Google+ for blended learning
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The document discusses blended learning and the use of learning management systems (LMS) and other tools to support language learning objectives. It questions whether LMS always support learning objectives and notes that using only school tools with the target language may mean learners only acquire language used in that context. It advocates for real social interaction and conversation as the most useful language practice. The document also lists desired features for an online platform, preferring something real rather than aimed at language learners, simple to use, evolving, small in scale but not Facebook, and free.
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This document discusses using various technologies like Wordle, Twitter, and web flashcards in the classroom. It provides examples of how Wordle can be used to analyze text and summarize key ideas. Twitter is presented as a way for teachers to communicate and stay updated. Web flashcards are described as a modern version of traditional flashcards that can be accessed anywhere and allow interactive study activities. Benefits highlighted include providing study statistics, accessibility, and the ability for students to create and share cards. The conclusion reinforces that these technologies can engage students and enhance lesson plans.
Class 6 technology powerpoint
This document discusses using various technologies like Wordle, Twitter, and web flashcards in the classroom. It provides examples of how Wordle can be used to analyze text and summarize key ideas. Twitter is described as a way for teachers to communicate and stay updated. Finally, web flashcards are presented as a modern alternative to physical flashcards that allow students to study digitally on devices like phones and tablets. Benefits highlighted include accessibility, analytics of student study, and interactive lessons using a whiteboard.
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The document discusses online resources, sites, and portals that can be used for digital storytelling. It provides examples of iPad apps, Android apps, and web tools such as Tellagami, VoiceThread, and The Comic Creator. It emphasizes the importance of the right mindset for teachers in using digital tools, such as having an openness to learn and explore features, and adapting to changes in technology over time. The overall document provides recommendations for digital storytelling tools and discusses developing a growth mindset in order to effectively integrate technology into lessons.
Coding io1-materials for teachers
Right foot forward
Left foot forward
Right foot forward
Left foot forward
T: “Great job! Now let’s program our robot to jump. How do we jump?” (Accept
responses like bend our knees and push off with our feet)
T: “So we need to tell our robot to bend its knees and push off with its feet.
What commands should we write?”
Write the commands on the board:
Bend knees
Push off with feet
T: “Now we have programmed our robot to walk forward and jump. But
remember, computers follow the sequence exactly as written. So we need to
put our commands in the right order. What order should we put them
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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- 1. for Blended Learning Tom Randolph (@tomtesol) www.tomtesol.com for the 6th Virtual Roundtable May 19th, 2013
- 3. LMS: Learning Management System Always support learning objectives? Dogme: Unplugged = No textbooks conversation LMS = “school tool” between learner & real-world tech literacy
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- 7. Looking for an online platform Learning objectives Easy viewing of theirs and others’ teaching videos Dialogic meeting space English proficiency w/ Internet use Compatible with learners’ devices Why ? REAL (not aimed at language learners) SIMPLE (setup, use, instructors’ time) Evolving (Communities, Drive, Youtube, Hangouts) SMALL/Private (NOT FB) FREE