Check out this presentation for information on the application Google Voice, how to start using it AND how other teachers in different disciplines are using this great app!
Stephanie Thomas introduces herself as the instructor for the economics of wages and employment course. She provides an overview of the course Blackboard site, explaining the different sections where students can find information about the course, instructor, readings, lecture materials, multimedia resources, and more. Thomas emphasizes checking the "To Do Before Next Lecture" section regularly to stay on track and be prepared. She is available by email or office hours to answer any questions.
This document recommends learning English through songs, as it helps with speaking, conversation, vocabulary, pronunciation, listening and grammar skills. It provides a link to a YouTube video called "Learn English Through Song Lesson 4 Common Phrase" that teaches common phrases through the song "Back Home Again." Additional resources for song lyrics and exercises are available on the website listed.
Using Video to Flip ESL Speaking, Listening, and Pronunciation Marsha J. Chan
This document discusses using video clips to enhance English language learning for speaking, listening, and pronunciation. It describes how videos can be used both in and outside of class, providing models for learners. It introduces the concept of "flip teaching", which moves lectures outside of class and allows more hands-on learning in class. Examples are given of homemade instructional videos created for language learning, including videos on making s'mores and telling a story in the past tense. Benefits discussed include allowing more review time and collaborative learning opportunities for students.
This document describes an educational technology solution that allows students to practice speaking skills using speech recognition anywhere and anytime. It gives teachers tools to create video, word, and sound assignments, track student activity and performance, and use the player directly in the classroom. Testimonials praise English Central for providing engaging listening, speaking, and reading practice for English language learners.
The document provides instructions for participants attending a webinar on supporting the development of make believe play. It includes a checklist for participants to complete as they go through introductory slides, such as ensuring their audio is working and familiarizing themselves with interaction icons. It informs participants that the chat room will be used by the presenter and moderator during the webinar and for a post-evaluation. Participants are asked to think about how they played as a child and type answers to questions about their favorite game, why they liked it, who they played with, and how it made them feel into the chat box.
WordPress is a very user-friendly blogging site that allows users to easily create and publish various types of posts publicly without needing a password. It has good points such as being easy to use, providing a variety of post types, and including helpful tools, making it suitable for classroom use from 4th grade onward such as for students to comment on videos, share media, and use as an online notebook. However, its capabilities are somewhat limited.
Talk a Lot is a new conversation series designed to help intermediate to upper-intermediate English learners improve their speaking skills. It uses topics, photographs, activities and exercises to ease students into speaking practice. Key features include introducing real-life spoken expressions, vocabulary, grammar, and listening, reading, writing and speaking exercises in each unit. Students work in pairs and groups to encourage interaction and ensure all students participate. Online supplements include an answer key, audio tracks and a free sample unit.
Blackboard now allows students to record audio directly into assignments and discussions, avoiding file format and naming issues. This provides an oral medium for expressing thoughts that may feel more natural than text. A study found students felt voice tools allowed more spontaneous expression. Instructors should set guidelines for audio submissions, including length and privacy settings. Using voice can help personalize courses for auditory learners and develop students' presentation skills by having them explain processes orally.
Stephanie Thomas introduces herself as the instructor for the economics of wages and employment course. She provides an overview of the course Blackboard site, explaining the different sections where students can find information about the course, instructor, readings, lecture materials, multimedia resources, and more. Thomas emphasizes checking the "To Do Before Next Lecture" section regularly to stay on track and be prepared. She is available by email or office hours to answer any questions.
This document recommends learning English through songs, as it helps with speaking, conversation, vocabulary, pronunciation, listening and grammar skills. It provides a link to a YouTube video called "Learn English Through Song Lesson 4 Common Phrase" that teaches common phrases through the song "Back Home Again." Additional resources for song lyrics and exercises are available on the website listed.
Using Video to Flip ESL Speaking, Listening, and Pronunciation Marsha J. Chan
This document discusses using video clips to enhance English language learning for speaking, listening, and pronunciation. It describes how videos can be used both in and outside of class, providing models for learners. It introduces the concept of "flip teaching", which moves lectures outside of class and allows more hands-on learning in class. Examples are given of homemade instructional videos created for language learning, including videos on making s'mores and telling a story in the past tense. Benefits discussed include allowing more review time and collaborative learning opportunities for students.
