Let your students journey into the foreign language and its culture 140 characters at a time! Twitter provides the platform for authentic language and, when applied in and/or outside of the classroom, target language use becomes self-perpetuating and generative. Introduce Twitter to your classroom so students can interpret input, produce output and engage in conversations. Microblogging on Twitter helps motivate language learners to communicate more frequently in the language because this social networking tool is always on, always connected—accessible via web, text, mobile applications, and more. Join the microblogging expedition (create your own account on http://twitter.com) and explore the creation of a language learning community with your students and native speakers.
Tweet, tweet! Ideas for using Twitter in the Language ClassroomLara Anderson
This document discusses using Twitter in the language classroom and provides guidance for teachers. It defines Twitter as a microblogging service that allows users to post and read short messages called tweets. The document outlines several benefits of using Twitter for language learning, such as building community, practicing language outside of class, and accessing cultural information. It also provides examples of Twitter projects for students and guidance on setting up accounts, posting, following users, and using hashtags. Challenges of using Twitter and ideas for integrating it into language courses are also discussed.
Twitter is a microblogging tool that allows users to send short 140-character messages called tweets. It has become very popular with over 7 million users in 2009, including many teachers and students who use it to communicate. Twitter can be used for language teaching by having students follow each other and news organizations, read and write tweets, and collaborate on stories. It helps develop cultural awareness when interacting with native English speakers and supports active learning compared to traditional classrooms.
Learning English as a second language is challenging, but technology can make it easier by allowing learners to access English materials anywhere using apps. There are several apps teachers recommend to help learners improve their English skills, including chat apps to practice communicating in English, video apps to hear new vocabulary, translator apps, pronunciation apps, e-book apps to read and take notes, and listening apps with interactive exercises and quizzes.
This document discusses different types of errors that language learners make. It categorizes errors as interlingual, arising from the learner's first language, or intralingual, occurring within the target language. Errors are also defined as developmental, interference, or unique. Sources of errors include the learners themselves, teaching materials and methods, difficulties inherent in the language, and interference between the first and second languages. Making errors is considered a natural part of the language learning process.
This document provides an overview of how to use Twitter for teaching and learning. It discusses how Twitter allows brief text updates and media sharing, and explains common Twitter features like status updates, hashtags, retweets and direct messages. It also outlines how to set up a Twitter account and build a network by following others. Additionally, the document discusses how Twitter can be used for professional learning networks, collaboration, and sharing at conferences.
The document provides guidelines for developing education programs to teach key competences based on the European Reference Framework. It includes templates to help incorporate the 8 key competences into coursework, with a focus on communication in the mother tongue and foreign languages. The templates guide educators to specify the knowledge, skills, and attitudes students should demonstrate, as well as the courses, projects, trainings, and exams used to evaluate competency.
Let your students journey into the foreign language and its culture 140 characters at a time! Twitter provides the platform for authentic language and, when applied in and/or outside of the classroom, target language use becomes self-perpetuating and generative. Introduce Twitter to your classroom so students can interpret input, produce output and engage in conversations. Microblogging on Twitter helps motivate language learners to communicate more frequently in the language because this social networking tool is always on, always connected—accessible via web, text, mobile applications, and more. Join the microblogging expedition (create your own account on http://twitter.com) and explore the creation of a language learning community with your students and native speakers.
Tweet, tweet! Ideas for using Twitter in the Language ClassroomLara Anderson
This document discusses using Twitter in the language classroom and provides guidance for teachers. It defines Twitter as a microblogging service that allows users to post and read short messages called tweets. The document outlines several benefits of using Twitter for language learning, such as building community, practicing language outside of class, and accessing cultural information. It also provides examples of Twitter projects for students and guidance on setting up accounts, posting, following users, and using hashtags. Challenges of using Twitter and ideas for integrating it into language courses are also discussed.
