The document discusses how to learn English using media and outlines several topics including speaking and pronunciation, vocabulary, listening, reading, writing, and grammar. It provides subtopics for grammar like modal auxiliaries, tenses, and comparisons. It also lists some media tools that can be used for reading like games, e-books, videos, and Adobe Flash and covers essay writing and the writing process.
iAccess Language: iPad Apps for Building Vocabulary, Grammar and Understandin...SCAAC-N
This document provides an overview of iPad apps that can be used to target various language goals for students. It discusses the difference between speech and language, and how to match apps to specific language goals in areas like vocabulary, grammar, concepts, and comprehension. Several ready-to-use apps are described in detail, including how they can be used to target prepositions, sentence building, categories, auditory processing, and following directions. Creative apps like Book Creator and Puppet Pals are also presented as ways students can demonstrate their language skills through storytelling and presentations.
The document discusses many apps that can be used in special education for cause and effect activities, reading, math, writing, art, communication, and classroom management. It provides examples of apps for early learning skills, academic skills, life skills, switch access, and tools for teachers. Many apps are free or low-cost and can be used to engage students on iPads and iPods through touch, sounds, pictures and other interactive features.
This document compares the features of Little Reader and PowerPoint for creating and presenting lessons. It states that Little Reader allows displaying different pictures each time a word is played, easily attaching pronunciations and media, personalizing lessons with custom content, switching presentation modes, and tracking word repetitions. Little Reader also enables locking the screen during playback, expanding lessons indefinitely, and editing photos within the program.
This document discusses various CALL (computer-assisted language learning) and MALL (mobile-assisted language learning) methods and tools. It provides pros and cons of apps like Duolingo, LiveMocha, and Anki. Ideas are presented for using smartphone features like texting, audio recording, photos, and videos in language learning. Specific mobile apps are also discussed, such as WordLens, MobiLibs, QR readers, and VoiceThread. The document concludes with an activity where teachers work in groups to design a lesson using one of the mobile learning methods.
Webcast for Reading Horizons Online Dyslexia Summit. Eric Price shares technology tips for students with dyslexia. For full presentation, visit https://www.readinghorizons.com/webinars/assistive-technology-in-the-classroom
The document discusses how to learn English using media and covers topics like speaking, pronunciation, vocabulary, listening, reading, writing, and grammar. It mentions using games, e-books, videos, and Adobe Flash to improve reading skills and recommends learning essay writing, the writing process, and paragraph organization. Grammar topics include modal auxiliaries, the passive, tenses, asking questions, comparisons, nouns and pronouns, count and noncount nouns, gerunds and infinitives, and adjective clauses.
The document discusses various technologies that can support struggling readers and writers, including text-to-speech and word prediction software and apps. It considers reasons for and against using these tools from the perspective of teachers, administrators, parents, and students. Resources and features of programs like WYNN, Kurzweil, Read & Write Gold, and Snap & Read are also outlined.
The document discusses how to learn English using media and outlines several topics including speaking and pronunciation, vocabulary, listening, reading, writing, and grammar. It provides subtopics for grammar like modal auxiliaries, tenses, and comparisons. It also lists some media tools that can be used for reading like games, e-books, videos, and Adobe Flash and covers essay writing and the writing process.
iAccess Language: iPad Apps for Building Vocabulary, Grammar and Understandin...SCAAC-N
This document provides an overview of iPad apps that can be used to target various language goals for students. It discusses the difference between speech and language, and how to match apps to specific language goals in areas like vocabulary, grammar, concepts, and comprehension. Several ready-to-use apps are described in detail, including how they can be used to target prepositions, sentence building, categories, auditory processing, and following directions. Creative apps like Book Creator and Puppet Pals are also presented as ways students can demonstrate their language skills through storytelling and presentations.
The document discusses many apps that can be used in special education for cause and effect activities, reading, math, writing, art, communication, and classroom management. It provides examples of apps for early learning skills, academic skills, life skills, switch access, and tools for teachers. Many apps are free or low-cost and can be used to engage students on iPads and iPods through touch, sounds, pictures and other interactive features.
