Overview of ePals: Global Community, Classroom Matching, SchoolMail, projects, forums, media galleries to post student work, and more. SchoolMail is free while SchoolMail365 is a paid product, the most powerful email system in the marketplace for K12 learners. Download to read the "notes" on each slide. Sign up for an ePals 101 webinar at: http://epals.101.sgizmo.com
The document discusses ePals, a global online platform that connects classrooms and students around the world through email and blogging. It allows students to communicate with "ePals" in other countries to learn about different cultures while developing writing skills. Schools and districts can use ePals' free, teacher-monitored communication tools to link their students with global peers in a safe, secure environment.
Presentation by Jennifer D. Klein at GlobalEdCon2011. Explores some of the best ideas out there about why and how to globalize the curriculum, looking at a variety of excellent examples of global projects across the K-12 curriculum.
This presentation gives a small taste of the material offered by Jennifer through her TIGed Professional Development e-Courses, as well as through live in-service presentations and teacher coaching in schools.
This presentation by Jennifer D. Klein explores the importance of global education and educational strategies and pedagogy for transformative student experiences. Presented as part of the LearnCentral webinar series on August 31, 2011. See more about Jennifer's work at www.principledlearning.org.
This document provides information and guidance on setting up global collaborative projects for students. It defines telecollaboration as partnering with other students and experts internationally to extend learning beyond the classroom. Various project types are described, including intercultural exchange, data collection and analysis, student publishing, and interpersonal exchange. Specific examples of each type are listed. A four-step process for implementing telecollaboration projects is outlined: coming up with an idea, creating a project plan, finding partner classrooms, and obtaining necessary technology resources. Benefits highlighted include giving learning real-world context and students forming personal connections.
COIL (Collaborative Online International Learning) is a teaching paradigm that brings students from different countries together in online courses to develop intercultural awareness and competence. COIL courses involve faculty partnerships where teachers design shared syllabi and collaborative learning experiences for their students. The goals are for students to learn course content through different cultural perspectives and to build relationships in multicultural virtual teams. COIL courses can be created from any discipline and use technologies like video conferencing to connect students across borders in synchronous and asynchronous activities and discussions.
This document provides a summary of Lucy Gray's keynote presentation on modernizing education at the Interlochen Arts Academy on April 2, 2012. The presentation discusses the state of teaching and learning in the 21st century, highlighting trends like increased use of social media, the importance of developing 21st century skills in students, and the need for personalized and globally connected learning. Recommendations are made around leveraging mobile technologies, incorporating web tools into instruction, and expanding digital resources to make learning more experiential. Examples of innovative schools adopting these approaches are also provided.
The document discusses ePals, a global online platform that connects classrooms and students around the world through email and blogging. It allows students to communicate with "ePals" in other countries to learn about different cultures while developing writing skills. Schools and districts can use ePals' free, teacher-monitored communication tools to link their students with global peers in a safe, secure environment.
Presentation by Jennifer D. Klein at GlobalEdCon2011. Explores some of the best ideas out there about why and how to globalize the curriculum, looking at a variety of excellent examples of global projects across the K-12 curriculum.
This presentation gives a small taste of the material offered by Jennifer through her TIGed Professional Development e-Courses, as well as through live in-service presentations and teacher coaching in schools.
This presentation by Jennifer D. Klein explores the importance of global education and educational strategies and pedagogy for transformative student experiences. Presented as part of the LearnCentral webinar series on August 31, 2011. See more about Jennifer's work at www.principledlearning.org.
This document provides information and guidance on setting up global collaborative projects for students. It defines telecollaboration as partnering with other students and experts internationally to extend learning beyond the classroom. Various project types are described, including intercultural exchange, data collection and analysis, student publishing, and interpersonal exchange. Specific examples of each type are listed. A four-step process for implementing telecollaboration projects is outlined: coming up with an idea, creating a project plan, finding partner classrooms, and obtaining necessary technology resources. Benefits highlighted include giving learning real-world context and students forming personal connections.
COIL (Collaborative Online International Learning) is a teaching paradigm that brings students from different countries together in online courses to develop intercultural awareness and competence. COIL courses involve faculty partnerships where teachers design shared syllabi and collaborative learning experiences for their students. The goals are for students to learn course content through different cultural perspectives and to build relationships in multicultural virtual teams. COIL courses can be created from any discipline and use technologies like video conferencing to connect students across borders in synchronous and asynchronous activities and discussions.
This document provides a summary of Lucy Gray's keynote presentation on modernizing education at the Interlochen Arts Academy on April 2, 2012. The presentation discusses the state of teaching and learning in the 21st century, highlighting trends like increased use of social media, the importance of developing 21st century skills in students, and the need for personalized and globally connected learning. Recommendations are made around leveraging mobile technologies, incorporating web tools into instruction, and expanding digital resources to make learning more experiential. Examples of innovative schools adopting these approaches are also provided.