Twitter is a microblogging tool that allows users to send short 140-character messages called tweets. It has become very popular with over 7 million users in 2009, including many teachers and students who use it to communicate. Twitter can be used for language teaching by having students follow each other and news organizations, read and write tweets, and collaborate on stories. It helps develop cultural awareness when interacting with native English speakers and supports active learning compared to traditional classrooms.
Learning English as a second language is challenging, but technology can make it easier by allowing learners to access English materials anywhere using apps. There are several apps teachers recommend to help learners improve their English skills, including chat apps to practice communicating in English, video apps to hear new vocabulary, translator apps, pronunciation apps, e-book apps to read and take notes, and listening apps with interactive exercises and quizzes.
This document discusses different types of errors that language learners make. It categorizes errors as interlingual, arising from the learner's first language, or intralingual, occurring within the target language. Errors are also defined as developmental, interference, or unique. Sources of errors include the learners themselves, teaching materials and methods, difficulties inherent in the language, and interference between the first and second languages. Making errors is considered a natural part of the language learning process.
This document provides an overview of how to use Twitter for teaching and learning. It discusses how Twitter allows brief text updates and media sharing, and explains common Twitter features like status updates, hashtags, retweets and direct messages. It also outlines how to set up a Twitter account and build a network by following others. Additionally, the document discusses how Twitter can be used for professional learning networks, collaboration, and sharing at conferences.
The document provides guidelines for developing education programs to teach key competences based on the European Reference Framework. It includes templates to help incorporate the 8 key competences into coursework, with a focus on communication in the mother tongue and foreign languages. The templates guide educators to specify the knowledge, skills, and attitudes students should demonstrate, as well as the courses, projects, trainings, and exams used to evaluate competency.
Let your students journey into the foreign language and its culture 140 characters at a time! Twitter provides the platform for authentic language and, when applied in and/or outside of the classroom, target language use becomes self-perpetuating and generative. Introduce Twitter to your classroom so students can interpret input, produce output and engage in conversations. Microblogging on Twitter helps motivate language learners to communicate more frequently in the language because this social networking tool is always on, always connected—accessible via web, text, mobile applications, and more. Join the microblogging expedition (create your own account on http://twitter.com) and explore the creation of a language learning community with your students and native speakers.
Twitter is multi-faceted social networking took that lends itself to synchronous and asynchronous communication. Twitter can transform social networking into educational networking. In the hands of a skilled teacher, Twitter can be a sound pedagogical tool in any discipline, and it can develop 21st literacy skills. Students can share knowledge, follow experts, converse via questions and discussion, and belong to a community that is not restricted by classroom walls. The conclusions reached in a recent study conducted by Junco, Heibergert and Loken (2010) suggest that using Twitter in educationally relevant ways can increase student engagement and improve grades because of faculty and student engagement in the learning process through communication and connections on Twitter.
Slides 12 & 13 belong to the presentation of Sarah Smith-Robbins, http://eld.montclair.edu/2011/01/19/pedagogy-first-technology-second-how-to-choose-the-right-tool-for-the-job/
The document discusses using Twitter for language learning through conversational writing. It outlines how students can follow Twitter conversations and accounts to practice the language in a community. Key ways Twitter can be used include having students summarize texts or chapters in tweets, engage in parallel conversations in class via tweets displayed in the classroom, and use Twitter as a stimulus for conversation.
This document discusses using social media for language learning. It outlines how Twitter, Facebook, and other tools can be used to practice languages through microblogging, following relevant accounts, participating in conversations and hashtag groups. It also discusses using synchronous tools like Skype and Google Hangouts for collaborative writing, discussions, and language practice. Privacy settings and strategies for educational use of social media are covered.
Evolving pedagogies for Teaching ItalianEnza Antenos
26 settembre 2010
ITANJ's "Primo Incontro"
Which of the latest trends in foreign language pedagogy have filtered into the teaching of Italian? Is Italian keeping pace with task-based learning, authentic learning, educational technology, theories in second language acquisition and those of learner autonomy and active and discovery learning? What are your teaching and learning objectives and which best practices do you implement to achieve them? This interactive presentation will highlight some current tendencies in SLA and envisage future directions for teaching Italian.
