Honing Interaction with International Online Projects
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Different projects carried out with my students of English in Argentina and students in other countries, aiming at allowing them all to communicate, share and use the language authentically and meaningfully. This presentation was prepared to be delivered at the Global Education Conference, November 2011.
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The document discusses project-based learning (PBI) and how it can be used in language classrooms. It defines PBI as long-term, hands-on activities that involve research, data collection, and reporting. Benefits include developing communities of inquiry, authentic communication, and problem-solving skills. Characteristics include a focus on authentic content and tasks, and student-centered cooperative learning. The document provides examples of structured, unstructured, and semi-structured projects and discusses integrating technology into PBI.
John Haagensen & Nareene Kaloyan: Using digital media to boost interaction in...
The document discusses a workshop on using digital media to boost interaction in the 21st century classroom. It describes how the Common European Framework of Reference for Languages (CEFR) has incorporated online interaction and mediation. The workshop exercise has groups watch video samples of classes using online platforms like Tricider and Classtools Fakebook to analyze how they facilitate interaction and mediation. Participants discuss their experiences using digital platforms in class and potential benefits like increased engagement, efficiency, and opportunities for language practice and feedback.
Bring the world_to_your_classroom
This document discusses how teachers can use videoconferencing and collaboration tools to bring global experiences into their classrooms. It outlines 21st century skills that this approach can foster, such as raising global awareness and empowering students. Common tools mentioned include blogs, wikis, Twitter, Skype, and Ustream. The document provides considerations for implementation and lists resources for these tools.
BaW2007 Blended Learning
This document describes a blended learning course on World Englishes and miscommunications involving five universities from the Asia-Pacific region. The course utilized both online and face-to-face components, including prerecorded lectures, online discussion forums, and live video conferences. Its goals were for students to learn about different Englishes, communication issues that can arise, and develop their language skills through interactive activities. Assessment involved self-reflection, assignments, and participation in online and face-to-face discussions.
Ict In The Eteps Programme
Resultaat van de werkgroep ICT in het ETEPS-programma.
Result of the ICT group in the ETEPS programme.
ENGLISH– equipping for life
The project aims to establish an afterschool English club in the local community. It would provide educational opportunities to help students improve their English skills and prepare for exams through activities, games, and workshops. Students would use English online to connect with international partners and learn about other cultures. The project would be implemented in stages, starting with surveying community interest and researching foreign programs. An afterschool program would then be developed and launched, involving regular meetings, workshops, and local events. Progress would be evaluated through student and volunteer feedback to ensure the project's sustainability. The final stage would involve students creating presentations and a blog documenting their experiences in the international project.
Project template English-equipping for life
The project aims to establish an after-school English club in the local community. It would provide educational opportunities to help students improve their English skills and prepare for exams through activities, games and workshops. By using English online and interacting with international partners, students can become more informed global citizens. The project involves surveying community members, researching best practices from other countries, developing a program, implementing regular meetings and workshops over the school year, and evaluating the project's impact through student feedback. The final products will include presentations, videos and a blog documenting the work.
Exploring Web 2.0 to support online learning communities: where technology me...
A presentation to kick off a workshop at ICL2009 conference, given by Giselle Ferreira, Wendy Fisher, Jon Rosewell & Karen Kear, The Open University. http://www.open.ac.uk/blogs/terg/
Feeley culmination activity
This document discusses a 6th grade project on famous women conducted by students at Project Elite. It outlines standards and activities related to researching famous women using Voicethread, an online presentation tool. Students spent weeks learning Voicethread functions, proper citations, and the research process with support from their language arts teacher and school librarian. Two focal students, Eric and Hannah, created Voicethread presentations on famous women in their respective languages of English and Spanish with guidance. The document evaluates what aspects of the project worked well and areas for improvement.
Northlands presentation
This ppt describes the framework for teachers to consider when infusing technology in the classroom in order to facilitate second language learning...especially with ELLs
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21st Century Learning Conference, Feb. 16-18, 2012
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5Cs and Web 2.0: Enhancing Foreign Language Teaching with Web 2.0 Technologies
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Reducing Distance in Language Learning (using technologies)
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The Multi-Faceted Focus of International Collaborations
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More from Rita Zeinstejer
Blended learning
The document discusses using audio tools to support blended learning and providing audio feedback. It compares 5 free online audio tools: Vocaroo for simple recordings, Screencast-O-Matic for screen recordings and videos, Online Voice Recorder for pausing recordings, Twisted Wave for editing recordings, and SpeakPipe for uploading to drives without registration. Audio tools can help students develop oral skills, gain confidence, and receive feedback from teachers while aiding instruction and assessment.
