Dvolver moviemaker
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Dvolver is an easy to use website that allows users to create their own animated cartoons. It provides characters, backgrounds, and scenarios to incorporate dialogue text bubbles. Teachers can have students work in teams to create movies that demonstrate vocabulary, concepts, or conversations. The finished movies can be shared by emailing a link or embedding the movie into a blog or website. However, the site has some limitations such as only allowing 3 scenes per movie and lacking audio or editing features.
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Technology enhanced language learning
This document defines technology enhanced language learning (TELL) as using technological resources to promote teaching and learning a second language. It notes the difference between computer-assisted language learning (CALL) and TELL, with CALL having computer-assisted and TELL having computer-supported language. TELL incorporates hardware, software, the internet and more. It discusses methodologies, assessments, advantages and disadvantages of TELL.
Computer Based Instruction
Computer-based instruction involves students interacting with a computer as a key part of learning. It can include simulations, tutorials, practice, instructional games, and problem solving. Some advantages are that it is highly interactive, requires less time than traditional methods, and requires active participation from students. However, limitations include students getting distracted by other computer uses, the time needed to develop materials, and the costs of equipment and software. Not all subjects can be assisted by computer-based instruction.
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The document discusses computer-assisted instruction (CAI), which uses computers to present instructional material and monitor learning. CAI has advantages like individualized instruction and immediate feedback, but also disadvantages such as failing to consider student emotion. Different CAI methods are outlined, including drill and practice (repetitive questions), tutorials (computer acts as teacher), gaming (educational games), simulations, discovery learning, and problem solving. The document also discusses computer-managed instruction, which uses computers to manage learner performance data and resources to direct individualized instruction.
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An interactive whiteboard (IWB) allows computer images and writing to be displayed digitally on a board for all students to see. IWBs promote creative teaching by engaging tactile, visual, and audio learners. Teachers can use tools like screen shades, spotlights, and pointers to focus attention and highlight information. IWBs improve learning and participation over traditional chalkboards by enabling multimedia lessons, virtual field trips, and collaborative problem solving. However, IWBs also require good technical knowledge and have higher costs than chalkboards. Overall, both IWBs and traditional chalkboards are useful teaching tools.
Role of library in language teaching
A library is an organized collection of information sources that comes in different types like academic, public, children's and special libraries. Libraries promote knowledge by preserving information, facilitating independent study and research, and developing pupils' reading skills like comprehension, vocabulary and interest in reading. Effective school libraries involve pupils in activities, establish rapport with librarians, and make pupils aware of the importance of reading.
Educational Technology - Computer based instruction
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This document discusses computer-based instruction (CBI), including its categories, characteristics, applications in education, advantages, limitations, and research findings. CBI is defined as using computers to deliver instruction and includes drill-and-practice, tutorials, simulations, instructional games, and problem-solving programs. Research shows CBI can improve performance, reduce time needed, and positively impact student attitudes compared to traditional instruction. Effective integration and evaluation of CBI software are also discussed.CHRONOLOGICAL & UNIT APPROACHES.pdf
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The document discusses using various Web 2.0 tools for teaching English, including blogs, wikis, and online movie and comic creation tools. Blogs allow teachers to communicate with students outside of class time and provide exercises. Wikis enable collaborative work and student communication. Tools like Dvolver and Make Beliefs Comix allow students to creatively make movies and comics online. Sample activities are provided using these tools to teach English around Christmas and encourage student imagination and language use.
Vs presentation
The document provides instructions for creating an interactive video script, which includes writing audio narration and selecting corresponding visuals for clips, inserting transitional multiple choice questions between clips to direct student flow, and designing a clip flow diagram to ensure clips progress logically based on student responses. The script should cover a lesson objective through 8 clips and questions in 4-7 minutes, using a two-column format and copyright-free images sized at least 1024x576 pixels.
What’s My Story Using Drama & Technology For Storytelling (Ihci 2008)
The document discusses using digital storytelling in the classroom by combining oral storytelling techniques with technical tools like images, music, sound, and recordings of students' voices. It provides guidance on how to create digital stories, including starting with a good narrative, planning with storyboards, finding appropriate visuals and audio, editing the story together, and sharing the final product. Benefits listed include engaging diverse learning styles, motivating students, and developing students' creative, technical, and communication skills.