The document discusses two studies that examined the use of Twitter to build community. The first study looked at students in an Intermediate French class who tweeted in French 3 times per week. Students reported that Twitter helped build community with classmates and connect with French students abroad. Analysis of tweets found high levels of affective and interactive indicators. The second study examined graduate teaching assistants in a Foreign Language Teaching Methods course who tweeted about their experiences. Surveys found that participants connected most with other instructors and tweeted about reactions to teaching and seeking advice. Both studies aimed to determine if Twitter facilitated a sense of community and how participants interacted.
Microblogging for language learning: Using Twitter to Train Communicative and...Picknick Seehasombat
1) Researchers studied how using Twitter helped 90 Shanghai Jiao Tong University students learn English as a foreign language over 7 weeks.
2) Twitter allowed students to practice communicating in English and learn about different cultures by interacting with people from other countries.
3) Using Twitter as an online learning community improved students' communicative competence and cultural awareness while supplementing in-class instruction.
This document discusses using Twitter in education. It provides examples of how teachers and students can use Twitter, including for class discussions, feedback, following experts, and investigating topics. Students in one study reported that Twitter helped reduce their anxiety in the target language and allowed them to ask questions. The document provides suggestions for how teachers can incorporate Twitter, such as prompting initial tweets, developing course-specific practices, and having students discuss themselves or content in class or beyond.
This document provides an overview of a team working on a language learning startup called Parrot. It includes details about the team members, insights from user interviews, iterations of their business model canvas, and discussions about pivoting their idea from creating a separate platform to developing an "add-on lens" for existing platforms like TikTok to make language learning more engaging and effective. The team conducted over 30 interviews which provided insights that led them to pivot their idea to avoid directly competing with large existing platforms and instead leverage existing high-quality content.
A Personal (iPod) Touch to Languge Teaching and LearningEnza Antenos
This document summarizes a presentation about using iPod Touches to enhance language teaching and learning. It discusses:
1) A project at Montclair State University where 100 iPod Touches were distributed to students in Italian and English grammar courses to facilitate mobile learning.
2) How iPods allow learning to extend beyond the classroom and encourage a constantly connected learning environment.
3) Various apps that were used on the iPods, including Twitter, Voice Memos, Google Earth, Learn10 vocabulary app, and WordPress.
4) Preliminary findings that the learning curve for using the technology was high but that students were willing to participate more in class and share information using the iPods
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1) The document describes a study that examined the effects of an instructor model on student use of new grammar and vocabulary during practice on Twitter. Students were assigned to experimental and control groups.
2) The results showed that while students in the experimental group used new grammar and vocabulary more, the presence of the instructor model did not significantly influence their use. Students generally had positive views of using Twitter for practice.
3) The implications are that structured practice may be needed to consistently encourage use of new features, and that reducing activity duration while rewarding correct use could improve the Twitter practice.
Can we-use-twitter-for-educational-activitiesjosepalazon
The document analyzes the use of the social media platform Twitter to teach English as a foreign language to Chinese students. It finds that Twitter provides opportunities for students to actively produce English in short messages, allowing them to practice communicative and cultural competence. A case study was conducted with 90 Chinese students who posted over 5,500 tweets in English over seven weeks. An analysis of the tweets found they helped students develop sociolinguistic skills like appropriate style and strategic skills for handling communication breakdowns. Students also engaged with native English speakers and different cultures on Twitter, exposing them to real-world language use and cultural awareness.
The document describes a study on using Twitter for academic writing instruction. Over 3 semesters, the researcher implemented Twitter in advanced writing courses and collected student feedback and data. Based on the findings, the researcher refined the instructional design to better support constructivist and experiential learning principles. Key revisions included providing more training on using Twitter, implementing structured assignment types that required higher-order thinking, and facilitating greater interaction and resource sharing within student networks on Twitter. The researcher concluded that Twitter has potential to enhance writing instruction by enabling authentic practice and feedback within large online communities.
