The GRI (Graduate, Realtor Institute) designation indicates that a real estate professional has received additional education and training. It covers topics like sales processes, legal issues, technology, and professional standards. Realtors with a GRI designation typically earn more - a median income of $82,900 compared to $40,900 for those without a designation. The GRI program has been training Realtors for over 25 years and provides benefits like networking, marketing skills, and tools for serving clients.
Mindings is a service that helps people with dementia and social isolation by providing daily schedules and reminders on a mobile device. It aims to give users a sense of structure, choice, and connection by informing them of activities and social opportunities. The document discusses Mary, a woman with dementia who feels anxious and lacks control over her life due to not knowing what is happening from hour to hour. It then introduces Mindings and explains how the service could help users like Mary stay active and engaged by providing a view of their daily schedules and options. Trials at NHS hospitals found Mindings improved wellbeing and happiness for those with memory issues or who felt socially isolated.
Final report presentation by do thi binh giang (peaceful river) vnu4bdothibinhgiang
The document summarizes the author's experience applying computer and internet technologies in teaching English at her high school. It discusses how she used presentation software, activities software, audio/image editing tools, and online platforms like Slideshare and YouTube in her lessons. She achieved student engagement and lesson objectives. Her future plans include improving her CALL skills and exploring additional technologies like social bookmarking, blogging, and social networks.
Written final report by do thi binh giang (peaceful river) unv4b.dothibinhgiang
The document is a final report by Do Thi Binh Giang on applying computer and internet technologies in teaching English at her high school in Vietnam. She summarizes using PowerPoint presentations, Hot Potatoes activities, and audio/image editing software like Audacity and IrfanView to create engaging English lessons. She shares examples of the lessons and activities she has created. Giang also discusses using tools like SlideShare and YouTube to share her lessons and experiences with other teachers. She is pleased with how these technologies have helped motivate her students and achieve learning objectives. Giang outlines her future plans to continue improving her skills with these tools to develop her teaching practices.
The document outlines changes being made to Indiana Association of Realtors (IAR) forms for 2011. Key changes include:
- Adding both numeric and written price amounts on purchase agreements to avoid confusion.
- Clarifying who pays if a repair allowance is exceeded on purchase agreements.
- Indicating whether a pending sale contingency exists on purchase agreements.
- Specifying the date and time possession must be given on purchase agreements.
- Standardizing the definition of "defect" on purchase agreements.
- Clarifying which association fees are being referred to on purchase agreements.
- Acknowledging NAR's prohibition on discrimination based on sexual orientation in listing contracts.
21st Century Learning Conference, Feb. 16-18, 2012Joanna Huang
The document discusses various ways that technology can be integrated into language teaching, including project-based learning, task-based language teaching, and the use of tools like Skype, wikis, blogs, and podcasts. It provides examples of how these approaches have been implemented in language classes at the Canadian International School of Hong Kong, such as a Skype exchange with a school in Taiwan, a global project with a school in Shanghai, and a Chinese script writing project. Students' work and feedback on these projects is also presented to demonstrate the impact of technology in motivating learning.
The document summarizes a grant project at Brookfield High School in Ottawa, Canada that aimed to improve educational outcomes through technology. The grant provided tablets, cameras, software and professional development for teachers. During the grant period, teachers incorporated more technology into lessons, conducted student surveys, and collaborated more. As a result, teachers and students reported that technology made learning more engaging and spontaneous teaching moments possible. The school also improved infrastructure and support for instructional technology use.
The GRI (Graduate, Realtor Institute) designation indicates that a real estate professional has received additional education and training. It covers topics like sales processes, legal issues, technology, and professional standards. Realtors with a GRI designation typically earn more - a median income of $82,900 compared to $40,900 for those without a designation. The GRI program has been training Realtors for over 25 years and provides benefits like networking, marketing skills, and tools for serving clients.