Transform and Tailor your Teaching with Twitter
A 2016 version of a presentation I gave for EFL Teachers locally (Argentina) and abroad, for a couple of Congresses. It covers the advantages of integrating Twitter into our PD
Gacetilla de Prensa Zeinstejer
El documento anuncia que una docente de Rosario, Argentina llamada Rita Zeinstejer recibió un premio por su proyecto pedagógico innovador titulado "Freedom and Future Dreams in Different Cultures" del la Organización de Estados Iberoamericanos, Microsoft Latinoamérica y FORO 21. El proyecto utilizó tecnología para conectar a estudiantes con otras culturas y fomentar su compromiso con el mundo. Tanto la Organización de Estados Iberoamericanos como Microsoft Latinoamérica ven proyectos como este como una buena
Carta al Docente Zeinstejer
Rita Zeinstejer ha sido reconocida por su participación en el Programa Educador Innovador Experto de Microsoft y por su trabajo en el proyecto "Freedom and Future Dreams in Different Cultures" en la Asociacion Rosarina de Cultura Inglesa en Argentina. Se le entregará un reconocimiento como Docente Innovador de su ciudad en una ceremonia conjunta con la Intendencia de Rosario en su escuela, en honor a su labor enseñando a los niños sobre otras culturas a través del uso de la tecnología de manera atractiva y significativa.
Gacetilla de Prensa Zeinstejer
El documento anuncia que una docente de Rosario, Argentina llamada Rita Zeinstejer recibió un premio por su proyecto pedagógico innovador titulado "Freedom and Future Dreams in Different Cultures" del la Organización de Estados Iberoamericanos, Microsoft Latinoamérica y FORO 21. El proyecto utilizó tecnología para conectar a estudiantes con otras culturas y fomentar su compromiso con el mundo. Tanto la Organización de Estados Iberoamericanos como Microsoft Latinoamérica ven proyectos como este como una buena
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This document discusses various apps and tools that can enhance the use of Twitter as a professional development (PD) tool. It describes Twitter's core features of short text posts and real-time updates. It then summarizes several apps including Twibes for finding others with similar interests, Tagdef for understanding hashtags, TweetedTimes for organizing tweets into newspapers, Scribd for sharing documents, GroupTweet for private group tweeting, Twitcam for live streaming, and Spezify for visual hashtag searches. The document advocates using Twitter for teaching and learning through communities, resources sharing, and interacting with experts. It provides tips for maximizing tweet impact and lists review questions about the summarized tools.
Google apps latest 2013 baw
This document provides an overview of Google Apps that can be used in the classroom, including Google Search, Google Drive, Google Docs, Google Forms, Google Slides, Google Drawings, Google Hangouts, Google+, and Google Communities. It explains what each app is used for, how students and teachers can benefit from using the apps, and includes screenshots and links for examples. The overall purpose is to demonstrate how these free Google tools can be leveraged for collaboration, organization, and communication in educational settings.
Podemos ignorar_la_tecnologia_como_docentes_
El documento compara la Web 1.0 y la Web 2.0, y discute las diferencias entre la enseñanza tradicional y la integración de la web. También compara las redes sociales Facebook y Twitter. Finalmente, proporciona ejemplos de herramientas y proyectos web 2.0 y comunidades de aprendizaje en línea.
Google Apps In The Classroom For Baw
The document provides an overview of the various Google Apps and tools that can be used in the classroom by both students and teachers. It describes apps for collaboration (Docs, Sites), communication (Talk, Groups), information gathering (Search, Reader, News, Scholar), creativity (Blogger, Knol, SketchUp), organization (Calendar, Maps, iGoogle), and more. Benefits highlighted include accessibility, sharing, feedback, and customization for learning.
Schedule Presentation June 09
This document contains the schedule for the 3rd Annual English Teachers Conference hosted by SBS Librería Internacional. The conference will take place on Friday, March 19th and Saturday, March 20th. It includes various presentations and workshops on topics related to teaching English, such as using songs to practice listening skills, e-learning strategies, humor in teaching, movies in the classroom, and preparing for international exams. The events will be held in rooms Nación and Américas at the conference location from 8:00-18:00 each day, with breaks for coffee and lunch.