The document reviews several microblogging tools that can be used for language learning, including Twitter, Plurk, and Edmodo. It discusses the key features of microblogging like brevity, mobility, and real-time sharing. Benefits of using microblogging in the classroom include practicing language skills, continuing discussions inside and outside of class, and increasing interaction and fluency. Tips are provided on how to use tools like Twitter and Plurk for classroom activities and language exercises.
This document summarizes a research paper about using vlogs on YouTube as a platform for informal language learning and intercultural exchange. The researchers analyzed comments on three vlogs posted by an American learning French on YouTube. They found that vlogs provided opportunities for practicing speaking skills, peer learning, and discussions of cultural topics/stereotypes. However, vlogs were also limited by users' linguistic abilities and potential ethical issues when using social media for education. While vlogs showed potential, more research is needed on interactions in unstable online contexts and pedagogical uses of language vlogs.
My first Ignite presentation (that is presenting 20 slides, 15 secs a slide, auto advance, 5 minutes in total) to share my passion with my audience about Twitter. I'm glad it wasn't recorded because I messed up around slide 6, but I added the script here so you can see that a lot can be said in 5 minutes. It was a fun challenge as it took me out of my comfort zone... much to be said about that :)
The document discusses using social media tools to engage students more effectively in learning. It provides examples of how the instructor incorporated social media like wikis, blogs, and photo sharing in two Spanish language courses. Surveys of students' digital skills showed variation within generations. Strategies included adapting assignments, providing technology choice, and discussing privacy/copyright. Benefits were more student control, personalized learning, and reflecting on digital literacy issues. Limitations included tool malfunctions and not all students addressing discussed topics.
Made In Italy as a tool for FL teaching & learning / Il made in Italy come st...Enza Antenos
an introductory lesson on Made in Italy as a tool for foreign language learning, incorporating best practices for intermediate-level language learners / una lezione preliminare sul made in Italy come strumento glottodidattico, elaborando le buone pratiche per studenti L2 al livello intermedio
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Let your students journey into the foreign language and its culture 140 characters at a time! Twitter provides the platform for authentic language and, when applied in and/or outside of the classroom, target language use becomes self-perpetuating and generative. Introduce Twitter to your classroom so students can interpret input, produce output and engage in conversations. Microblogging on Twitter helps motivate language learners to communicate more frequently in the language because this social networking tool is always on, always connected—accessible via web, text, mobile applications, and more. Join the microblogging expedition (create your own account on http://twitter.com) and explore the creation of a language learning community with your students and native speakers.
Twitter is multi-faceted social networking took that lends itself to synchronous and asynchronous communication. Twitter can transform social networking into educational networking. In the hands of a skilled teacher, Twitter can be a sound pedagogical tool in any discipline, and it can develop 21st literacy skills. Students can share knowledge, follow experts, converse via questions and discussion, and belong to a community that is not restricted by classroom walls. The conclusions reached in a recent study conducted by Junco, Heibergert and Loken (2010) suggest that using Twitter in educationally relevant ways can increase student engagement and improve grades because of faculty and student engagement in the learning process through communication and connections on Twitter.
Slides 12 & 13 belong to the presentation of Sarah Smith-Robbins, http://eld.montclair.edu/2011/01/19/pedagogy-first-technology-second-how-to-choose-the-right-tool-for-the-job/
The document discusses using Twitter for language learning through conversational writing. It outlines how students can follow Twitter conversations and accounts to practice the language in a community. Key ways Twitter can be used include having students summarize texts or chapters in tweets, engage in parallel conversations in class via tweets displayed in the classroom, and use Twitter as a stimulus for conversation.
This document discusses using social media for language learning. It outlines how Twitter, Facebook, and other tools can be used to practice languages through microblogging, following relevant accounts, participating in conversations and hashtag groups. It also discusses using synchronous tools like Skype and Google Hangouts for collaborative writing, discussions, and language practice. Privacy settings and strategies for educational use of social media are covered.