Conference venue: Seville, Spain
https://iated.org/iceri/
Paper abstract:
With the development of information and computer technology (ICT), digital game-mediated teaching is becoming an increasingly popular trend in the field of English Language Teaching (ELT). The interactive design of digital games has been reported to have a positive effect learner motivation and many games have been developed in recent years with an educational purpose. This presentation reports on a project being conducted with The University of Edinburgh and Nosebleed Interactive Ltd, which forms part of a Knowledge Transfer Partnership (KTP) funded by Innovate UK. The grant was awarded to fund the development of a novel web based entertainment platform as an innovative method for teaching English to Chinese children. KTPs are a three-way partnership between supervising academic(s), a recent graduate and a company. The graduate, Sihan Zhou, will provide an overview of the materials that have been designed to date and the academics, Dr. Nicola Galloway and Ruby Rennie, will outline how the game development is informed by academic expertise. The presenters will also provide a brief summary of the main research findings from various research projects conducted by MSc Teaching English to Speakers of Other Languages (TESOL) students at The University of Edinburgh. These research projects, which mainly focused on teachers’ and parents' attitudes towards game-mediated second language education, form part of a large-scale needs analysis to inform the game development. This presentation will be of interest to those interested in the field of digital game-mediated learning, TESOL, and also curriculum innovation. The presentation will explore the various contextual constraints to incorporating the materials into the Chinese primary school context, offering insights for those working in similar contexts.
Keywords: Teaching English to Speakers of Other Languages (TESOL), Digital game based learning, curriculum innovation, Information and Computer Technology (ICT).
The document discusses Challenge Based Learning (CBL), a collaborative learning approach where students work together to learn about real world issues, propose solutions, and share their work globally. CBL is similar to Project Based Learning but emphasizes solving real problems through an interdisciplinary approach and publishing results. The document provides an overview of the CBL process and resources for teachers to implement CBL projects in their classrooms.
Linda Harasim on Online Collaborative LearningWilson Azevedo
This document provides an overview of online collaborative learning (OCL) presented by Linda Harasim. It begins with the historical context of communication technologies leading to OCL. Harasim defines OCL and distinguishes it from online distance education and online computer-based training. She presents the theoretical basis for OCL in knowledge building through collaboration. Examples of successful OCL implementations in universities and businesses are provided. Institutional aspects such as financial investment, faculty training, and student support services are discussed.
This document discusses using avatars in the classroom to address problems with traditional English classes. It notes that English classes can be boring, teachers have negative attitudes towards technology, and activities are too controlled. Avatars on platforms like Voki could motivate and inspire students by allowing them to design personalized digital characters to convey and express ideas. Using avatars introduces new technological approaches that create engaging learning environments beyond the traditional classroom.
This document summarizes strategies for transforming global education with curriculum-based digital media. It discusses three exemplars - Panwapa virtual world, International Children's Digital Library, and Sesame Chinese - that leverage media to teach children across borders. The document also outlines next steps for schools, including developing a global elementary school prototype, adapting international education guides, participating in online teacher communities, and testing model elements like Panwapa and the Children's Digital Library.
Lucy Gray gave a presentation at the Midwest Educational Technology Conference in February 2013 about modernizing education in the 21st century. She discussed how technology and connectivity are changing the world and learning environments. Gray advocated for schools that value intellectual curiosity, empower teachers through professional development, engage students in their learning, use progressive teaching practices including technology, and build authentic communities. While opportunities exist, schools also face challenges from the political context of education policy, evolving technological landscapes, and managing generational diversity. Educational institutions must thoughtfully evolve to meet the needs of 21st century learners.
The document outlines Sheryl Nussbaum-Beach's vision for connected educator month (CEM), which provides free professional learning opportunities for educators in October. It discusses various CEM activities and resources including starter kits, book clubs, digital badges, and tools to help educators connect globally and find collaborators. It also addresses how CEM supports districts through toolkits and helps educators integrate informal and formal professional learning throughout the year.
Andrew Letchuk reflects on how his views on technology changed from nervousness to confidence over the course of learning about educational technology tools. He explored tools like Twitter, Kahoot, and Socrative that teachers use in the classroom. While time management and exploring new tools posed initial obstacles, he overcame fears and learned to take risks. Looking back, he is grateful for learning experiences that will help in his career, and advises future educators not to fear technology but explore its possibilities creatively.
Towards An Understanding of Online Collaborative Learning Theory Paul Gruhn
This presentation was a requirement for my EDLD813 Theory Class, working towards an Ed.D. in Educational Leadership. As we explore various learning theories, we were required to construct our own learning theory, as it will apply to our future research. This is a work in progress.
The document summarizes a discussion about students' vision for digitally rich learning and e-textbooks. It describes how students want e-textbooks and digital resources to facilitate collaboration through tools like video conferencing and communicating with classmates. Students also want to personalize their learning with features like notes, calculators, and downloading materials to mobile devices. Additionally, students desire interactive elements in e-textbooks like games, animations, and virtual labs to make the content more engaging and relevant.
The DeFT Project explores opportunities and challenges of using digital literacy in schools. It involves teachers, students, and education institutions sharing practices and understanding digital literacy. The project examines digital literacy frameworks, tensions between exam preparation and personal growth, and the role of digital literacy in teacher professional development. Outputs will be shared through an open textbook and exhibition to further dialog around digital literacy in education.
Eddie Reisch was interviewed about his work developing virtual learning initiatives in New Zealand, particularly the Virtual Learning Network (VLN). He prefers the term "blended learning" over other e-learning labels. The VLN was created to broker learning programs across schools and give all students equal access to opportunities. It grew through community collaboration and relationships between participating schools. Challenges included ensuring inclusive practices and access to technology, as well as developing policies and providing teacher professional development for the new approaches. Recently the VLN approach has expanded to primary schools, offering language learning opportunities to younger students and positive reactions from schools, students, and parents.
The document summarizes the evolution of flexible learning pedagogy from behavioral/cognitive approaches, to constructivist approaches, to emerging connectivist approaches. It discusses how each generation of pedagogy has been influenced by technological changes. It argues that behavioral/cognitive approaches may be reaching an economic and pedagogical dead end, while constructivist approaches work well for cohort groups. However, connectivist approaches and tools that leverage online networks show promise as the future of higher education and lifelong learning.