Web 2.0 tools, sp11, group b
Helping Teachers Make the Grade! provides an overview of the educational application Quizlet. In 3 sentences:
Quizlet is a free online tool that allows users to create flashcards, study games, and tests to help study vocabulary. It benefits both teachers and students by making it easy for teachers to create interactive review materials, and allowing students to study on their own or play games to practice. While it requires internet access, teachers can print materials for students without it, and it helps promote learning vocabulary and self-testing.
Similar to Dvolver moviemaker (20)
Connect with your Students using Video Snippets in your Online Classroom -- F...
Connect with your Students using Video Snippets in your Online Classroom -- F...
What’s My Story Using Drama & Technology For Storytelling (Ihci 2008)
What’s My Story Using Drama & Technology For Storytelling (Ihci 2008)
More from ikram Ait dra
Blogs, wikis and podcasts
This document discusses blogs, wikis, and podcasts and their use in language teaching. It provides details on:
1) How blogs can be used by teachers to share resources and by students as online portfolios. Setting up sample and student blogs as well as posting and following up are recommended.
2) Wikis which allow collaborative content creation by multiple users. Communication, participation, and developing content together are benefits.
3) Podcasts which can be used to distribute lecture recordings, supplemental materials, and student assignments requiring them to produce their own podcasts on assigned topics. Creating podcasts helps with note-taking, revision, and stimulating discussion.
4) Steps for creating podcast projects including setting
Authentic Materials
This document discusses strategies for effective classroom interaction and group work. It begins by defining interaction and noting that language is a tool for social relationships. Interactive principles like risk-taking and communicative competence are important. The teacher can take different roles like facilitator or manager. Questioning strategies include different types of questions. Group work has advantages like developing critical thinking, but teachers may make excuses to avoid it. Rules for successful group work include selecting techniques, planning, and monitoring tasks. Cultural expectations should be considered. The document also discusses using textbooks, including reasons for and against, options like omitting or adapting content, and going beyond textbooks.
Creating supportive learning environment.
The document discusses creating a supportive learning environment in the classroom. It emphasizes the importance of managing the physical environment, creating a positive classroom climate through building relationships, motivating students, and valuing diversity. This includes recognizing different cultures, learning styles through multiple intelligences, and engaging students in organizing the classroom. The first day of school is important for setting expectations and stimulating interest in learning.
Overview of ed.psych courses.
This document provides summaries of several theories related to the educational psychology module, including behaviorism, social learning theory, and information processing theory. It discusses key principles of each theory and their implications for classroom instruction. For example, it explains that behaviorism views learning as determined by the environment through stimulus-response-reinforcement mechanisms, while social learning theory emphasizes modeling and vicarious learning. Information processing theory sees cognition as computational, with the mind processing information through sensory, short-term and long-term memory stages.
Overview of classroom management chapters
The discussion focused on classroom environment and climate. Key factors that influence classroom climate were identified as ecology, milieu, social system, and culture. Additionally, 8 aspects that influence how learners feel in class were outlined: clarity of outcomes, order, standards of behavior, fairness, participation, support, safety, and an interesting/comfortable environment. Three stages of building a positive classroom climate were also discussed: establishment, consolidation, and cohesion. When managing the physical environment, educators should consider visibility, accessibility, flexibility, comfort, and aesthetics ("VAFCA"). Large class sizes present challenges that can be addressed through appropriate resources and motivating learner
Cmc assessment for classroom management - prefinal
This document provides guidance on classroom assessment strategies, including:
1) The key differences between formative and summative assessment, with formative assessment aimed at improving student learning and summative assessing learning after instruction.
2) How formative assessment can be used to monitor student progress, provide feedback, and motivate students through techniques like positive feedback and setting homework routines.
3) Tips for working with individuals and small groups during assessment and using self-assessment and peer assessment.