This document describes an educational technology solution that allows students to practice speaking skills using speech recognition anywhere and anytime. It gives teachers tools to create video, word, and sound assignments, track student activity and performance, and use the player directly in the classroom. Testimonials praise English Central for providing engaging listening, speaking, and reading practice for English language learners.
The document provides instructions for participants attending a webinar on supporting the development of make believe play. It includes a checklist for participants to complete as they go through introductory slides, such as ensuring their audio is working and familiarizing themselves with interaction icons. It informs participants that the chat room will be used by the presenter and moderator during the webinar and for a post-evaluation. Participants are asked to think about how they played as a child and type answers to questions about their favorite game, why they liked it, who they played with, and how it made them feel into the chat box.
WordPress is a very user-friendly blogging site that allows users to easily create and publish various types of posts publicly without needing a password. It has good points such as being easy to use, providing a variety of post types, and including helpful tools, making it suitable for classroom use from 4th grade onward such as for students to comment on videos, share media, and use as an online notebook. However, its capabilities are somewhat limited.
Talk a Lot is a new conversation series designed to help intermediate to upper-intermediate English learners improve their speaking skills. It uses topics, photographs, activities and exercises to ease students into speaking practice. Key features include introducing real-life spoken expressions, vocabulary, grammar, and listening, reading, writing and speaking exercises in each unit. Students work in pairs and groups to encourage interaction and ensure all students participate. Online supplements include an answer key, audio tracks and a free sample unit.
Blackboard now allows students to record audio directly into assignments and discussions, avoiding file format and naming issues. This provides an oral medium for expressing thoughts that may feel more natural than text. A study found students felt voice tools allowed more spontaneous expression. Instructors should set guidelines for audio submissions, including length and privacy settings. Using voice can help personalize courses for auditory learners and develop students' presentation skills by having them explain processes orally.
This document provides a summary of 10 digital tools for promoting creativity in modern foreign language (MFL) teaching and learning. The tools include Wordle for creating word clouds, ImageChef for visual poetry, Wallwisher for collaborative note-taking, Voicethread for multimedia discussions, Voki for talking avatars, Toondoo for cartoon creation, GoAnimate for video animation, Xtranormal for dubbing cartoons, Storybird for digital storywriting, and Glogster for multimedia posters. Examples are given for how each tool could be used to inspire creativity, develop language skills, or facilitate project-based learning in MFL classrooms.
VoiceThread for Universal Design: Addressing the needs of diverse learnersjaimiehoffman
This presentation discusses ways that individuals can use VoiceThread for facilitating Universal Design. Also provided are recommended guidelines for using VoiceThread along with some strengths and disadvantages of the tool.
This document discusses ways to incorporate more technology into English classes to expand learning. It suggests using e-books, interactive whiteboards, and online assessments to make lessons more learner-centered and tailored. Some challenges are time restraints and keeping students on task, but technology can facilitate digital literacy and free up classroom hours if implemented properly.
This document provides instructions for a Photoshop lesson that teaches students how to create desaturation and Lomo effects. It outlines behaviors for learning, objectives, outcomes, starter tasks like web research, main tasks demonstrating each technique through videos, and plenaries to check understanding. The goal is for students to independently combine the effects using tools and techniques from previous lessons.
The document discusses how to use the Bombay TV website to work with video fragments from movies. Students can add subtitles, voiceovers, or text to speech to video clips. Once complete, they receive a link and embed code to share their work. As an example activity, students can be paired to write dialogues using expressions from a chosen video clip. They then share and comment on each other's results.
Strategies and resources for developing vocabulary with diverse learnersJolene Berg
This document provides an overview of strategies and resources for developing vocabulary with diverse learners as presented by Jolene Berg. Berg has over 25 years of teaching experience, including teaching deaf and hard of hearing students from preschool to 12th grade. The presentation discusses using PowerPoints, flashcards, highlighting, interactive whiteboards, games, and apps to engage students in learning new vocabulary. A variety of free online resources are also introduced, such as EdHelper.com, EnglishRaven.com, What2Learn.com, and Learning A-Z.com.
The document outlines a Photoshop lesson with the following objectives:
1) To develop an understanding of selection and rubber tools in Photoshop.
2) To create a collage by merging multiple images.
3) To understand the role of layers in Photoshop.
