This is the PPT of a presentation from the MEXTESOL International Convention from 2011. The topic was how students gained ownership of their learning by using blogs to write. Instead of having the teacher write feedback on their individual essays, the teacher-trainees uploaded their work for the world to read.
Since then, we have added more online interaction to prepare future teachers for their future classrooms.
This is the PPT of a presentation from the MEXTESOL International Convention from 2011. The topic was how students gained ownership of their learning by using blogs to write. Instead of having the teacher write feedback on their individual essays, the teacher-trainees uploaded their work for the world to read.
Since then, we have added more online interaction to prepare future teachers for their future classrooms.
Implementing and Facilitating Technology-Based Community Resource CentresNathan Hall
This is a session that I gave on creating a collaborative resource centre that English language learners can access anywhere at any time. I gave this at the BC TEAL Lower Mainland 2013 Regional Conference in Vancouver, BC.
Presentation given at the TESL Ontario 2013 Conference in Toronto. This was an interactive presentation with attendees using their mobile devices to access the material.
Conversations with native speakers present the second‐language learner with an incredible opportunity to practice and acquire a language. By using software programs such as Skype, students
can improve their language proficiency as well as have access to a new cultural experience beyond the borders of the classroom. This can be seen as the closest way to give the students a travel abroad experience using the advantages of technology. - Presented by Maria del Pilar Melgarejo-Acosta, Department of Spanish & Portuguese, University of Wisconsin - Milwaukee
At the ‘Second International Conference on Telecollaboration in Higher Education' my colleagues and I announced plans to launch an academic organisation for telecollaboration and virtual exchange. This is an outline of our ideas.
Twenty years on and still reinventing the wheel? A critical review of Telecollaborative Exchange in Foreign Language Education
Robert O’Dowd, University of León, Spain
Eurocall 2015 Keynote Presentation
University of Padova, 26 August 2015
http://www.eurocall2015.it/
Abstract and Bibliography
Contact:
robert.odowd@unileon.es
See the presentation slides (August 2015):
http://www.slideshare.net/dfmro
Join UNICollaboration:
www.unicollaboration.eu
It has been 20 years since the first major publications on online intercultural interaction and exchange began to appear in the CALL literature(Cummins & Sayers, 1995; Eck, Legenhausen & Wolff, 1995; Warschauer, 1995). Since then, we have seen telecollaboration go on to become one of the pillars of CALL research and practice.
Therefore, it is appropriate that the 20th anniversary of these publications coincides with this Eurocall conference calling on us “…to unpack and examine some of the assumptions that may have become ingrained in our practice, and also to reflect on the state of CALL and language pedagogy”. As telecollaboration begins to enter the mainstream of university education, it is indeed high time thatweask ourselves some challenging questions regarding the principles which underlie our practices, the effectiveness and impact of what we do,and the potential value of our work for other areas of university teaching and learning.
In this plenary Itake a critical look at both research and practice of telecollaboration over the past 20 years
Amazing web tools to enhance students vocabulary in English language. Technology is the best way to learn english in a funfilled environment. it is an interesting tool to improve one's vocabulary.
Implementing and Facilitating Technology-Based Community Resource CentresNathan Hall
This is a session that I gave on creating a collaborative resource centre that English language learners can access anywhere at any time. I gave this at the BC TEAL Lower Mainland 2013 Regional Conference in Vancouver, BC.
Presentation given at the TESL Ontario 2013 Conference in Toronto. This was an interactive presentation with attendees using their mobile devices to access the material.
Conversations with native speakers present the second‐language learner with an incredible opportunity to practice and acquire a language. By using software programs such as Skype, students
can improve their language proficiency as well as have access to a new cultural experience beyond the borders of the classroom. This can be seen as the closest way to give the students a travel abroad experience using the advantages of technology. - Presented by Maria del Pilar Melgarejo-Acosta, Department of Spanish & Portuguese, University of Wisconsin - Milwaukee
At the ‘Second International Conference on Telecollaboration in Higher Education' my colleagues and I announced plans to launch an academic organisation for telecollaboration and virtual exchange. This is an outline of our ideas.