The document discusses online collaborative learning, which involves students learning together over the internet. It notes that collaborative learning allows students to actively construct knowledge by sharing experiences and taking on different roles. It describes benefits of online collaborative learning for students, such as increased motivation, access to more information resources, and opportunities to improve skills. However, it also mentions challenges of online collaborative learning, such as requiring additional time and administrative support.
This document outlines an agenda for a Pre-Service Teacher Institute occurring from July 12-23, 2010. It discusses introducing teachers to 21st century skills and using technology to support student-centered, hands-on learning. Breakout sessions will address how to engage students with technology, support standards-based instruction, and use real-world data and skills to deepen understanding.
A workshop aimed at assisting the the Faculty of Humanities and Social Sciences at Athabasca University investigate how to put in practice their new strategic plan which calls for student-centered and open digital learning. Translating theory to practice.
1) The Internet has become the defining technology for reading and learning in this generation, with over 1.6 billion people worldwide now reading, writing and communicating online regularly.
2) Successful online reading requires new literacy skills beyond offline reading alone, such as evaluating information and synthesizing content from multiple online sources.
3) A model called "Internet Reciprocal Teaching" shows promise for teaching new literacy skills through teacher-led demonstrations, collaborative student work, and global classroom partnerships that prepare students as citizens of the world.
The Convergence Academies program aims to increase student engagement and achievement by integrating students' interests and informal learning experiences into the classroom using a "connected learning" approach. This is accomplished through Digital Ateliers that provide creative spaces for exploration with digital media and mentors, as well as redesigning instruction to incorporate more hands-on and interest-driven activities. An evaluation found that the program motivates students and improves attendance, GPAs, and 21st century skills among participants.
This document discusses the future of education. It outlines some problems with the current education system such as low university completion rates, high costs, and lack of job preparation. It then discusses alternatives to traditional education like online learning and the Thiel fellowship. Specific topics that will be covered include accelerated learning, the flipped classroom/self-paced learning, the education landscape, arguments for and against online learning, and how data and techniques like spaced repetition can be used to improve learning.
Authentic K12 Global Collaboration with ePals at Asia Society conference 7-8-11Rita Oates
How to find a K12 partner teacher, examples of ePals projects, where to publish your student work on the ePals Student Media Galleries. http://bit.ly/StMedia See videos and other work by students around the world. ePals partners include Smithsonian Institution and National Geographic. See also films: http://bit.ly/eFilms
Some of these slides replace "live internet" demonstration during conference. To get more information, sign up for a webinar: http://epals.101.sgizmo.com or contact me. @ritaoates
Presentation made July 8, 2011 at Partnership for Global Learning conference (invited to present by Asia Society).
The document provides information about ePals, a social learning network that allows K-12 students and teachers to connect, communicate, and collaborate globally. It discusses how ePals can be used to facilitate international partnerships between classrooms to conduct collaborative projects. Specific examples are given of different types of projects undertaken by classrooms in various countries using ePals' communication and collaboration tools. Tips and guidance are also provided on finding suitable international partners and setting up a classroom profile on ePals.
Conference venue: Seville, Spain
https://iated.org/iceri/
Paper abstract:
With the development of information and computer technology (ICT), digital game-mediated teaching is becoming an increasingly popular trend in the field of English Language Teaching (ELT). The interactive design of digital games has been reported to have a positive effect learner motivation and many games have been developed in recent years with an educational purpose. This presentation reports on a project being conducted with The University of Edinburgh and Nosebleed Interactive Ltd, which forms part of a Knowledge Transfer Partnership (KTP) funded by Innovate UK. The grant was awarded to fund the development of a novel web based entertainment platform as an innovative method for teaching English to Chinese children. KTPs are a three-way partnership between supervising academic(s), a recent graduate and a company. The graduate, Sihan Zhou, will provide an overview of the materials that have been designed to date and the academics, Dr. Nicola Galloway and Ruby Rennie, will outline how the game development is informed by academic expertise. The presenters will also provide a brief summary of the main research findings from various research projects conducted by MSc Teaching English to Speakers of Other Languages (TESOL) students at The University of Edinburgh. These research projects, which mainly focused on teachers’ and parents' attitudes towards game-mediated second language education, form part of a large-scale needs analysis to inform the game development. This presentation will be of interest to those interested in the field of digital game-mediated learning, TESOL, and also curriculum innovation. The presentation will explore the various contextual constraints to incorporating the materials into the Chinese primary school context, offering insights for those working in similar contexts.
Keywords: Teaching English to Speakers of Other Languages (TESOL), Digital game based learning, curriculum innovation, Information and Computer Technology (ICT).
The document discusses Challenge Based Learning (CBL), a collaborative learning approach where students work together to learn about real world issues, propose solutions, and share their work globally. CBL is similar to Project Based Learning but emphasizes solving real problems through an interdisciplinary approach and publishing results. The document provides an overview of the CBL process and resources for teachers to implement CBL projects in their classrooms.
Linda Harasim on Online Collaborative LearningWilson Azevedo
This document provides an overview of online collaborative learning (OCL) presented by Linda Harasim. It begins with the historical context of communication technologies leading to OCL. Harasim defines OCL and distinguishes it from online distance education and online computer-based training. She presents the theoretical basis for OCL in knowledge building through collaboration. Examples of successful OCL implementations in universities and businesses are provided. Institutional aspects such as financial investment, faculty training, and student support services are discussed.