This document compares the features of Little Reader and PowerPoint for creating and presenting lessons. It states that Little Reader allows displaying different pictures each time a word is played, easily attaching pronunciations and media, personalizing lessons with custom content, switching presentation modes, and tracking word repetitions. Little Reader also enables locking the screen during playback, expanding lessons indefinitely, and editing photos within the program.
This document discusses various CALL (computer-assisted language learning) and MALL (mobile-assisted language learning) methods and tools. It provides pros and cons of apps like Duolingo, LiveMocha, and Anki. Ideas are presented for using smartphone features like texting, audio recording, photos, and videos in language learning. Specific mobile apps are also discussed, such as WordLens, MobiLibs, QR readers, and VoiceThread. The document concludes with an activity where teachers work in groups to design a lesson using one of the mobile learning methods.
Webcast for Reading Horizons Online Dyslexia Summit. Eric Price shares technology tips for students with dyslexia. For full presentation, visit https://www.readinghorizons.com/webinars/assistive-technology-in-the-classroom
The document discusses how to learn English using media and covers topics like speaking, pronunciation, vocabulary, listening, reading, writing, and grammar. It mentions using games, e-books, videos, and Adobe Flash to improve reading skills and recommends learning essay writing, the writing process, and paragraph organization. Grammar topics include modal auxiliaries, the passive, tenses, asking questions, comparisons, nouns and pronouns, count and noncount nouns, gerunds and infinitives, and adjective clauses.
The document discusses various technologies that can support struggling readers and writers, including text-to-speech and word prediction software and apps. It considers reasons for and against using these tools from the perspective of teachers, administrators, parents, and students. Resources and features of programs like WYNN, Kurzweil, Read & Write Gold, and Snap & Read are also outlined.
This document discusses the importance and benefits of mobile learning in schools. It argues that schools need to transition to integrating mobile learning to prepare students for 21st century skills and the job market. Mobile learning enhances student learning experiences by allowing them to take control of their learning, be more engaged, and learn outside the classroom through distance learning. It provides flexibility and opportunities for hands-on, personalized learning. The document outlines different types of mobile learning and its purpose of challenging students, assessing learning, and inspiring students.
Mobile learning, or mLearning, refers to learning that takes place on mobile devices and allows learning to occur across different spaces and times. Mobile devices that support mLearning include phones, cameras, devices with internet access, e-book readers, GPS systems, personal organizers, and music/podcast players. The rationale for mLearning is that it enables learning to occur anywhere and anytime using mobile technologies.
This document discusses the health benefits of green tea. It provides an overview of green tea, including its popularity in countries like China and India, its antioxidant and polyphenol content, and recent growth in popularity in the United States. The document then outlines several potential health benefits of green tea that have been studied, such as reduced risk of cancer, heart disease, diabetes, and positive effects on weight loss and stress relief. It concludes by discussing where to purchase green tea and best practices for brewing green tea.
The impact of technology on student learningBettShow
The document summarizes the implementation and impact of a Bring Your Own Device (BYOD) policy at Wildern School. It discusses how:
1) 18 students proposed the BYOD policy after surveying over 1,000 students about device ownership and use. They identified learning opportunities across subjects.
2) The BYOD policy allows students to use their own devices for multimedia projects, editing videos, blogging, and using educational apps and websites. This provides authentic audiences and allows choice in outputs.
3) Teachers found BYOD fostered creativity, confidence, and engagement as students became creators and publishers of content. Real-world tools gave learning a "profound" depth.
Educational technology can improve skills in core subjects like math, reading, and writing while making learning more engaging. It prepares students for a technology-focused future by allowing teachers to deliver content through digital means like online lessons and classroom research. While technology in the classroom can boost learning outcomes and job skills, its success depends on properly training teachers, setting clear goals, and providing technical support, as inconsistency and distractions may otherwise arise.