Twenty years on and still reinventing the wheel? A critical review of Telecollaborative Exchange in Foreign Language Education
Robert O’Dowd, University of León, Spain
Eurocall 2015 Keynote Presentation
University of Padova, 26 August 2015
http://www.eurocall2015.it/
Abstract and Bibliography
Contact:
robert.odowd@unileon.es
See the presentation slides (August 2015):
http://www.slideshare.net/dfmro
Join UNICollaboration:
www.unicollaboration.eu
It has been 20 years since the first major publications on online intercultural interaction and exchange began to appear in the CALL literature(Cummins & Sayers, 1995; Eck, Legenhausen & Wolff, 1995; Warschauer, 1995). Since then, we have seen telecollaboration go on to become one of the pillars of CALL research and practice.
Therefore, it is appropriate that the 20th anniversary of these publications coincides with this Eurocall conference calling on us “…to unpack and examine some of the assumptions that may have become ingrained in our practice, and also to reflect on the state of CALL and language pedagogy”. As telecollaboration begins to enter the mainstream of university education, it is indeed high time thatweask ourselves some challenging questions regarding the principles which underlie our practices, the effectiveness and impact of what we do,and the potential value of our work for other areas of university teaching and learning.
In this plenary Itake a critical look at both research and practice of telecollaboration over the past 20 years
Amazing web tools to enhance students vocabulary in English language. Technology is the best way to learn english in a funfilled environment. it is an interesting tool to improve one's vocabulary.
Meaningful learning through internet-based Project work - WorkshopAndres Atehortua
How can I motivate my students? What kind of activities or materials should I design to address a variety of learning styles, How can I encourage my students to participate and become active participants rather than being passive receivers of knowledge?
In this workshop the participants will receive general guidelines as to the implementation of work projects by using internet activities as a means to promote new ways of teaching and learning that not only improve the students’ skills and motivation, but also promote meaningful learning.
Modern Educational Technologies in Teaching a Foreign Languageijtsrd
modern educational technology, which is used to form elementary school students’ ability to communicate in another language, is the most productive in the process of creating an educational environment that provides human centered interaction for all participants in the educational process. Odina Bakhridinova Khusnidin Qizi | Gulmira Juraboyeva Sherali Qizi "Modern Educational Technologies in Teaching a Foreign Language" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd42477.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/education/42477/modern-educational-technologies-in-teaching-a-foreign-language/odina-bakhridinova-khusnidin-qizi
Esto es un trabajo realizado para mi clase de Topics in Linguistics de la carrera de Lingüística Aplicada. Se trata de un portafolio donde yo y mi grupo respondemos preguntas sacadas de un libro sobre la enseñanza de lenguas y la tecnología.
L2 Learners’ Stories Evidence From Language Exchange Communities As An Autonomous Learning Tool
1. L2 Learners’ stories: Evidence from language exchange communities as an autonomous learning tool Cem BALÇIKANLI Gazi University English Language Teaching Department E-mail: [email_address] English as an International Language Conference , İzmir - 2009
7. N ew technologies (self-access multimedia facilities, for instance) provide the practical means whereby learners can take a more active part in decisions involved in learning . Raya, M. K. & Fernandez, J. M. P. (2002). Learner Autonomy and New Technologies . Educational Media International.39 (1) 61-68
13. T he e nglish l anguage i nstitute, in the University of Florida f ive i nternational s tudents l earning e nglish Mixxer, Worldia i nterview
14.
15. Is it easy to use? Is it interesting? Why? Is it good for English practice? How? How do es it contribute to your independent skills? What other special features do es it have ?
16. Extracts from students … it keeps me alert in English. … you can only learn some in class, so tools outside the classroom are important. … thanks to this, I feel I have developed more awareness for my learning. … it is very good for English practice. … I feel less nervous when I practice English with it. … it is essential in a way that it increases contact with language … it is very motivating to use it. … I can practice English in a way that I want. … the potential use for language learning is great as it helps foster learner autonomy. … I can learn daily expressions through this we b site.
17. L anguage awareness Learner independence Less threatened atmosphere Learner interaction Authentic Language Exposure
Students today are fundamentally different. Due to the kinds of experiences they have had with interactive technologies their entire lives, they have developed preferences that are different than most of ours. Marc Prensky has given them the title of “Digital Natives.” They are visual learners, multi-taskers, with short attention spans, who use technology to express themselves. They are information analysts, content producers, and real-time learners who prefer instant and text messages. Technology is very important in their lives. They have to turn off their cell phones and put away their iPods. Click on underlined text to watch videos.
The application of new technologies to education, in this context, language education, is altering, obviously, the way we live, we think, we learn and we teach.