This document discusses using avatars in the classroom to address problems with traditional English classes. It notes that English classes can be boring, teachers have negative attitudes towards technology, and activities are too controlled. Avatars on platforms like Voki could motivate and inspire students by allowing them to design personalized digital characters to convey and express ideas. Using avatars introduces new technological approaches that create engaging learning environments beyond the traditional classroom.
This document summarizes strategies for transforming global education with curriculum-based digital media. It discusses three exemplars - Panwapa virtual world, International Children's Digital Library, and Sesame Chinese - that leverage media to teach children across borders. The document also outlines next steps for schools, including developing a global elementary school prototype, adapting international education guides, participating in online teacher communities, and testing model elements like Panwapa and the Children's Digital Library.
Lucy Gray gave a presentation at the Midwest Educational Technology Conference in February 2013 about modernizing education in the 21st century. She discussed how technology and connectivity are changing the world and learning environments. Gray advocated for schools that value intellectual curiosity, empower teachers through professional development, engage students in their learning, use progressive teaching practices including technology, and build authentic communities. While opportunities exist, schools also face challenges from the political context of education policy, evolving technological landscapes, and managing generational diversity. Educational institutions must thoughtfully evolve to meet the needs of 21st century learners.
The document outlines Sheryl Nussbaum-Beach's vision for connected educator month (CEM), which provides free professional learning opportunities for educators in October. It discusses various CEM activities and resources including starter kits, book clubs, digital badges, and tools to help educators connect globally and find collaborators. It also addresses how CEM supports districts through toolkits and helps educators integrate informal and formal professional learning throughout the year.
Andrew Letchuk reflects on how his views on technology changed from nervousness to confidence over the course of learning about educational technology tools. He explored tools like Twitter, Kahoot, and Socrative that teachers use in the classroom. While time management and exploring new tools posed initial obstacles, he overcame fears and learned to take risks. Looking back, he is grateful for learning experiences that will help in his career, and advises future educators not to fear technology but explore its possibilities creatively.
Towards An Understanding of Online Collaborative Learning Theory Paul Gruhn
This presentation was a requirement for my EDLD813 Theory Class, working towards an Ed.D. in Educational Leadership. As we explore various learning theories, we were required to construct our own learning theory, as it will apply to our future research. This is a work in progress.
The document summarizes a discussion about students' vision for digitally rich learning and e-textbooks. It describes how students want e-textbooks and digital resources to facilitate collaboration through tools like video conferencing and communicating with classmates. Students also want to personalize their learning with features like notes, calculators, and downloading materials to mobile devices. Additionally, students desire interactive elements in e-textbooks like games, animations, and virtual labs to make the content more engaging and relevant.
The DeFT Project explores opportunities and challenges of using digital literacy in schools. It involves teachers, students, and education institutions sharing practices and understanding digital literacy. The project examines digital literacy frameworks, tensions between exam preparation and personal growth, and the role of digital literacy in teacher professional development. Outputs will be shared through an open textbook and exhibition to further dialog around digital literacy in education.
Eddie Reisch was interviewed about his work developing virtual learning initiatives in New Zealand, particularly the Virtual Learning Network (VLN). He prefers the term "blended learning" over other e-learning labels. The VLN was created to broker learning programs across schools and give all students equal access to opportunities. It grew through community collaboration and relationships between participating schools. Challenges included ensuring inclusive practices and access to technology, as well as developing policies and providing teacher professional development for the new approaches. Recently the VLN approach has expanded to primary schools, offering language learning opportunities to younger students and positive reactions from schools, students, and parents.
The document summarizes the evolution of flexible learning pedagogy from behavioral/cognitive approaches, to constructivist approaches, to emerging connectivist approaches. It discusses how each generation of pedagogy has been influenced by technological changes. It argues that behavioral/cognitive approaches may be reaching an economic and pedagogical dead end, while constructivist approaches work well for cohort groups. However, connectivist approaches and tools that leverage online networks show promise as the future of higher education and lifelong learning.
The document discusses online collaborative learning, which involves students learning together over the internet. It notes that collaborative learning allows students to actively construct knowledge by sharing experiences and taking on different roles. It describes benefits of online collaborative learning for students, such as increased motivation, access to more information resources, and opportunities to improve skills. However, it also mentions challenges of online collaborative learning, such as requiring additional time and administrative support.
This document outlines an agenda for a Pre-Service Teacher Institute occurring from July 12-23, 2010. It discusses introducing teachers to 21st century skills and using technology to support student-centered, hands-on learning. Breakout sessions will address how to engage students with technology, support standards-based instruction, and use real-world data and skills to deepen understanding.
A workshop aimed at assisting the the Faculty of Humanities and Social Sciences at Athabasca University investigate how to put in practice their new strategic plan which calls for student-centered and open digital learning. Translating theory to practice.
1) The Internet has become the defining technology for reading and learning in this generation, with over 1.6 billion people worldwide now reading, writing and communicating online regularly.
2) Successful online reading requires new literacy skills beyond offline reading alone, such as evaluating information and synthesizing content from multiple online sources.
3) A model called "Internet Reciprocal Teaching" shows promise for teaching new literacy skills through teacher-led demonstrations, collaborative student work, and global classroom partnerships that prepare students as citizens of the world.