Moral and social development
The document discusses Piaget's, Kohlberg's, and Loevinger's theories of moral and social development, outlining their stages of development from childhood through adulthood and how these theories can be applied in classroom settings to promote higher levels of moral reasoning. It also reviews criticisms of Kohlberg's theory and the value of understanding moral development stages for educators.
What is moodle
Moodle is a web-based course management system that allows classrooms to extend onto the web. It provides students with tools for discussion and interaction beyond the classroom, like forums and chat. Instructors can also easily email students and view grades. Moodle offers easy access to class documents and resources and is similar to other course management systems like Blackboard and WebCT.
Relative clauses2-p2
The document discusses relative clauses in English grammar. It defines restrictive and non-restrictive relative clauses and explains their form and function. The document outlines the different types of restrictive relative clauses including subject, object, indirect object, object of preposition, and possessive relative clauses. It also discusses additional features of relative clauses such as extraposition, stacking, omission of non-subject relative pronouns, and reduction in subject relative clauses. The document was prepared by IKRAM AIT DRA and AHMED DAKHISSI and supervised by Jennifer Evans and Youssef Tamer.
Developing students' skills
The document provides tips for developing students' professional communication skills through activities focused on skills like talking to clients, writing formal letters and emails, making phone calls, interacting with visitors and colleagues, giving presentations, and reporting to managers. It outlines strategies for practice including using authentic materials, decontextualized practice, and ongoing assessment. Suggested practical activities are proposed to help students improve specific skills like sales calls, asking questions, and giving mini lessons.
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Cmc assessment for classroom management - prefinal
Cmc assessment for classroom management - prefinal
Dvolver moviemaker
- 2. Is a simple tool that enables you to create your own animated cartoons. Selecting a rang of characters backgrounds and scenarios and adding your own dialogue text bubble. It is very easy to use and also a great tool for your classroom.
- 3. 1. Go to the Dvolver site and click on the moviemaker image.
- 4. 2. Select a background and sky images for your film.
- 5. 3. click “next” and then Click on a plot scenario to select it.
- 6. 4. Again click “next” and then select your characters.
- 7. 5.Click “next” and add the dialogue for each character.
- 8. 6. Add a background music.
- 9. 7. Add another scene and repeat this process, or you can click to finish the movie.
- 10. 8. preview your movie and send it to friends, yourself or your students by email.
- 12. 9.Embed your movie into a blog or website and share it with your students.
- 13. Student team projects & presentations . Creative way to present important concepts. Great for foreign language courses.
- 14. Social experience : - You can create movies which demonstrate social English language points or phrases and experiences being used in context. This can really liven up presentations of new language for students. Vocabulary examples: - You can ask students to create animations which incorporate specific language points or vocabulary.
- 15. Create conversations: You can give your students images of some of the characters + a context background for where they meet and then ask them to brainstorm a conversation between the two characters. Tell jokes: You or your students can use the site to get the characters to tell jokes. These could be jokes that are translated from their L1or you could get SS to search through online joke sites to find something they like
- 16. Demonstrate concepts: You or your students can create movies based around ideas like fear, happiness, boredom, etc and get other students to guess the concept . Film festival: Set up your own film competition to see who can produce the best 3+ scene film. The best ones could then be embedded into class blog or website. Demonstrate time relationships: You can create animations that demonstrate time relationships for teaching tenses.
- 17. In fact what is great about this website is that it is so simple and quick to use, but gives very professional looking results which can then be shared. Animations is also very engaging and is great at showing time relationships as they actually do exist in time.
- 18. It's easy, quick and user friendly It promotes the students' imagination and creativity It will contextualize learning It's interactive, engaging and motivating for students
- 19. It's good for digital storytelling in the classroom The finished movie can be emailed and the creator receives a HTML code to paste into their blog It will truly engage students who like comics and cartoons Students have the opportunity to be creative without worrying about being web- savvy
- 20. It's not very school-friendly and child-safe Users can only do three scenes in the movies Some of the characters are dressed rather inappropriately for younger children Limited technical support . No audio. Limited number of scenes and characters. No controls. Inability to Edit.