Students will complete tasks to select images, create a collage using selection and move tools, and discuss the importance of layers. The lesson aims to teach collage-making skills and introduce layers.
Students are not doing well in their courses because they are using their smartphones inappropriately during lectures. The document provides tips for properly recording lectures using a smartphone to improve learning. Students should open their phone's recorder app before class, press record at the start of lecture, and record until the end without disturbing others or using their phone for other purposes. Recording lectures allows students to review lessons and avoid missing information.
The document discusses using the tool eXeLearning to design interactive teaching materials with Web 2.0 tools. It presents two activities created with eXeLearning: 1) A cloze activity where students listen to a song and fill in the blanks with past verb forms; and 2) A reading comprehension activity with multiple choice and true/false questions to test students' understanding. eXeLearning allows teachers to easily create content with text, images, videos and other media to make the teaching process more dynamic and engage students through interactive activities and assessments.
The document provides instructions for a blog post assignment, asking students to choose from one of four options for their blog post. It lists the requirements, which include including a title, at least one piece of media, and keeping the post under 250 words. Students are also told the assignment is worth 25 points and to put quality work into their choice. The four blog post options provided are about reflecting on the use of technology in blogging, arguing for or against the use of iPods in the classroom, reflecting on a memorable spring break or summer vacation, or describing their ideal classroom environment.
Allison discusses how blogging has been easier and more enjoyable than expected. She finds it easier to blog from her room than in class. Allison also notes how writing blog posts about class topics and experiences has been fun. She describes customizing her blog template with a light peach color scheme and bird design. Allison reflects on learning various tools on Blogger and Photoshop to enhance her blog posts with pictures, videos, and formatting.
The document provides an overview of using video in the classroom and includes various techniques and best practices. It discusses how video can be used for pre-viewing, viewing, and post-viewing activities. It also lists different approaches to incorporating video, such as using only video for online learning, blending video into an existing curriculum, or using video as a supplement. The document concludes by listing several examples of how specific types of videos can be used for language learning purposes.
This teacher enjoys teaching because no two days are the same and she finds it rewarding to help students learn and improve. In her free time, she dances Polynesian dance and manages businesses with her husband. Her biggest challenges are managing her time and finding opportunities to collaborate with colleagues. One of her successes was getting a set of Chromebooks donated for her classroom through a fundraising campaign. She uses Albert to have her AP US History students test their knowledge and compete against each other after each unit, which helps prepare them for exams and save her time grading.
This document outlines a Photoshop lesson on text effects and clipping masks. The objectives are to understand text effects in Photoshop, further develop knowledge of layers, and learn to use the clipping mask tool. Students will practice creating basic stroke and clipping effects on text. They will watch demonstration videos and complete tasks applying these skills to create stylized text and combine text with photos using clipping masks.
This document provides instructions for a Photoshop lesson. The lesson teaches students how to use content-aware tools, filters, and image overlays to modify and enhance images. It includes objectives, outcomes, and steps to complete tasks using these tools. Students will learn to remove objects from photos using content-aware tools, apply filters and overlays to images, and rate their familiarity with Photoshop's toolbar buttons. The goal is for students to understand how to create professional-looking images.
Detailed lesson plan for ICT and Entrepreneurship VI. This lesson plan tackles about the different advanced features of PowerPoint presentation that include Text Feature (Text size, font, color)
Audio Feature (voice, music)
Design Feature (Picture, background, layout)
Animation and Transition Feature (motion) and
Slideshow Feature (motion) that can help students to improve their skills in making a creative and engaging presentation..
Susan Bodar is a translator, interpreter, and language coach who teaches children, teens, and adults. She likes to encourage autonomous learning by having her students use tools like Dropbox, websites, audiobooks, podcasts, and apps to continue practicing and learning on their own. Some of the resources she recommends are Ororo TV, Feedly, Mindmaple Light, and Barefoot World Atlas. She teaches in an unplugged way using material from multiple sources and focuses on oral practice.
Duolingo is a free website and app for learning languages through short, repetitive exercises that teach vocabulary and grammar. It functions as both a language learning platform and a crowdsourcing text translation tool, allowing users to translate web pages and documents as they advance in their studies. Currently, Duolingo offers courses in over 56 languages, including Spanish, English, French, German, Portuguese, and Italian.