The Convergence Academies program aims to increase student engagement and achievement by integrating students' interests and informal learning experiences into the classroom using a "connected learning" approach. This is accomplished through Digital Ateliers that provide creative spaces for exploration with digital media and mentors, as well as redesigning instruction to incorporate more hands-on and interest-driven activities. An evaluation found that the program motivates students and improves attendance, GPAs, and 21st century skills among participants.
This document discusses the future of education. It outlines some problems with the current education system such as low university completion rates, high costs, and lack of job preparation. It then discusses alternatives to traditional education like online learning and the Thiel fellowship. Specific topics that will be covered include accelerated learning, the flipped classroom/self-paced learning, the education landscape, arguments for and against online learning, and how data and techniques like spaced repetition can be used to improve learning.
Authentic K12 Global Collaboration with ePals at Asia Society conference 7-8-11Rita Oates
How to find a K12 partner teacher, examples of ePals projects, where to publish your student work on the ePals Student Media Galleries. http://bit.ly/StMedia See videos and other work by students around the world. ePals partners include Smithsonian Institution and National Geographic. See also films: http://bit.ly/eFilms
Some of these slides replace "live internet" demonstration during conference. To get more information, sign up for a webinar: http://epals.101.sgizmo.com or contact me. @ritaoates
Presentation made July 8, 2011 at Partnership for Global Learning conference (invited to present by Asia Society).
The document provides information about ePals, a social learning network that allows K-12 students and teachers to connect, communicate, and collaborate globally. It discusses how ePals can be used to facilitate international partnerships between classrooms to conduct collaborative projects. Specific examples are given of different types of projects undertaken by classrooms in various countries using ePals' communication and collaboration tools. Tips and guidance are also provided on finding suitable international partners and setting up a classroom profile on ePals.
In this tutorial, we will share an overview of the ePals Global Community and outline why you will find it a valuable teaching tool for you and your classroom
This document summarizes a workshop about E-Pals, a free online pen-pal service that connects educators and students from over 200 countries. The workshop will teach attendees how to use E-Pals, see examples of student work, and help attendees set up their own E-Pals account. E-Pals allows students to safely communicate with an "e-pen-pal" to practice language skills and learn about other cultures while being monitored by teachers. Using E-Pals helps students meet World Language and ISTE technology standards by facilitating international collaboration, communication, and cultural exchange.
The document discusses two websites - Talk About Primary Languages and EPALS Global Community - that provide online resources and collaboration opportunities for educators. Talk About Primary Languages allows teachers to share lessons, ideas, and materials for teaching primary language students. EPALS Global Community connects classrooms internationally so students can work on collaborative projects and learn about other cultures. The document argues that these online networks are valuable for teacher professional development and integrating technology into student learning.
This document discusses how new internet tools can provide an optimal environment for language learning. It outlines five key aspects of foreign language education: using English for social and academic purposes, and in culturally appropriate ways. Optimal language learning environments allow students to interact, negotiate meaning, and complete authentic tasks with a real audience. The document then examines how ePals, an online platform that connects classrooms globally, can facilitate social language, academic language, and cultural learning through classroom matching, collaborative projects, and networking in a safe online space.
Frances M. Siracusa applies for an award recognizing excellence in foreign language instruction using technology. She earned a degree in educational technology and integrates technology extensively in her Spanish classroom. She uses iPads and apps to create paperless and engaging lessons, projects, and assessments. Students develop strong Spanish skills and 21st century competencies through collaborative global projects, presentations, and communication using technology. Siracusa shares her successes by presenting at conferences and maintaining a professional website.
This document discusses improving English language skills for students in Ecuador through the use of new teaching methodologies and technologies. It notes that students at the Jose Cardenas School lack English skills due to insufficient teacher knowledge and outdated teaching techniques. The study proposes using projects, internet communication, and computer-assisted language learning to develop students' English listening, speaking, reading and writing skills throughout the school year. Students would research online for their projects, communicate virtually with native English speakers, and use CALL programs and interactive learning materials independently. The goal is to continuously develop students' language skills through motivating, practical activities that expose them to authentic English use and communication. Evaluating skills at the start and end of the year would assess the impact of
The document discusses how technology has changed communication in the 21st century and provides ideas for using Skype in the classroom. It also discusses using ePals and similar websites to connect classrooms globally and have students communicate with other classes around the world.
The document proposes a plan to infuse digital literacy throughout the curriculum at Pontiac Township High School. The goals are to create an interdisciplinary curriculum, integrate digital literacy skills across disciplines, connect with other schools locally and globally, and increase digital literacy to make a positive impact. Key aspects of the plan include assessing students' digital skills, having students take lead roles in collaborative projects that address real-world issues, supporting teachers through resources and training, and documenting projects online to motivate continued involvement.
This document discusses how online communities like iEARN can enhance language learning. iEARN connects classrooms globally for collaborative project work. It provides students real audiences and purposes for writing, speaking and exchanging ideas. Teachers are encouraged to join theme- or issue-based projects to develop students' communicative competence through interaction. Examples show how projects at different levels can integrate language skills while raising awareness on topics like cleft lips, child labor and cultural exchange.
Copy of Back To-From the Future TESOL 2015Joseph Ng
The document summarizes the reflections of English learners and teachers in Canada on the past, present, and future of English language teaching. It discusses the history of English language pedagogy from grammar translation to communicative language teaching. It also examines the history of technology in language learning from mainframes to modern mobile-assisted language learning. Finally, it shares the results of a small survey conducted with Canadian English learners and teachers, which indicated concerns about the roles of technology and pedagogy in the future of English language classrooms.
