US? And how should we think about network effects? 2) What are some core differences between how teens leverage social media and how adults engage with these same tools? 3) How is social media reconfiguring social infrastructure and where is all of this going?
Facing the currently unknown: Writing a fairytale with year 10 - 0 views
Home - pri-sec-co.eu - 0 views
Sound start: How one primary school got to grips with Spanish - Schools, Education - Th... - 0 views
Using Web 2.0 to motivate boys to speak in the target language - 0 views
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Voki is a Web 2.0 tool that enables users to express themselves on the web in their own voice using an avatar, a talking character (Voki 2008) which they can customise to their liking. I decided that Voki would be the ideal tool on which to base the three lessons that I chose to describe and evaluate in this paper because: it can be accessed both at home and at school; it necessitates computer-pupil interaction, which, as described above, is a motivating factor; it facilitates the transition from teacher-centred, class-based learning to one in which the pupil begins to acquire individual responsibility; it makes it possible for the quieter pupils to make their presence felt and be heard; and it allows the pupils to role-play and hide behind a mask (an avatar).