This document provides an overview of free digital resources that can be used to enhance speaking activities in the foreign language classroom. It begins by stating the objectives of understanding available resources and how technology can strengthen speaking practices in and out of the classroom. A number of free voice, video, and presentation recording tools are then described that allow students to record and share speaking content individually or in groups for formative and summative assessment. The resources vary from straight voice recordings to social audio sharing to video, narration, and presentation tools. Embed codes are suggested to integrate student work into blogs and wikis.
This document provides an overview of digital tools that can be used to enhance speaking practice in the foreign language classroom. It discusses how these tools allow for formative and summative assessments, and how they support the three communicative modes of interpretive, interpersonal, and presentational communication as defined by the AP language exam. A number of free online tools are described that teachers can use for students to record and share audio responses, create interactive multimedia projects, conduct video chats, and more. Sample student work created with these tools is embedded throughout.
This document provides a summary of 10 digital tools for promoting creativity in modern foreign language (MFL) teaching and learning. The tools include Wordle for creating word clouds, ImageChef for visual poetry, Wallwisher for collaborative note-taking, Voicethread for multimedia discussions, Voki for talking avatars, Toondoo for cartoon creation, GoAnimate for video animation, Xtranormal for dubbing cartoons, Storybird for digital storywriting, and Glogster for multimedia posters. Examples are given for how each tool could be used to inspire creativity, develop language skills, or facilitate project-based learning in MFL classrooms.
VoiceThread for Universal Design: Addressing the needs of diverse learnersjaimiehoffman
This presentation discusses ways that individuals can use VoiceThread for facilitating Universal Design. Also provided are recommended guidelines for using VoiceThread along with some strengths and disadvantages of the tool.
This document discusses ways to incorporate more technology into English classes to expand learning. It suggests using e-books, interactive whiteboards, and online assessments to make lessons more learner-centered and tailored. Some challenges are time restraints and keeping students on task, but technology can facilitate digital literacy and free up classroom hours if implemented properly.
This document provides instructions for a Photoshop lesson that teaches students how to create desaturation and Lomo effects. It outlines behaviors for learning, objectives, outcomes, starter tasks like web research, main tasks demonstrating each technique through videos, and plenaries to check understanding. The goal is for students to independently combine the effects using tools and techniques from previous lessons.
The document discusses how to use the Bombay TV website to work with video fragments from movies. Students can add subtitles, voiceovers, or text to speech to video clips. Once complete, they receive a link and embed code to share their work. As an example activity, students can be paired to write dialogues using expressions from a chosen video clip. They then share and comment on each other's results.
Strategies and resources for developing vocabulary with diverse learnersJolene Berg
This document provides an overview of strategies and resources for developing vocabulary with diverse learners as presented by Jolene Berg. Berg has over 25 years of teaching experience, including teaching deaf and hard of hearing students from preschool to 12th grade. The presentation discusses using PowerPoints, flashcards, highlighting, interactive whiteboards, games, and apps to engage students in learning new vocabulary. A variety of free online resources are also introduced, such as EdHelper.com, EnglishRaven.com, What2Learn.com, and Learning A-Z.com.
The document outlines a Photoshop lesson with the following objectives:
1) To develop an understanding of selection and rubber tools in Photoshop.
2) To create a collage by merging multiple images.
3) To understand the role of layers in Photoshop.
Students will complete tasks to select images, create a collage using selection and move tools, and discuss the importance of layers. The lesson aims to teach collage-making skills and introduce layers.
Students are not doing well in their courses because they are using their smartphones inappropriately during lectures. The document provides tips for properly recording lectures using a smartphone to improve learning. Students should open their phone's recorder app before class, press record at the start of lecture, and record until the end without disturbing others or using their phone for other purposes. Recording lectures allows students to review lessons and avoid missing information.
The document discusses using the tool eXeLearning to design interactive teaching materials with Web 2.0 tools. It presents two activities created with eXeLearning: 1) A cloze activity where students listen to a song and fill in the blanks with past verb forms; and 2) A reading comprehension activity with multiple choice and true/false questions to test students' understanding. eXeLearning allows teachers to easily create content with text, images, videos and other media to make the teaching process more dynamic and engage students through interactive activities and assessments.