This workshop will introduce academy leaders to a research-based model for improving adolescent literacy. Over two sessions, participants will learn how focusing on literacy can boost student success in academics and careers. They will discuss what literacy looks like in different career fields and how leaders can support literacy-rich teaching. Participants will receive a book and materials on adolescent literacy. The presenter, Julie Meltzer, is an expert on adolescent literacy and professional development.
EAD 684 Selection, Development and Supervision of Educational Personnel Dr. Alan Vaughan, Ph.D. phil413alv@cox.netCambridge College, Chesapeake VA(in partial fulfillment of the requirements for the degree of Masters of Education in the field of School Administration)
Thank you for the overview of the ePals Global Community. I have a better understanding of how it can connect classrooms internationally and support authentic learning experiences for students through digital collaboration and intercultural exchange.
The Asia Society Partnership for Global Learning uses technology to connect K-12 students worldwide through interactive videoconferencing, streaming video, social networking, and participatory filmmaking. The Global Nomads Group aims to foster dialogue and understanding among youth by bridging cultural boundaries and instilling appreciation for different cultures. Their programs assist teachers with innovative lesson plans using interactive technologies and address educational standards through globally focused learning opportunities.
This document discusses using a genre-based approach to teach academic writing to graduate students at the University of Michigan. It focuses on three key points:
1) A genre-based approach teaches students the conventions of academic writing by having them analyze example texts in a particular genre. This helps students acquire the functional language needed for that genre.
2) The author implemented this approach in an academic writing course for English pedagogy students in Chile. Students analyzed academic journal articles to learn the genre and practiced the writing process.
3) Web 2.0 tools can be effectively used in language teaching by encouraging student output, collaboration, and language awareness. Blogs allow writing practice, wikis facilitate collaborative projects,
Keypals are penpals who communicate online. In a keypal project, students are paired with students from another class, school, or country. Students can discuss any topic via email. Projects may also be assigned, requiring students to work together to achieve a common goal. Examples include discussing a shared book or creating graphs comparing class data. Keypals encourage intellectual conversation and improve writing skills through clear communication. To start, teachers need computer/internet access, student emails, and to find another class through websites like ePals, KidsCom, or Kidworld Keypals.
Campus presentation on potential research and my personal teaching learning b...leadchangeagent
This document discusses the use of personal learning environments (PLEs) for publication purposes. It describes how a group of educators created their own PLEs using various digital tools and literacies. Their online discussions revealed the skills needed to curate information sources and form a learning network. The publication shares their individual perspectives on personal and professional learning.
This document summarizes a case study that examined how online voice exchanges using Skype could be integrated into language learning. Students from Tsuda College in Japan and San Diego State University were paired using Skype for tandem language exchanges. Exchanges were structured around specific tasks and supported by Moodle, allowing students to schedule calls, share resources, and receive assignments. The study found that the tandem exchanges were most effective when principles of learner autonomy, reciprocity, and task-based learning were applied. It concluded such exchanges could provide meaningful integration of technology into language learning when supported by clear pedagogical frameworks.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Community pharmacy- Social and preventive pharmacy UNIT 5
ePals 101 webinar - June 2011
1. ePals 101: Bring Global Collaboration and Communication Into Your Classroom Rita Oates, PhD [email_address] www.epals.com
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3. Hill City Elementary Bringing the world to rural Kansas through social networking
4. Statewide projects with ePals Maine : 150,000 students Wisconsin : 800,000 Pennsylvania : 1.8 million students, Classroom For the Future Kansas : 400,000 students, on the state’s KanEd portal Colorado : 800,000 students through eNet Colorado
5. Example profile: Students learning to speak English 150+ Turkish teachers have submitted profiles since November 1! (All seek English speakers.)
11. ePals Brings Next-Generation Solutions to Schools free -- students and their teachers locate, connect with and work collaboratively with another class free -- secure online communication for students, parents, teachers and administrators, instant translation in 58 languages. “Problem word” filter and ability to control how widely students can send/receive email.
12. ePals Brings Next-Generation Solutions to Schools NEW in Feb. 2011! Safe, secure online communication for students, teachers, administrators, parents. ICT administrator can establish school-safe usage policies . Used by New York City Schools. $4/student + setup fee. No ads. A virtual workspace optimized for creating, sharing, managing and collaborating on educational content. Integrated web 2.0 tools: SchoolBlog, wikis, forums, digital portfolios, cloud-based storage and ePals SchoolMail, all with industry-leading safety and security for K-12 schools.
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16. We'd like you to meet our ePals from Brazil Mrs. Russell's First Grade Glenwood Elementary Vestal, NY
17. School: EMEIF "Terezinha do Menino Jesus Porto Wuó" Town: Santa Branca State: Sao Paolo Country: Brazil Hello From Sao Paolo, Brazil
19. Our square is being rebuilt. See how our town is a hilly place!
20. Collaboration across the Digital Divide : New York Students and their ePals in Botswana A story of global connections that transcend socio-economic status, culture and place.
21. Students from the Guangxi School, China Shared language and cultural awareness, China-San Diego, ages 16-18
22. Their California ePals These teachers have worked together for eight years….some projects are just a few weeks or months!
62. Filter Levels Level 1 All messages must be approved by the monitor, whether they contain profanity or not. Level 2 Messages containing profanity must be approved by the monitor, but unflagged messages will reach their recipients automatically. The monitor will also receive a copy of every unflagged message. Level 3 Messages containing profanity must be approved by the monitor, but unflagged messages will reach their recipients automatically. The monitor will not see unflagged messages. Level 4 All profanity filters are off.