Mindings is a service that helps people with dementia and social isolation by providing daily schedules and reminders on a mobile device. It aims to give users a sense of structure, choice, and connection by informing them of activities and social opportunities. The document discusses Mary, a woman with dementia who feels anxious and lacks control over her life due to not knowing what is happening from hour to hour. It then introduces Mindings and explains how the service could help users like Mary stay active and engaged by providing a view of their daily schedules and options. Trials at NHS hospitals found Mindings improved wellbeing and happiness for those with memory issues or who felt socially isolated.
Final report presentation by do thi binh giang (peaceful river) vnu4bdothibinhgiang
The document summarizes the author's experience applying computer and internet technologies in teaching English at her high school. It discusses how she used presentation software, activities software, audio/image editing tools, and online platforms like Slideshare and YouTube in her lessons. She achieved student engagement and lesson objectives. Her future plans include improving her CALL skills and exploring additional technologies like social bookmarking, blogging, and social networks.
Written final report by do thi binh giang (peaceful river) unv4b.dothibinhgiang
The document is a final report by Do Thi Binh Giang on applying computer and internet technologies in teaching English at her high school in Vietnam. She summarizes using PowerPoint presentations, Hot Potatoes activities, and audio/image editing software like Audacity and IrfanView to create engaging English lessons. She shares examples of the lessons and activities she has created. Giang also discusses using tools like SlideShare and YouTube to share her lessons and experiences with other teachers. She is pleased with how these technologies have helped motivate her students and achieve learning objectives. Giang outlines her future plans to continue improving her skills with these tools to develop her teaching practices.
The document outlines changes being made to Indiana Association of Realtors (IAR) forms for 2011. Key changes include:
- Adding both numeric and written price amounts on purchase agreements to avoid confusion.
- Clarifying who pays if a repair allowance is exceeded on purchase agreements.
- Indicating whether a pending sale contingency exists on purchase agreements.
- Specifying the date and time possession must be given on purchase agreements.
- Standardizing the definition of "defect" on purchase agreements.
- Clarifying which association fees are being referred to on purchase agreements.
- Acknowledging NAR's prohibition on discrimination based on sexual orientation in listing contracts.
21st Century Learning Conference, Feb. 16-18, 2012Joanna Huang
The document discusses various ways that technology can be integrated into language teaching, including project-based learning, task-based language teaching, and the use of tools like Skype, wikis, blogs, and podcasts. It provides examples of how these approaches have been implemented in language classes at the Canadian International School of Hong Kong, such as a Skype exchange with a school in Taiwan, a global project with a school in Shanghai, and a Chinese script writing project. Students' work and feedback on these projects is also presented to demonstrate the impact of technology in motivating learning.
The document summarizes a grant project at Brookfield High School in Ottawa, Canada that aimed to improve educational outcomes through technology. The grant provided tablets, cameras, software and professional development for teachers. During the grant period, teachers incorporated more technology into lessons, conducted student surveys, and collaborated more. As a result, teachers and students reported that technology made learning more engaging and spontaneous teaching moments possible. The school also improved infrastructure and support for instructional technology use.
The document discusses using video blogging and YouTube as innovative learning tools in the classroom. It describes how students are already using YouTube to create response videos, video blogs, and engage in other creative projects. The document then outlines Kolb's learning cycle and provides guidance on creating reflective video journals, including describing events objectively, interpreting what happened, and evaluating effectiveness. It also discusses best practices for producing videos, including planning, recording, and post-production elements. Finally, it notes potential barriers to entry like bandwidth but emphasizes how video blogging can facilitate authentic community among students.
The document discusses using audio and video materials with an interactive whiteboard (IWB) to enhance listening comprehension instruction. It recommends incorporating listening or video tasks before, during, or after instruction to generate interest, provide background, illustrate concepts, and reinforce skills. The IWB allows easy access to listening materials and creation of interactive activities working with vocabulary, events, and repair strategies. Sample activities described involve filling in blanks in song lyrics or definitions and sequencing video events.
The document provides guidance for an activity where students will create a PowerPoint presentation with audio explaining how information and communication technologies (ICT) can enhance language teaching and learning. Students will discuss how ICT helps education and is useful for teaching English as a foreign language. They will also explore three Web 2.0 tools they could use in their English classroom and explain how. Students will upload their presentation, with audio, to Slideboom and post the link in the forum for others to view, receiving feedback from peers on two presentations. The goal is for students to reflect on using technology in their current or future experience learning English.