Evolving pedagogies for Teaching ItalianEnza Antenos
26 settembre 2010
ITANJ's "Primo Incontro"
Which of the latest trends in foreign language pedagogy have filtered into the teaching of Italian? Is Italian keeping pace with task-based learning, authentic learning, educational technology, theories in second language acquisition and those of learner autonomy and active and discovery learning? What are your teaching and learning objectives and which best practices do you implement to achieve them? This interactive presentation will highlight some current tendencies in SLA and envisage future directions for teaching Italian.
The document discusses two studies that examined the use of Twitter to build community. The first study looked at students in an Intermediate French class who tweeted in French 3 times per week. Students reported that Twitter helped build community with classmates and connect with French students abroad. Analysis of tweets found high levels of affective and interactive indicators. The second study examined graduate teaching assistants in a Foreign Language Teaching Methods course who tweeted about their experiences. Surveys found that participants connected most with other instructors and tweeted about reactions to teaching and seeking advice. Both studies aimed to determine if Twitter facilitated a sense of community and how participants interacted.
Microblogging for language learning: Using Twitter to Train Communicative and...Picknick Seehasombat
1) Researchers studied how using Twitter helped 90 Shanghai Jiao Tong University students learn English as a foreign language over 7 weeks.
2) Twitter allowed students to practice communicating in English and learn about different cultures by interacting with people from other countries.
3) Using Twitter as an online learning community improved students' communicative competence and cultural awareness while supplementing in-class instruction.
This document discusses using Twitter in education. It provides examples of how teachers and students can use Twitter, including for class discussions, feedback, following experts, and investigating topics. Students in one study reported that Twitter helped reduce their anxiety in the target language and allowed them to ask questions. The document provides suggestions for how teachers can incorporate Twitter, such as prompting initial tweets, developing course-specific practices, and having students discuss themselves or content in class or beyond.
This document provides an overview of a team working on a language learning startup called Parrot. It includes details about the team members, insights from user interviews, iterations of their business model canvas, and discussions about pivoting their idea from creating a separate platform to developing an "add-on lens" for existing platforms like TikTok to make language learning more engaging and effective. The team conducted over 30 interviews which provided insights that led them to pivot their idea to avoid directly competing with large existing platforms and instead leverage existing high-quality content.
A Personal (iPod) Touch to Languge Teaching and LearningEnza Antenos
This document summarizes a presentation about using iPod Touches to enhance language teaching and learning. It discusses:
1) A project at Montclair State University where 100 iPod Touches were distributed to students in Italian and English grammar courses to facilitate mobile learning.
2) How iPods allow learning to extend beyond the classroom and encourage a constantly connected learning environment.
3) Various apps that were used on the iPods, including Twitter, Voice Memos, Google Earth, Learn10 vocabulary app, and WordPress.
4) Preliminary findings that the learning curve for using the technology was high but that students were willing to participate more in class and share information using the iPods
Micro-input: Effects of an Instructor Model on L2 Student Practice on TwitterFabrizio Fornara
1) The document describes a study that examined the effects of an instructor model on student use of new grammar and vocabulary during practice on Twitter. Students were assigned to experimental and control groups.
2) The results showed that while students in the experimental group used new grammar and vocabulary more, the presence of the instructor model did not significantly influence their use. Students generally had positive views of using Twitter for practice.
3) The implications are that structured practice may be needed to consistently encourage use of new features, and that reducing activity duration while rewarding correct use could improve the Twitter practice.
Can we-use-twitter-for-educational-activitiesjosepalazon
The document analyzes the use of the social media platform Twitter to teach English as a foreign language to Chinese students. It finds that Twitter provides opportunities for students to actively produce English in short messages, allowing them to practice communicative and cultural competence. A case study was conducted with 90 Chinese students who posted over 5,500 tweets in English over seven weeks. An analysis of the tweets found they helped students develop sociolinguistic skills like appropriate style and strategic skills for handling communication breakdowns. Students also engaged with native English speakers and different cultures on Twitter, exposing them to real-world language use and cultural awareness.