Pres TiCs 09
El documento describe cómo Internet puede promover la interacción entre estudiantes a través de herramientas como blogs, podcasts, wikis y comunidades de práctica. Se detallan varios proyectos realizados entre 2006-2007 que involucraron a estudiantes de Argentina y Estados Unidos para compartir culturas a través de estas herramientas en un entorno bilingüe y multicultural.
Google Apps in the Classroom
1. Google Apps such as Gmail, Docs, Sites, and more can be used in the classroom by both students and teachers for collaboration, organization, and research.
2. The document outlines many ways these apps can help students work together, stay informed, publish work, and learn while allowing teachers to plan instruction and communicate easily.
3. Google's suite of products are mostly free and accessible from any internet-connected device, making them a useful digital learning tool.
Googling
A presentation on Google applications after my attendance to the Google Taacher Academy Session on November 18, 2008
The Web 2.0 Honing Social Skills (for TESOL 09)
The document discusses various Web 2.0 tools that can be used to facilitate online learning and social interaction. It describes blogs, wikis, microblogging, discussion forums, and synchronous tools like chat and video conferencing. Specific examples are provided of how these tools have been used in online language learning communities to practice the four skills, expand cultural understanding, and allow students to communicate with English speakers globally. The teacher's role is to select appropriate tools, guide their use for developing language and skills, and integrate them into classroom lessons.
Zimmer Twins
The Zimmer Twins website provides lesson plans and tutorials for teachers, including how to use the site without accounts, how to have students make a movie by following a tutorial, and how to set up a single account for all students.
Dvolver Moviemaker
Dvolver Moviemaker is an online tool that allows users to easily create simple movies by selecting a scene, background, sky, number of characters, and having the characters speak user-provided dialogue. The tool guides users through a process of customizing their movie settings and inputs, and generates a finished movie that can be viewed online and shared via a link.
The Web 2.0 Honing Social Skills
This document discusses how various Web 2.0 tools can be used to hone students' social and language skills. It outlines both synchronous tools like chat programs that allow for real-time interaction, as well asynchronous tools like blogs and wikis. Specific tools mentioned include blogs, wikis, Twitter, discussion forums, movie makers, and virtual worlds. The goals of using these tools are to familiarize students with technology, allow them to practice English in authentic contexts, and expand their cultural understanding through global communication. The teacher's role is to select appropriate tools to guide students in using the language and skills practice.
The Serendipity Project For Tesol 08
The document summarizes the stages of The Serendipity Project, which involved Argentine EFL students aged 17-25 preparing for the CAE exam through blogging. The stages included: 1) Creating a class blog to focus on communication. 2) Opening individual blogs and commenting on classmates' blogs. 3) Learning how to use the blog search engine Technorati to organize blogs. 4) Using Bloglines to track favorite blogs and news. 5) Using the social bookmarking site Delicious to store, share, and discover bookmarks collaboratively.
Ba W 08
The document discusses four common forms of voice communication on the web: 1) Skype and instant messengers, 2) virtual classrooms/web conferencing, 3) asynchronous discussion boards, and 4) podcasts. For each form, one or two examples are provided with links to relevant websites that demonstrate how voice can be used on different platforms for communication, education, and sharing content.
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
ここ3000字までしか入らないけどタイトルの方がたくさん文字入ると思います。
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
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Honing Interaction with International Online Projects
- 1. Honing Interaction with International Online Projects Rita Zeinstejer Rosario Argentina
- 9. My CAE classblog 2005
- 11. http://languages.oberlin.edu/hisp305/spring06/ http://caeb2006.podomatic.com / Ohio Rosario 2006: Tandem Project: United States - Argentina
- 16. “ Aspects of your Culture you are most Proud of”
- 17. First Synchronous Meeting on SKYPE
- 18. Students postings on experience
- 19. Students ready for final session on SKYPE
- 21. / my students views on Podcasting http://caeb2006.podomatic.com/ L
- 27. Korea-Argentina in a blog http:// ritamz.ning.com /
- 36. Wiki: Sharing Cultures http://caeb2008.pbworks.com
- 43. Communities of Practice: learning through sharing
- 45. [email_address]