The document summarizes research on using Google Sites to integrate web2.0 tools into students' language projects. It discusses how Google Sites provides a single platform for students to store, organize and submit their projects while allowing teachers to easily collect and track student work. Examples are given of how different Google tools like Picasa, YouTube and Blogger were embedded into projects for first, second and third year language students. Surveys found students enjoyed the creative projects and felt it helped improve their language skills.
Smashing Obstacles:Integrating Web 2.0 in a Sudanese EFL ClassroomHala Fawzi
The document discusses integrating Web 2.0 tools into an English as a Foreign Language (EFL) classroom in Sudan. It outlines obstacles like financial constraints, lack of infrastructure, and technophobia. However, it argues these obstacles can be overcome by developing technophilia among teachers and students. Specific Web 2.0 tools that could be used include blogs, wikis, YouTube, and podcasting to encourage interaction, collaboration, and developing English skills. The presentation aims to demonstrate how Web 2.0 can enhance English teaching and learning.
This document outlines Héctor Escalona's lesson plan for an online English class about using information and communication technologies (ICTs) in teaching English as a foreign language. The lesson plan was to share oral presentations created by English III students at USB about using videos in an ICT environment. The class was held on the WiZiQ online platform and included viewing students' videos uploaded to YouTube. Héctor prepared the content, scheduled the public class over 24 hours in advance, and conducted a practice class to learn how to use WiZiQ as the teacher. Students needed WiZiQ accounts and the proper equipment to participate.
This document outlines a 4-day ICT literacy training session for teachers at Mamburao Elementary School in the Philippines. The session aims to develop an understanding of using ICT in the teaching and learning process. Over the 4 days, participants will learn how to create an interactive quiz using hyperlinks in PowerPoint, use formulas, charts and rankings in Excel, build a website using Weebly, save files on Google Drive, and edit photos and text in Photoshop. Each day will include demonstrations and discussions of the different applications. On the final day, participants will discuss and analyze their experiences using the various ICT tools in teaching.
The document discusses the history and capabilities of the iPod, focusing on its potential educational uses. Some key points:
- Over 275 million iPods have been sold as of September 2010, with 250,000 apps available for download.
- iPods can play music, movies, games and allow reading documents, web searching, and app usage.
- iPods are familiar to many students and can stimulate learning by making it personal and accommodating different learning styles.
- The document provides examples of how iPods can be used to practice the four language skills of reading, listening, speaking and writing.
Ian Hall provides an overview of iMindmap version 7 software. He discusses downloading and installing the software. Hall then explains how to create a basic mind map on the topic of Ned Kelly by listening to an audio recording and placing the information into a mind map format using iMindmap version 7. Steps and screenshots are provided to demonstrate the mind mapping process.
This presentation discusses resources for online teaching and learning, including free tools from Weebly, Google, and MIT OpenCourseware. It provides examples of using Weebly to create classroom websites and collect assignments, as well as using Google Hangouts for live video sessions and broadcasting lectures on YouTube. The document emphasizes finding ways to actively engage students online through videos, discussions, and other techniques discussed in the "Teaching with Technology" publication.
The document discusses how teachers can use internet activities to energize ESL/EFL classrooms. It outlines four categories of internet-based activities: (1) activities that involve searching for information, (2) publishing information on web pages or blogs, (3) conversational activities through email or chats, and (4) activities that allow students to reply or talk. The document provides examples for each category and recommendations for teachers to ensure activities maintain student interest and provide learning opportunities, such as checking students' work before publication to reduce anxiety over mistakes.
The document discusses the various technologies the author used during their coursework and what they learned from using each one. They used Adobe Photoshop and YouTube tutorials to create advanced documents. They took photos and videos using their Blackberry smartphone. They created a blog using Blogger to document their progress. They worked on documents using their Dell laptop when at home. They used Facebook to get feedback from peers. They uploaded presentations to their blog using SlideShare. They transferred documents between computers using a USB memory stick or YouTube. They purchased Adobe InDesign to create a double page spread based on a previous experience using that software.