66. Six Access Levels (when set up as a district account) Class/Monitor Students are limited to mailing other students who have the same monitor. Choose this access level if you want students to use email only for internal exercises within the classroom . School Students are limited to mailing students and teachers in the same school. Choose this access level if you want students to use email only for school-based projects and communication . District This option, available only if your ePALS SchoolMail™ system includes multiple schools, limits students to mailing students and teachers at schools created within your system. Choose this access level if you want students to use email only for district- and school-based projects and communication . and…….
67. Six Access Levels (widening the walls) ePALS SchoolMail™ This restricts student communication to other students with an ePals SchoolMail account regardless of school / district. ePals Allows students to communicate with other students with active accounts in the ePals Global Community . Internet This option allows your students to email anyone with an email address , whether they are inside your district, part of ePALS or using the Internet through other means. Choose this access level to allow students to email anyone, anywhere . Note: as a teacher, you might then go to Filter Level 1 and preview all outgoing and incoming messages.
In the UK, every classroom must have a collaborative partner. How about in YOUR school? One of the challenges of doing collaboration is getting a partner and having a way to communicate safely. ePals offers both!
This is a picture of Anita Kerbaugh and her grade 4 class from Hill City! This K-8 school won the global education award, in part because every classroom in the school has some global collaborative project. The school is 100 miles from the nearest Wal-Mart….definitely a rural area!
These are states where the leadership in education has examined ePals and decided that it should be used throughout the state. They have examined the safety and security aspects, as well as the opportunities for student learning, and want to encourage wider use. In all these states, there are a few large urban areas and then a great number of rural schools. Maine Connects : 150K students http://www.epals.com/connects/usa/maine Wisconsin Connects : 800K students http://www.epals.com/connects/usa/wisconsin Pennsylvania Connects : 1.8 million students http://www.epals.com/connects/usa/pennsylvania Project supported by Holly Jobe for Pennsylvania Classroom For the Future (high school reform) Kansas : 400K students On the state’s KanEd portal Colorado : 800K students through eNet Colorado
Some examples of the organizations that ePals works with. National Geographic has invested in ePals and also has given us a seat on their board and has a seat on our board. You will see many digital assets from NatGeo used in ePals too! Eduteka joins ePals, bringing Spanish-language content and a Spanish-speaking community of educators Do you want Spanish teachers to have pen pals for their classes? Do you want high school classes to collaborate with southern hemisphere classes? (in school from April-December) Many technology and business classes for high school, also ESL classes are available
Vestal Central School District (Vestal, New York) Students and teachers from Vestal made international classroom-to-classroom connections through the global ePals community with schools in India, Sweden, South Korea, Germany and Brazil. Through the use of ePals safe email and blogs, they practiced literacy skill building via shared book reading, foreign language practice with native speakers, learned about other countries and cultures, shared maps and photos of their lives and home in upstate New York with their ePals classrooms across the globe. Vestal teachers integrated ePals technology and community as an essential communication and collaboration tool connecting both educator and learner. Teachers reported their students being more on-task, having a motivational purpose for their reading and an authentic peer audience for their writing. As evidenced in their work, collaborating with their epals across the globe encouraged Vestal students to use proper sentence structure, punctuate and spellcheck their work as they cared about what they were sending.
Many email collaborations begin by sharing personal and community information. Sometimes pictures are exchanged. A gr. 1 teacher can find many “teachable moments” from a photo like this. How many boys? How many girls? (counting) What are they wearing that is like what we wear? (comparison/contrast) How does this class look like our class?
Students are excited to discover that schools in different parts of the world can look very different from their own. This is a GREAT way to kick off the school year with kids of all ages. A child in NY said, “My dad drives a car just like that VW bug…but we don’t have palm trees outside our school.”
Even grade 1 students can write simple sentences (with help from teacher/parent). The vocabulary of their environment is a great way to start reading and writing.
New York and Botswana: A story of global connections that transcend socio-economic status, culture, and place. This is a class in a very affluent area of New York, and they partnered with a class in a very remote area of Botswana. After one month of weekly collaboration, they exchanged photographs. Notice what they are holding over their shoulders in the picture. Notice that the children in Botswana are playing soccer without shoes! The kids in America sent them soccer shoes. What do you think the response was of the children in Botswana? – They considered the shoes too precious to wear, except to church on Sunday. They did not want to get the shoes dirty.
California and Southern China: A story that embraces shared language and cultural awareness. The students involved in this partnership used the English version of SchoolMail on a daily basis to communicate. They also used SchoolBlog to share photos in a safe and protected way. A high school English teacher in San Diego has been paired for 8 years with a Chinese teacher who teaches English in a “tech school.”
The California students learned about Chinese culture, and the Chinese students learned English and about American culture. In China, people who speak English, understand American culture and can use computers can get good jobs!
The 4th grade class at Roseville Avenue Elementary School in Newark Public Schools used a protected and multi-lingual school email solution and global classroom network called ePals Classroom Exchange for email letter writing exchanges twice a week with an ePals peer classroom in Bologna, Italy. At the end of the school year, those students scored 72.4% on the New Jersey State ASK4 Language Arts Literacy Test, a 30 point higher score on the state standardized test than the previous year's fourth grade class, which had been taught by the same teacher, using the same curriculum and goals. Twice a week, the students were required to read and write proper email letters using the ePals SchoolMail solution as part of the curriculum. Students became increasingly motivated to email their peers and gradually increasing the amount of reading and writing they normally would perform each week. The Newark pilot also suggests students may be more motivated to do classroom assignments with a collaborative peer using email, than for the teacher with pencil and paper. "Students studied volcanoes, collected photos of famous Italian cities, ruins, Mt. Etna, and corresponded in email letters on specific topics. They learned to create and send Microsoft PowerPoint presentations, even created a class Haiku poetry book, which they brought home to parents and sent electronically to Italy. Using email and connecting the students with a peer enabled more literacy skill building to occur and they were self-motivated knowing other students would be receiving their work,” said Newark teacher Mary Carille .