The document provides instructions for a blog post assignment, asking students to choose from one of four options for their blog post. It lists the requirements, which include including a title, at least one piece of media, and keeping the post under 250 words. Students are also told the assignment is worth 25 points and to put quality work into their choice. The four blog post options provided are about reflecting on the use of technology in blogging, arguing for or against the use of iPods in the classroom, reflecting on a memorable spring break or summer vacation, or describing their ideal classroom environment.
Allison discusses how blogging has been easier and more enjoyable than expected. She finds it easier to blog from her room than in class. Allison also notes how writing blog posts about class topics and experiences has been fun. She describes customizing her blog template with a light peach color scheme and bird design. Allison reflects on learning various tools on Blogger and Photoshop to enhance her blog posts with pictures, videos, and formatting.
The document provides an overview of using video in the classroom and includes various techniques and best practices. It discusses how video can be used for pre-viewing, viewing, and post-viewing activities. It also lists different approaches to incorporating video, such as using only video for online learning, blending video into an existing curriculum, or using video as a supplement. The document concludes by listing several examples of how specific types of videos can be used for language learning purposes.
This teacher enjoys teaching because no two days are the same and she finds it rewarding to help students learn and improve. In her free time, she dances Polynesian dance and manages businesses with her husband. Her biggest challenges are managing her time and finding opportunities to collaborate with colleagues. One of her successes was getting a set of Chromebooks donated for her classroom through a fundraising campaign. She uses Albert to have her AP US History students test their knowledge and compete against each other after each unit, which helps prepare them for exams and save her time grading.
This document outlines a Photoshop lesson on text effects and clipping masks. The objectives are to understand text effects in Photoshop, further develop knowledge of layers, and learn to use the clipping mask tool. Students will practice creating basic stroke and clipping effects on text. They will watch demonstration videos and complete tasks applying these skills to create stylized text and combine text with photos using clipping masks.
This document provides instructions for a Photoshop lesson. The lesson teaches students how to use content-aware tools, filters, and image overlays to modify and enhance images. It includes objectives, outcomes, and steps to complete tasks using these tools. Students will learn to remove objects from photos using content-aware tools, apply filters and overlays to images, and rate their familiarity with Photoshop's toolbar buttons. The goal is for students to understand how to create professional-looking images.
Detailed lesson plan for ICT and Entrepreneurship VI. This lesson plan tackles about the different advanced features of PowerPoint presentation that include Text Feature (Text size, font, color)
Audio Feature (voice, music)
Design Feature (Picture, background, layout)
Animation and Transition Feature (motion) and
Slideshow Feature (motion) that can help students to improve their skills in making a creative and engaging presentation..
Susan Bodar is a translator, interpreter, and language coach who teaches children, teens, and adults. She likes to encourage autonomous learning by having her students use tools like Dropbox, websites, audiobooks, podcasts, and apps to continue practicing and learning on their own. Some of the resources she recommends are Ororo TV, Feedly, Mindmaple Light, and Barefoot World Atlas. She teaches in an unplugged way using material from multiple sources and focuses on oral practice.
Duolingo is a free website and app for learning languages through short, repetitive exercises that teach vocabulary and grammar. It functions as both a language learning platform and a crowdsourcing text translation tool, allowing users to translate web pages and documents as they advance in their studies. Currently, Duolingo offers courses in over 56 languages, including Spanish, English, French, German, Portuguese, and Italian.
This document provides an overview of free digital resources that can be used to enhance speaking activities in the foreign language classroom. It begins by stating the objectives of understanding available resources and how technology can strengthen speaking practices in and out of the classroom. A number of free voice, video, and presentation recording tools are then described that allow students to record and share speaking content individually or in groups for formative and summative assessment. The resources vary from straight voice recordings to social audio sharing to video, narration, and presentation tools. Embed codes are suggested to integrate student work into blogs and wikis.
This document provides an overview of digital tools that can be used to enhance speaking practice in the foreign language classroom. It discusses how these tools allow for formative and summative assessments, and how they support the three communicative modes of interpretive, interpersonal, and presentational communication as defined by the AP language exam. A number of free online tools are described that teachers can use for students to record and share audio responses, create interactive multimedia projects, conduct video chats, and more. Sample student work created with these tools is embedded throughout.