The document discusses the various technologies the author used during their coursework and what they learned from using each one. They used Adobe Photoshop and YouTube tutorials to create advanced documents. They took photos and videos using their Blackberry smartphone. They created a blog using Blogger to document their progress. They worked on documents using their Dell laptop when at home. They used Facebook to get feedback from peers. They uploaded presentations to their blog using SlideShare. They transferred documents between computers using a USB memory stick or YouTube. They purchased Adobe InDesign to create a double page spread based on a previous experience using that software.
The document discusses the various technologies the author used during their coursework and what they learned from using each one. They used Adobe Photoshop and YouTube tutorials to create advanced documents. They took photos and videos using their Blackberry smartphone. They created a blog using Blogger to document their progress. They worked on documents using their Dell laptop when at home. They used Facebook to get feedback from peers. They uploaded presentations to their blog using SlideShare. They transferred files between computers using a USB memory stick or YouTube. They purchased Adobe InDesign to create a double page spread based on a previous experience using the software.
The document discusses the various technologies the author used during their coursework and what they learned from using each one. The author gained experience using Adobe Photoshop and InDesign to create documents, presentations, and a double page spread. They also used a smartphone, blog, laptop, social media platforms like Facebook, and cloud storage like SlideShare and a USB drive to complete tasks more quickly and easily. The author found that with tutorials they were able to learn new software easily and complete their coursework flexibly using different tools.
Thinking outside the classroom box- IoW conferenceChris Fuller
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how teachers can use blogs to share resources, showcase student work, and facilitate communication. Podcasts and mobile devices allow recording audio and video to supplement learning beyond lessons. Overall, the document advocates for leveraging familiar technologies to increase student engagement and extend the classroom experience globally.
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides tips for setting up blogs to share student work, using podcasts for listening practice and student-created audio, and leveraging mobile phones for recording videos and voice memos to extend learning beyond class time. Specific tools mentioned include TypePad, Blogger, Edublogs, WordPress, Audacity, GarageBand, iTunes, Podomatic, JellyCast, Google Reader, and Voki. The document encourages finding new ideas by reading other teacher blogs and provides many ideas for motivating and engaging students with these technologies.
1. The document discusses using web-enhanced language learning (WELL) in EFL classes at a Japanese university.
2. Examples of actual lesson plans are provided, including using web resources for homework assignments and having students lead discussion topics.
3. Various free IT tools that were used are described, such as email, mailing lists, online quizzes, and bulletin boards.
WOW Presentation-K12 Online ConferencePeggy George
Presentation for WOW AzTEA Conference by Peggy George and Ann Lumm. Slideshow created originally by April Chamberlain, Darren Kuropatwa, Shawn Nutting, Sheryl Nussbuam-Beach, and Wesley Fryer--"Lessons Learned from K-12 Online 2006" and modified slightly for our hands-on workshop. April 28, 2007.
Presentation for Exeter University and A.L.L.Chris Fuller
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how these tools can be used, including having students create podcasts to practice grammar explanations or record mobile videos giving directions around the school. The document emphasizes that these tools can increase student motivation, engagement, and independence by allowing learning to extend beyond traditional classroom exercises.
The document discusses using video blogging and YouTube as innovative learning tools in the classroom. It describes how students are already using YouTube to create response videos, video blogs, and engage in other creative projects. The document then outlines Kolb's learning cycle and provides guidance on creating reflective video journals, including describing events objectively, interpreting what happened, and evaluating effectiveness. It also discusses best practices for producing videos, including planning, recording, and post-production elements. Finally, it notes potential barriers to entry like bandwidth but emphasizes how video blogging can facilitate authentic community among students.
The document discusses using audio and video materials with an interactive whiteboard (IWB) to enhance listening comprehension instruction. It recommends incorporating listening or video tasks before, during, or after instruction to generate interest, provide background, illustrate concepts, and reinforce skills. The IWB allows easy access to listening materials and creation of interactive activities working with vocabulary, events, and repair strategies. Sample activities described involve filling in blanks in song lyrics or definitions and sequencing video events.