Chapter 2:review of related literature and studiesmhel15
This document discusses the review of related literature and studies portion of a research paper. It defines conceptual literature as non-empirical sources like books and journalism, while research literature refers to empirical studies from published and unpublished local and foreign sources. The purpose of a literature review is to avoid duplication, guide theoretical frameworks, and inform research design choices. A good review uses current, relevant sources and objectively scrutinizes data to allow generalizations. Sources can include theses, books, websites and dictionaries.
This document discusses the importance of technology in education. It argues that technology is here to stay and should be used to enhance student achievement and develop higher-order skills by supporting various instructional strategies. Meta-analysis studies have found that students using computer-based instruction scored higher on tests and learned more in less time compared to traditional instruction alone. Teachers are advised to focus on effective instructional strategies and appropriately integrate relevant technologies to ensure high-quality learning.
Effects of Technological Device to StudentsKollins Lolong
This document discusses a study on the effects of technological devices on the learning performance of information technology students. It begins with an introduction describing the increasing role of technological devices like cellphones, laptops, and computers in students' lives. It then discusses the statement of the problem, which aims to determine the negative and positive effects of technological devices on IT student performance. The document also presents the study's scope, limitations, theoretical framework based on cognitive learning theory, and reviews related literature both from foreign and local sources on the role of technology in education.
This document discusses the importance of reviewing related literature and studies when conducting research. It states that a review of existing materials provides the foundation for a proposed study by guiding the researcher and helping to identify a research problem or topic, understand the topic better, avoid duplicating other studies, locate additional sources of information, and design the research methodology. The document also outlines the characteristics, sources, and locations of related literature and studies that should be surveyed.
The effects of social media on college studentsArina Fauzi
This document summarizes a research study on the effects of social media on college students. A survey was administered to 48 college students, collecting data on their social media usage habits and perceptions of how social media affects their studies. The results showed that Facebook was the most popular site, with students spending 6-8 hours per day on average checking social media. While social media allowed students to connect with others, 80% of respondents used social media while doing homework, which could increase distraction and negatively impact academic performance. The study concluded that most college students' social media usage affects their study efficiency and may lower grades.
To find the students awareness of social networks.
b. To find for what purposes the students are using social networks.
c. To find effects of social networks on studies of the students.
d. To find Student’s ideas on how social networks can be used positively for education purposes.
e. To find average time spent on social networks by UNIVOTEC students
f. To find average expenditure spend by students on sustenance in social network
This document discusses the meaning of educational technology. It provides various definitions from different sources that define educational technology as the application of technology to satisfy educational needs and desires through systematic methods. Educational technology involves people, procedures, ideas, devices and organization to analyze and solve problems in human learning. It can include both the technology and processes used in education, as well as instructional methods that integrate technology into teaching. The document also discusses how technology can be either a boon or bane to education, and the various roles technology can play in supporting learning through tools, information, context, social interaction and intellectual partnership.
This document discusses the impact of technology on education. It begins by defining technology and education. It then outlines some key technologies used in education like smart boards, projectors, computers and TVs. It notes that technology enhances teaching and learning by making it more visual and interactive. However, it can also negatively impact writing skills and increase cheating. In conclusion, while technology poses benefits like exciting students to learn, it also has drawbacks like reducing imagination. Teachers should take advantage of the benefits while minimizing the downsides.
Using iPads in the Classroom for Children with Special NeedsEric Sailers
This slideshow covers the latest information regarding iPads for children with special needs. iOS 8 and accessibility are highlighted as well as free, paid, and specialized apps that span reading, writing, math, communication, social skills, organization, and more. Several implementation ideas are provided with best practices to effectively implement iPad apps for children with special needs.
Apps in the Classroom provides an overview of how iPad apps can expand learning both inside and outside the classroom. It discusses how tens of thousands of education apps cover a wide range of subjects from math to science to foreign languages. When selecting apps, teachers should consider the app's engagement level, developmental appropriateness, instructional design, motivation, and accessibility. The document provides examples of featured apps and questions to ask to evaluate apps in these key areas to integrate effective apps into classroom lessons.