This story was shared during a training in Louisiana last year. At the morning break, the classroom teacher stopped to tell about this project that she had completed through ePals last year! Our Story The 2nd grade classes at LeBleu Settlement Elementary participated in the Louisiana Region V Teaching, Learning, and Technology Center's (TLTC) Making Collaborative Connections (MC2) project by partnering with another class in Plymoth, Devon, United Kingdom using the ePals global community. This is our story! To begin we learned all the safety precautions that must be taken when children are utilizing the Internet. Then we introduced the students to email using ePals. After practicing sending email to each other we began sending emails to the students of Pomphlett Primary. The students had so much fun reading emails from their new friends. They learned many ways they were alike as well as different. To follow up the emails the student groups wrote about different aspects of their schools and videoed themselves to create a "documentary" about their school and community. We then exchanged "culture parcels" with the other class. It was great fun to receive mail from our new friends including their DVD, newspaper, soccer magazine, a popular English comic, English candy (confections), and post cards on which the students wrote messages about the pictures. We included our DVD, local newpaper, a visitor's guide for Southwest Louisiana, postcards, small bottles of Tobasco hot sauce, small packages of Tony Chachere's seasoning, Mardi Gras beads, a Cajun cookbook, postcards, an American Flag pin, and a stack of brochures about Southwest Louisiana.
Loudoun schools have videoconference equipment and are encouraged to use it!
Searching by Location is also fun! If you are involving your students in the search, you might enjoy projecting our interactive map on a screen. You may select the continent, or ask a student volunteer to make a recommendation. This is a great way to review geography.
Awareness of countries increases!
Note that the original profile was typed in Spanish. To ease searching, we translated it into Spanish and added that to the profile. That way, when someone is searching in English, they will turn up profiles with the key words in English, even though the original content wasn’t in English. In this example, the words “Greek and Roman mythology” might be important for the search!
The most common 13 languages are first, and the others are below, both in alphabetical order.
Primary school…..ages 10-12
“ College” in France….ages 11-12!
Then You’ll Click My Profile and complete.
We collect information that is NOT displayed. For example, we ask for the school address and phone number, but that is not displayed for the public. That is so we can verify that there IS such a school and that the people who claim to be teachers there…are teachers there!
A sample description has some key info highlighted.
A Successful Profile includes a variety of pieces of information. Plan to provide as much detail as possible about yourself, your students, and your classroom project. We have included this slide and the next within the participant handout. Participants will find that this handy checklist is a great reference tool as they compose and submit their own profile during the training.
A successful profile includes: age-range of class (age in years as well as grade level); language(s) the students speak; location of the classroom; location of desired partner; methods with which you would like to collaborate (email, postal mail, blogs, video conferences) If you are interested in a particular method of communication, but do not know how to undertake it (i.e. you want to do a video conference but don't know how) please indicate this.); Length of desired collaboration (school year, semester, a week, one-time exchange, etc.); Frequency of desired collaboration (weekly, monthly, at holidays); Topic of desired collaboration (the more specific the better. Global warming is better than science).
“ mediate the forums” means that anything a student writes, we preview before posting it. It does slow down the discussion, but it guarantees that nothing inappropriate is posted.
In Maine, we are using maine.epals.com for ALL schools. In Wisconsin and Pennsylvania, we are using wisc.epals.com or pa.epals.com for districts smaller than 5,000 students or for individual schools in the state.
In Maine, we are using maine.epals.com for ALL schools. In Wisconsin and Pennsylvania, we are using wisc.epals.com or pa.epals.com for districts smaller than 5,000 students or for individual schools in the state.
ePALS SchoolM@il™ filters words it considers to be profanity when detected in student messages. When questionable language is detected on student incoming or outgoing email, you will be able to read the email and either approve or delete it. If you approve the student email that was caught on the filter, it will be sent to its intended recipient. If you delete the student email that was caught on the filter, it will not be sent to the intended recipient.
ePals offers a range of filter levels to keep students safe. ePALS SchoolMail™ filters words it considers to be profanity when detected in student messages. This filter level can be adjusted for each individual student or for your building.
This is the inbox for your monitored mail. Notice the tabs at the top of the screen. You can use those tabs to go back and forth between your own teacher ePals email account and your student monitored mail. Note: You’ll see flag marks next to student monitored mail messages on the right side of the screen. Click the message hyperlink to check a student message that has been flagged on the filter system.
This is what you’ll see when you actually read the student message. You’ll have the ability to see both incoming and outgoing student messages when they are flagged on the filter system. Note: Depending upon the content of the message, you’ll click approve or delete. You might also choose to forward questionable messages to your building desktop administrator for extra support depending upon your building policy.
ePals offers a range of access levels to keep students safe. ePALS SchoolMail™ access level determines where students can send email to and receive email from.
LearningSpace regularly updates its security suite of tools to provide the most current versions possible.
LearningSpace regularly updates its security suite of tools to provide the most current versions possible.
NOTE: If you want to see more stories of collaboration, get the two-part PPT shows available on scribd.com.