The document provides guidance for an activity where students will create a PowerPoint presentation with audio explaining how information and communication technologies (ICT) can enhance language teaching and learning. Students will discuss how ICT helps education and is useful for teaching English as a foreign language. They will also explore three Web 2.0 tools they could use in their English classroom and explain how. Students will upload their presentation, with audio, to Slideboom and post the link in the forum for others to view, receiving feedback from peers on two presentations. The goal is for students to reflect on using technology in their current or future experience learning English.
The document summarizes research on using Google Sites to integrate web2.0 tools into students' language projects. It discusses how Google Sites provides a single platform for students to store, organize and submit their projects while allowing teachers to easily collect and track student work. Examples are given of how different Google tools like Picasa, YouTube and Blogger were embedded into projects for first, second and third year language students. Surveys found students enjoyed the creative projects and felt it helped improve their language skills.
Smashing Obstacles:Integrating Web 2.0 in a Sudanese EFL ClassroomHala Fawzi
The document discusses integrating Web 2.0 tools into an English as a Foreign Language (EFL) classroom in Sudan. It outlines obstacles like financial constraints, lack of infrastructure, and technophobia. However, it argues these obstacles can be overcome by developing technophilia among teachers and students. Specific Web 2.0 tools that could be used include blogs, wikis, YouTube, and podcasting to encourage interaction, collaboration, and developing English skills. The presentation aims to demonstrate how Web 2.0 can enhance English teaching and learning.
This document outlines Héctor Escalona's lesson plan for an online English class about using information and communication technologies (ICTs) in teaching English as a foreign language. The lesson plan was to share oral presentations created by English III students at USB about using videos in an ICT environment. The class was held on the WiZiQ online platform and included viewing students' videos uploaded to YouTube. Héctor prepared the content, scheduled the public class over 24 hours in advance, and conducted a practice class to learn how to use WiZiQ as the teacher. Students needed WiZiQ accounts and the proper equipment to participate.
This document outlines a 4-day ICT literacy training session for teachers at Mamburao Elementary School in the Philippines. The session aims to develop an understanding of using ICT in the teaching and learning process. Over the 4 days, participants will learn how to create an interactive quiz using hyperlinks in PowerPoint, use formulas, charts and rankings in Excel, build a website using Weebly, save files on Google Drive, and edit photos and text in Photoshop. Each day will include demonstrations and discussions of the different applications. On the final day, participants will discuss and analyze their experiences using the various ICT tools in teaching.
The document discusses the history and capabilities of the iPod, focusing on its potential educational uses. Some key points:
- Over 275 million iPods have been sold as of September 2010, with 250,000 apps available for download.
- iPods can play music, movies, games and allow reading documents, web searching, and app usage.
- iPods are familiar to many students and can stimulate learning by making it personal and accommodating different learning styles.
- The document provides examples of how iPods can be used to practice the four language skills of reading, listening, speaking and writing.
Ian Hall provides an overview of iMindmap version 7 software. He discusses downloading and installing the software. Hall then explains how to create a basic mind map on the topic of Ned Kelly by listening to an audio recording and placing the information into a mind map format using iMindmap version 7. Steps and screenshots are provided to demonstrate the mind mapping process.
This presentation discusses resources for online teaching and learning, including free tools from Weebly, Google, and MIT OpenCourseware. It provides examples of using Weebly to create classroom websites and collect assignments, as well as using Google Hangouts for live video sessions and broadcasting lectures on YouTube. The document emphasizes finding ways to actively engage students online through videos, discussions, and other techniques discussed in the "Teaching with Technology" publication.
The document discusses how teachers can use internet activities to energize ESL/EFL classrooms. It outlines four categories of internet-based activities: (1) activities that involve searching for information, (2) publishing information on web pages or blogs, (3) conversational activities through email or chats, and (4) activities that allow students to reply or talk. The document provides examples for each category and recommendations for teachers to ensure activities maintain student interest and provide learning opportunities, such as checking students' work before publication to reduce anxiety over mistakes.