The document describes a study on using Twitter for academic writing instruction. Over 3 semesters, the researcher implemented Twitter in advanced writing courses and collected student feedback and data. Based on the findings, the researcher refined the instructional design to better support constructivist and experiential learning principles. Key revisions included providing more training on using Twitter, implementing structured assignment types that required higher-order thinking, and facilitating greater interaction and resource sharing within student networks on Twitter. The researcher concluded that Twitter has potential to enhance writing instruction by enabling authentic practice and feedback within large online communities.
The document reviews several microblogging tools that can be used for language learning, including Twitter, Plurk, and Edmodo. It discusses the key features of microblogging like brevity, mobility, and real-time sharing. Benefits of using microblogging in the classroom include practicing language skills, continuing discussions inside and outside of class, and increasing interaction and fluency. Tips are provided on how to use tools like Twitter and Plurk for classroom activities and language exercises.
This document summarizes a research paper about using vlogs on YouTube as a platform for informal language learning and intercultural exchange. The researchers analyzed comments on three vlogs posted by an American learning French on YouTube. They found that vlogs provided opportunities for practicing speaking skills, peer learning, and discussions of cultural topics/stereotypes. However, vlogs were also limited by users' linguistic abilities and potential ethical issues when using social media for education. While vlogs showed potential, more research is needed on interactions in unstable online contexts and pedagogical uses of language vlogs.
My first Ignite presentation (that is presenting 20 slides, 15 secs a slide, auto advance, 5 minutes in total) to share my passion with my audience about Twitter. I'm glad it wasn't recorded because I messed up around slide 6, but I added the script here so you can see that a lot can be said in 5 minutes. It was a fun challenge as it took me out of my comfort zone... much to be said about that :)
The document discusses using social media tools to engage students more effectively in learning. It provides examples of how the instructor incorporated social media like wikis, blogs, and photo sharing in two Spanish language courses. Surveys of students' digital skills showed variation within generations. Strategies included adapting assignments, providing technology choice, and discussing privacy/copyright. Benefits were more student control, personalized learning, and reflecting on digital literacy issues. Limitations included tool malfunctions and not all students addressing discussed topics.
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Digital Banking in the Cloud: How Citizens Bank Unlocked Their MainframePrecisely
Inconsistent user experience and siloed data, high costs, and changing customer expectations – Citizens Bank was experiencing these challenges while it was attempting to deliver a superior digital banking experience for its clients. Its core banking applications run on the mainframe and Citizens was using legacy utilities to get the critical mainframe data to feed customer-facing channels, like call centers, web, and mobile. Ultimately, this led to higher operating costs (MIPS), delayed response times, and longer time to market.
Ever-changing customer expectations demand more modern digital experiences, and the bank needed to find a solution that could provide real-time data to its customer channels with low latency and operating costs. Join this session to learn how Citizens is leveraging Precisely to replicate mainframe data to its customer channels and deliver on their “modern digital bank” experiences.
"Frontline Battles with DDoS: Best practices and Lessons Learned", Igor IvaniukFwdays
At this talk we will discuss DDoS protection tools and best practices, discuss network architectures and what AWS has to offer. Also, we will look into one of the largest DDoS attacks on Ukrainian infrastructure that happened in February 2022. We'll see, what techniques helped to keep the web resources available for Ukrainians and how AWS improved DDoS protection for all customers based on Ukraine experience
How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdfChart Kalyan
A Mix Chart displays historical data of numbers in a graphical or tabular form. The Kalyan Rajdhani Mix Chart specifically shows the results of a sequence of numbers over different periods.
Programming Foundation Models with DSPy - Meetup SlidesZilliz
Prompting language models is hard, while programming language models is easy. In this talk, I will discuss the state-of-the-art framework DSPy for programming foundation models with its powerful optimizers and runtime constraint system.