This document discusses using technology to enhance speaking activities in foreign language classrooms. It provides examples of free online tools that teachers can use for various purposes like voice recording, video recording, presentations, and class management. Some of the highlighted tools include Google Voice, Vocaroo, Audacity, VoiceThread, and Wiggio. The document emphasizes choosing tools based on communicative goals and assessment needs. It also encourages publishing student work through blogs to give them an audience.
The document provides information about ANVILL, a free online language learning tool from the University of Oregon. It discusses ANVILL's features such as being free for public schools, avoiding privacy issues, and having responsive email support. It notes some limitations, such as ANVILL not working on Macs and being easier if students have emails. The document provides examples of how ANVILL could be used for oral assessments, collaborative activities, and language practice. It also includes tips for setting up teacher and student accounts on ANVILL.
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.
This document summarizes a presentation about using free online resources to enhance speaking skills in foreign language classrooms. It discusses using these tools to provide more individualized speaking practice, make speaking fun, and transform homework. Several types of formative and summative assessments are described, including interpreting audio/video, having conversations, and creating presentations. Many specific websites are then outlined that allow for interpreting, presenting, and interacting in the target language, like Vocaroo for recording audio and Wikispaces for collaboration.
ClassPoint is an all-in-one teaching tool that is integrated into PowerPoint. It allows teachers to add interactive quizzes, polls, annotations and more directly into their PowerPoint presentations. This gives teachers new ways to engage students and make their lessons more fun and interactive. ClassPoint works seamlessly within PowerPoint on both the teacher's device and student devices, requiring no additional software for either party. It provides various interactive activities like multiple choice quizzes, whiteboards, drag-and-drop exercises and more to help teachers bring their lessons to life.
Arch Grieve presented on using podcasts in a project-based economics classroom. The project has students research how macroeconomic trends impact individuals locally by developing essential questions and interviewing community partners. Students record interviews, edit podcasts using Audacity, and publish them on Archive.org. Grieve then uploads the podcasts to a class blog and feedburner account to distribute them on iTunes. The project aims to teach economics standards while connecting classroom learning to the real world through student-produced media.
The mlearning meeting and workshop teachers handoutMr Bounab Samir
The document discusses the potential benefits of using mobile phones (mlearning) in education. It provides numerous examples of how phones can be used to collaborate, communicate, create, coordinate, and curate educational content and activities. Phones allow students to research questions, access educational resources, record lessons, provide peer feedback, and engage in learning outside the classroom. When used appropriately under the guidance of teachers, mlearning can effectively support students' digital literacy and safety, help prepare them for future careers, and make learning more convenient, interactive, and up-to-date.
This document provides instructions for setting up and using a blog. It explains how to create a Google or Gmail account, then set up a blog on Blogger.com by selecting a template and title. It describes how to make posts by entering text on the blog site or by email. Various classroom uses for blogs are listed, such as sharing student work, spelling lists, or online debates. Widgets that can be added to blogs, like SlideShare and Vocaroo, are also described. The document aims to teach the basics of blogging and its educational applications.
This document discusses using various educational technologies to support mastery learning in world language education, including Edmodo and simulated oral interviews. It describes how Edmodo allows teachers to provide individualized instruction through small groups and assessments. Students can access resources on Edmodo to relearn material and retake assessments until mastery is achieved. The document also explains how to structure simulated oral interviews using voice recordings and online tools so that students can practice the interview format assessed on the AP exam from home.
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.
Tips for improving online classes are provided. Teachers should be tech-savvy, practice skills, and seek continuous improvement. Requirements for effective online classes include strong internet, screen sharing software, input devices, laptops/desktops for teachers. Teachers should teach from a calm space, use presentation tools like whiteboards, maintain engagement through icebreakers, discussions, projects, and assessments. Students should find a quiet study space, be prepared, take breaks, ask questions, and collaborate with peers. Regular communication between teachers, students and parents is also important.
This document provides summaries and instructions for using various educational technology tools, including Edmodo, Edpuzzle, Storyboard That, Reflex Math, Capzles, Socrative, Quill, ClassMarker, Quizstar, Quizbean, Kubbu, Questbase, and Quizlet. It describes the basic features and functions of each tool for both teachers and students.