The document discusses the various technologies the author used during their coursework and what they learned from using each one. They used Adobe Photoshop and YouTube tutorials to create advanced documents. They took photos and videos using their Blackberry smartphone. They created a blog using Blogger to document their progress. They worked on documents using their Dell laptop when at home. They used Facebook to get feedback from peers. They uploaded presentations to their blog using SlideShare. They transferred documents between computers using a USB memory stick or YouTube. They purchased Adobe InDesign to create a double page spread based on a previous experience using that software.
The document discusses the various technologies the author used during their coursework and what they learned from using each one. They used Adobe Photoshop and YouTube tutorials to create advanced documents. They took photos and videos using their Blackberry smartphone. They created a blog using Blogger to document their progress. They worked on documents using their Dell laptop when at home. They used Facebook to get feedback from peers. They uploaded presentations to their blog using SlideShare. They transferred documents between computers using a USB memory stick or YouTube. They purchased Adobe InDesign to create a double page spread based on a previous experience using that software.
The document discusses the various technologies the author used during their coursework and what they learned from using each one. They used Adobe Photoshop and YouTube tutorials to create advanced documents. They took photos and videos using their Blackberry smartphone. They created a blog using Blogger to document their progress. They worked on documents using their Dell laptop when at home. They used Facebook to get feedback from peers. They uploaded presentations to their blog using SlideShare. They transferred files between computers using a USB memory stick or YouTube. They purchased Adobe InDesign to create a double page spread based on a previous experience using the software.
The document discusses the various technologies the author used during their coursework and what they learned from using each one. The author gained experience using Adobe Photoshop and InDesign to create documents, presentations, and a double page spread. They also used a smartphone, blog, laptop, social media platforms like Facebook, and cloud storage like SlideShare and a USB drive to complete tasks more quickly and easily. The author found that with tutorials they were able to learn new software easily and complete their coursework flexibly using different tools.
Thinking outside the classroom box- IoW conferenceChris Fuller
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how teachers can use blogs to share resources, showcase student work, and facilitate communication. Podcasts and mobile devices allow recording audio and video to supplement learning beyond lessons. Overall, the document advocates for leveraging familiar technologies to increase student engagement and extend the classroom experience globally.
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides tips for setting up blogs to share student work, using podcasts for listening practice and student-created audio, and leveraging mobile phones for recording videos and voice memos to extend learning beyond class time. Specific tools mentioned include TypePad, Blogger, Edublogs, WordPress, Audacity, GarageBand, iTunes, Podomatic, JellyCast, Google Reader, and Voki. The document encourages finding new ideas by reading other teacher blogs and provides many ideas for motivating and engaging students with these technologies.
1. The document discusses using web-enhanced language learning (WELL) in EFL classes at a Japanese university.
2. Examples of actual lesson plans are provided, including using web resources for homework assignments and having students lead discussion topics.
3. Various free IT tools that were used are described, such as email, mailing lists, online quizzes, and bulletin boards.
WOW Presentation-K12 Online ConferencePeggy George
Presentation for WOW AzTEA Conference by Peggy George and Ann Lumm. Slideshow created originally by April Chamberlain, Darren Kuropatwa, Shawn Nutting, Sheryl Nussbuam-Beach, and Wesley Fryer--"Lessons Learned from K-12 Online 2006" and modified slightly for our hands-on workshop. April 28, 2007.
Presentation for Exeter University and A.L.L.Chris Fuller
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how these tools can be used, including having students create podcasts to practice grammar explanations or record mobile videos giving directions around the school. The document emphasizes that these tools can increase student motivation, engagement, and independence by allowing learning to extend beyond traditional classroom exercises.