AppSec PNW: Android and iOS Application Security with MobSFAjin Abraham
Mobile Security Framework - MobSF is a free and open source automated mobile application security testing environment designed to help security engineers, researchers, developers, and penetration testers to identify security vulnerabilities, malicious behaviours and privacy concerns in mobile applications using static and dynamic analysis. It supports all the popular mobile application binaries and source code formats built for Android and iOS devices. In addition to automated security assessment, it also offers an interactive testing environment to build and execute scenario based test/fuzz cases against the application.
This talk covers:
Using MobSF for static analysis of mobile applications.
Interactive dynamic security assessment of Android and iOS applications.
Solving Mobile app CTF challenges.
Reverse engineering and runtime analysis of Mobile malware.
How to shift left and integrate MobSF/mobsfscan SAST and DAST in your build pipeline.
The Microsoft 365 Migration Tutorial For Beginner.pptxoperationspcvita
This presentation will help you understand the power of Microsoft 365. However, we have mentioned every productivity app included in Office 365. Additionally, we have suggested the migration situation related to Office 365 and how we can help you.
You can also read: https://www.systoolsgroup.com/updates/office-365-tenant-to-tenant-migration-step-by-step-complete-guide/
Ivanti’s Patch Tuesday breakdown goes beyond patching your applications and brings you the intelligence and guidance needed to prioritize where to focus your attention first. Catch early analysis on our Ivanti blog, then join industry expert Chris Goettl for the Patch Tuesday Webinar Event. There we’ll do a deep dive into each of the bulletins and give guidance on the risks associated with the newly-identified vulnerabilities.
Microblogging on Twitter: Social Networking in the Italian Classroom
1. Microblogging on Twitter: Social Networking in the Italian Classroom Enza Antenos-Conforti Montclair State University Follow me @iVenus (my PLN); @profeac
2. Twitter in L2 Education? Can social networking be transformed to educational networking? Proposed by academHacK(David Parry)
3. Social Networking as Educational Networking Twitter is computer-mediated communication that engages students in: communication collaboration a constructivist learning environment
10. Students will… engage in synchronous & asynchronous CMC engage in individual & community language use The Learning Potential of Twitter
11. Students can… belong to the classroom & beyond…into the target language culture Additional advantage…
12. Expectations: The Syllabus On Twitter each week, I expect you to do two things: post short messages on your Twitter.com account twice a week (on 2 of the 3 weekdays we do not have class--Tuesday, Thursday, or Friday). You will be limited to 140 characters in total, including spaces & punctuation. This is so you can practice writing about your routine within text limitations. to comment on someone else's tweet (entry on Twitter) once a week. Example: Let's say PINCO's tweet says: Sabato ho vistoil film “I am legend” You can reply to PINCO as follows: @PINCO vogliovederloanch'io. Ti èpiaciuto? You must comment to only one person per week to receive full credit. Once you get used to the reply feature, it becomes second nature.
18. Findings: Twitterers… interpret input produce output engage in conversations Good morning, is it cold? What’s the weather like? Good morning, yesterday makes* beautiful. Today is cold. What’s the weather like there? Sorry for the late (reply)! Here it’s humid and there is fog this evening.
19. Unexpected Findings 1 Good language practice Increased appreciation for language and culture Experiential learning
24. Links/Images Twitter in italiano http://blog.twitter.com/2009/12/ed-ecco-litaliano.html Twitter bird and bookshttp://www.distance-education.org/Articles/Top-75-College-Education-Tweets-133.html Elements of Digital Conversation http://www.mikearauz.com/2009/04/elements-of-digital-conversation.html How Twitter Will Change the Way We Live (Time Magazine, June 2009) http://www.time.com/time/business/article/0,8599,1902604,00.html Elements of Digital Conversation http://www.mikearauz.com/2009/04/elements-of-digital-conversation.html Twitter bird and book: http://www.distance-education.org/Articles/Top-75-College-Education-Tweets-133.html How Twitter Will Change the Way We Live (Time Magazine, June 2009) http://www.time.com/time/business/article/0,8599,1902604,00.html
25. Grazie! Thank you! Enza Antenos-Conforti, PhD Department of Spanish & Italian Montclair State University antenosconfe@mail.montclair.edu