Ninth national itl conference louisa guestLouisa Guest
The document discusses digital tools that can be used for formative assessment, including Wallwisher for collecting feedback, USB microphones for recording student work, Twitter and hashtags to share student work, Story Sequencer apps, and Wordle for analyzing word frequency in student writing. It provides instructions for using each tool and suggests how teachers can use tools like Wallwisher, microphones, and Wordle to both collect student work and provide feedback.
Developing Listening and Speaking Skills with TechnologyFer De Vega
The internet provides many examples of spoken language and opportunities for practicing L2 speaking and listening skills.
Here's a presentation of sites that exploit these skills
Listening Success is a five-book series covering a wide variety of topics which reinforce language patterns typically used in everyday situations. LEarners become familiar with common phrases, expressions, and functional language patterns through multiple dialogs, and each unit concludes with a test to consolidate learning objectives
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how blogs can be used to showcase student work, increase motivation and engagement, and facilitate communication. Podcasts and iTunes are recommended for creating audio lessons and materials for students to access remotely. The document also explores moblogging and using mobile phones to record videos and voice memos as a way to extend learning beyond the classroom.
Thinking Outside The Classroom Box Language Show 2008joedale
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how blogs can be used to showcase student work, increase motivation and engagement, and facilitate communication. Podcasts and mobile recordings can allow students to practice language skills independently. When integrated thoughtfully, these tools can make language learning more relevant and extend it beyond traditional classroom walls.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
2. Speaking- with groups or individually
Speaking- assessment throughout unit
and then as an assessment
Text- exit ticket
Text- homework check from flipped
videos
Text- quick check for understanding or
opinions
District assessment
3. Free!!!
Online- easy to download and listen
Students love using their phones
Don’t have to use my own number
Doesn’t have to ring anywhere-
students can text/call at any time
Your number will never change
Create audio without microphone/lab
4. Easy to add student names- only once
Easy to download and/or share
Transcription doesn’t work well in
another language… but may help in
English
You can have it ring to your number and
can silence
Can forward other numbers to this and
have school messages here
5. • Vocabulary: Learners can speak to demonstrate
knowledge of vocabulary words/embed these in a class
website, to serve as review/reference materials.
• Audio Study Guide: one learner the task of
calling in the content then rotate learners, so they each
get the chance to serve in the role.
• Speech: Learners can record speeches via the
phone. Bonus: Take advantage of the voicemail
transcription feature. Assess learners’ enunciation by
seeing how accurate Google Voice transcribes their
messages.
6. • Math Solutions: To demonstrate understanding
of a topic or the solution to a problem, the learners can
talk it out.
• Foreign Language: It could be used as oral
responses to teacher questions or to recite pre-written
material to assess their reading and pronunciation
abilities.
• Audio Field Trip Journal: Have kids leave
messages throughout the field trip that documents their
experiences
7. • Get in Character: Let the learners have fun by
leaving messages in character-studying historical figures
or fictional characters.
• Podcasting: Since the voicemails can be embedded
in websites or downloaded, this would be a super
simple way to record a podcast!
• Reflection Tool: Get rid of those spiral notebooks
that have been serving as journals- after a class
discussion or project presentation, have the learners
record a reflection via Google Voice. It’s paperless!
8. • Work the Custom Greetings: Create a
greeting personalized specifically for your students- they
can call in to receive homework tips, announcements,
upcoming test information, or other class reminders.
• Announcements or Audio
Newsletters: Instead of creating a printed class
newsletter, why not call your own Google Voice number
and leave a message consisting of a class announcement
or audio newsletter? Then, simply embed it on your
class website for parents and learners to access.
9. • Responses: Create a greeting with questions-
students have to leave responses.
• Descriptions: Show students pictures and have
them call in and describe them
• Quick responses: Students text in answers that
go right to phone and teacher gives immediate feedback
in class (they hear her phone go off)
• Interviews: interview experts and play back or
students interview people and download for projects or
websites
10. Add a “Call Me” widget to your site. You will see on the right hand side
of my site has a call me button. You can find this code by going to your
settings and clicking on “Call Me Widget”.
11. 1. “Google Voice player in mail” which allows you to playback messages right in gmail
without having go login to your google voice account or download the MP3 onto your
computer.
2. I also use the “Video chat enhancements”, in the description it doesn’t say anything
about Google Voice improvements but I have noticed improvements by enabling it.
12.
13. When you go to www.google.com/voice you will see the following
prompt:
I choose to create a new number so
that students don’t have my number.