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Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
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9
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This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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Final report presentation by do thi binh giang (peaceful river) vnu4b
1. Do Thi Binh Giang (Peaceful River)-vnu4b Southern New Hampshire University Vietnam National University ******************** EFL 537- CALL, By Jeffery Alan Lebow ------------------ Final Report APPLYING COMPUTER AND INTERNET IN TEACHING ENGLISH AT HIGH SCHOOL By Do Thi Binh Giang (Peaceful River)- vnu4b
2. APPLYING COMPUTER AND INTERNET IN TEACHING ENGLISH AT HIGH SCHOOL I- INTRODUCTION: II- DEVELOPMENT: 1. What have I been doing to approach computer in teaching English at my High School? 1.1. With Preasentation (Powerpoint) 1.2. With Activities ( Hotpotatoes) 1.3. Audio Recording and Editing (Audacity), With Image Editing (Irfanview) 1.4. Connection the skills/tools above in a lesson 1.5. With Slideshare and Youtube. 2. What have I achieved when applying computer in teaching English? 3. My future plan of CALL III- CONCLUSION: Do Thi Binh Giang (Peaceful River)-vnu4b
3. APPLYING COMPUTER AND INTERNET IN TEACHING ENGLISH AT HIGH SCHOOL I- INTRODUCTION: * About the CALL course: -Learn because of my NEEDS and my own INTERESTS, not GRADES - Overcome the anxieties of learning CALL course with Jeff’s timely help on the first day of the course. Do Thi Binh Giang (Peaceful River)-vnu4b
4. APPLYING COMPUTER AND INTERNET IN TEACHING ENGLISH AT HIGH SCHOOL I- INTRODUCTION: * The skills/tools I want to master: - Presentations ( with powerpoint) - Activity ( With Hot potatoes) - Other relevant academic fields, as: Audio Recording and Editing ( Audacity), Image Editing ( with Irfanview) - Slideshare and Youtube Do Thi Binh Giang (Peaceful River)-vnu4b
5. APPLYING COMPUTER AND INTERNET IN TEACHING ENGLISH AT HIGH SCHOOL I- INTRODUCTION: II- DEVELOPMENT: 1. What have I been doing to approach computer in teaching English at my High School? 1.1. With Preasentation (Powerpoint) * http://www.slideshare.net/dothibinhgiang/englh-11-unit-6reading-a-nice-lesson-see-it * http://ww.slideshare.net/dothibinhgiang/englh-11-unit-16reading Do Thi Binh Giang (Peaceful River)-vnu4b
6. APPLYING COMPUTER AND INTERNET IN TEACHING ENGLISH AT HIGH SCHOOL II- DEVELOPMENT: 1. What have I been doing to approach computer in teaching English at my High School? 1.1. With Preasentation (Powerpoint) 1.2. With Activities ( Hotpotatoes): Do Thi Binh Giang (Peaceful River)-vnu4b * http://www.efl537.com/blog/hot-potatoes-3-vnu4b * http://www.efl537.com/blog/hot-potatoes-2-vnu4b - Create activities presented at the “Warm-up” or “Production” of the lesson:
7. II- DEVELOPMENT: 1. What have I been doing to approach computer in teaching English at my High School? 1.3.Audio Recording and Editing (Audacity), Image Editing (Irfanview) * Audio Recording and Editing (Audacity: Do Thi Binh Giang (Peaceful River)-vnu4b * http://www.efl537.com/audio/peaceful-river-vnu4b-introduction-do-thi-binh-giang - Record Audio to teach listening:
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10.
11. II- DEVELOPMENT: 1. What have I been doing to approach computer in teaching English at my High School? 1.1. With Preasentation (Powerpoint) 1.2. With Activities ( Hotpotatoes), 1.3. Audio Recording and Editing (Audacity), With Image Editing (Irfanview) 1.4. Connection the skills/tools above in a lesson Do Thi Binh Giang (Peaceful River)-vnu4b - Add audioin powerpoint presentations while creating Presentations
12. II- DEVELOPMENT: 1. What have I been doing to approach computer in teaching English at my High School? 1.1. With Preasentation (Powerpoint) 1.2. With Activities ( Hotpotatoes), 1.3. Audio Recording and Editing (Audacity), With Image Editing (Irfanview) 1.4. Connection the skills/tools above in a lesson Do Thi Binh Giang (Peaceful River)-vnu4b - Add videos in powerpoint presentations while creating Presentations
13. II- DEVELOPMENT: 1. What have I been doing to approach computer in teaching English at my High School? 1.1. With Preasentation (Powerpoint) 1.2. With Activities ( Hotpotatoes), 1.3. Audio Recording and Editing (Audacity), With Image Editing (Irfanview) 1.4. Connection the skills/tools above in a lesson Do Thi Binh Giang (Peaceful River)-vnu4b * Reload Hot potatoes and powerpoint in the same package by using reload editor sotfware : http://www.reload.ac.uk/editor.html
14. Do Thi Binh Giang (Peaceful River)-vnu4b * Reload Hot potatoes and powerpoint in the same package by using reload editor sotfware : http://www.reload.ac.uk/editor.html
15. II- DEVELOPMENT: 1. What have I been doing to approach computer in teaching English at my High School? 1.5. With Slideshare and Youtube: - Share my presentation with my colleagues, exchange personal experiences of teaching English: * http://www.slideshare.net/dothibinhgiang/englh-11-unit-6reading-a-nice-lesson-see-it * http://ww.slideshare.net/dothibinhgiang/englh-11-unit-16reading * http://www.youtube.com/user/dothibinhgiang - Teach students English with Slideshare and Youtube in the future Do Thi Binh Giang (Peaceful River)-vnu4b
16. APPLYING COMPUTER AND INTERNET IN TEACHING ENGLISH AT HIGH SCHOOL I- INTRODUCTION: II- DEVELOPMENT: 1. What have I been doing to approach computer in teaching English at my High School? 2. What have I achieved when applying computer in teaching English? Do Thi Binh Giang (Peaceful River)-vnu4b - Students are more interested in the lessons
17. Do Thi Binh Giang (Peaceful River)-vnu4b It is easier to achieve the objectives of the lessons
18. APPLYING COMPUTER AND INTERNET IN TEACHING ENGLISH AT HIGH SCHOOL I- INTRODUCTION: II- DEVELOPMENT: 1. What have I been doing to approach computer in teaching English at my High School? 2. What have I achieved when applying computer in teaching English? 3. My future plan of CALL : * Improve my skills of CALL: - Presentations ( with powerpoint) - Activity ( With Hot potatoes) - Other relevant academic fields, as: Audio Recording and Editing ( Audacity), Image Editing ( with Irfanview) - Slideshare and Youtube Do Thi Binh Giang (Peaceful River)-vnu4b
19. APPLYING COMPUTER AND INTERNET IN TEACHING ENGLISH AT HIGH SCHOOL I- INTRODUCTION: II- DEVELOPMENT: 3. My future plan of CALL : * Improve my skills of CALL: * Focus on othe skill to explore internet, as: Social Boomarking, Blogging and RSS, Social Network for furure teaching Do Thi Binh Giang (Peaceful River)-vnu4b
20. APPLYING COMPUTER AND INTERNET IN TEACHING ENGLISH AT HIGH SCHOOL I- INTRODUCTION: II- DEVELOPMENT: III- CONCLUSION: Do Thi Binh Giang (Peaceful River)-vnu4b What I achieve from the course Knowledge of CALL How to work with the others, How to do something myself How to be creative in learning. …… ..
21. APPLYING COMPUTER AND INTERNET IN TEACHING ENGLISH AT HIGH SCHOOL I- INTRODUCTION: II- DEVELOPMENT: III- CONCLUSION: Do Thi Binh Giang (Peaceful River)-vnu4b What I learn from Jeffery Knowledge of CALL How to motivate students in learning, How to encourage students in doing creative things How to help students How to treat students. ………… ..
22. Do Thi Binh Giang (Peaceful River)-vnu4b Thanks to JEFFERY ALAN LEBOW Thanks to Tuan!
23. Do Thi Binh Giang (Peaceful River)-vnu4b Thanks to all my classmates!
24. CALL COURSE NEVER ENDS! http://www.efl537.com/ Do Thi Binh Giang (Peaceful River)-vnu4b