E task based language teaching(ETBLT), Amjad Tahaamjadtaha06
This document discusses e-task based language teaching (ETBLT), which uses technology like websites, apps, or web-based tools to create meaningful language learning opportunities through tasks. It outlines challenges of implementing communicative tasks in class and how technology can help address these by enhancing authenticity, motivation, and student ownership. Examples of digital tools are provided, like Voki for avatars, Google Maps for location tasks, and VoiceThread for multimedia commenting. The document encourages incorporating a digital tool into a sample task and discusses how technology can enhance learning from tasks through increased language production, motivation, and creating real-life situations. Potential challenges mentioned include familiarity, resistance, and reluctance with the technology.
Using Technology In The Language ClassroomErin Lowry
The document discusses various technological tools that can be used in the language classroom, including both traditional and new technologies. It provides examples of tools such as movies, TV shows, computers, and the internet that can be used as instructional tools. It also discusses the benefits of using technology, such as encouraging collaboration, developing real-world skills, and providing authentic language learning opportunities. Suggestions are made for effective online learning, such as providing access to information, encouraging interaction, and building a supportive community.
The Fantastic Four team chose four educational apps that would be useful in classrooms: Charades, ASL Coach, Vocabulary Spelling City, and Autism iHelp. Each app was summarized, including its purpose, reviews, classroom uses, and relevant learning standards. Charades helps students practice communication skills, ASL Coach teaches American Sign Language, Vocabulary Spelling City provides spelling and vocabulary games, and Autism iHelp focuses on who, what, when questions to aid vocabulary for students with autism.
Expanding ESL learning via mobile technologies - MATSOL Conference 2014-05-09Heidi Larson
Slides from a presentation by Heidi Larson and the Framingham Adult ESL Plus school at the Massachusetts Association of Teachers of Speakers of Other Languages (MATSOL) Conference in May, 2014
Language Lab software offers teachers the ability to monitor their students' progress through its tracking features, a crucial aspect of digital language laboratories that significantly enhances language learners' performance.
This document discusses the importance and benefits of mobile learning in schools. It argues that schools need to transition to integrating mobile learning to prepare students for 21st century skills and the job market. Mobile learning enhances student learning experiences by allowing them to take control of their learning, be more engaged, and learn outside the classroom through distance learning. It provides flexibility and opportunities for hands-on, personalized learning. The document outlines different types of mobile learning and its purpose of challenging students, assessing learning, and inspiring students.
Mobile learning, or mLearning, refers to learning that takes place on mobile devices and allows learning to occur across different spaces and times. Mobile devices that support mLearning include phones, cameras, devices with internet access, e-book readers, GPS systems, personal organizers, and music/podcast players. The rationale for mLearning is that it enables learning to occur anywhere and anytime using mobile technologies.
This document discusses the health benefits of green tea. It provides an overview of green tea, including its popularity in countries like China and India, its antioxidant and polyphenol content, and recent growth in popularity in the United States. The document then outlines several potential health benefits of green tea that have been studied, such as reduced risk of cancer, heart disease, diabetes, and positive effects on weight loss and stress relief. It concludes by discussing where to purchase green tea and best practices for brewing green tea.
The impact of technology on student learningBettShow
The document summarizes the implementation and impact of a Bring Your Own Device (BYOD) policy at Wildern School. It discusses how:
1) 18 students proposed the BYOD policy after surveying over 1,000 students about device ownership and use. They identified learning opportunities across subjects.
2) The BYOD policy allows students to use their own devices for multimedia projects, editing videos, blogging, and using educational apps and websites. This provides authentic audiences and allows choice in outputs.
3) Teachers found BYOD fostered creativity, confidence, and engagement as students became creators and publishers of content. Real-world tools gave learning a "profound" depth.
Educational technology can improve skills in core subjects like math, reading, and writing while making learning more engaging. It prepares students for a technology-focused future by allowing teachers to deliver content through digital means like online lessons and classroom research. While technology in the classroom can boost learning outcomes and job skills, its success depends on properly training teachers, setting clear goals, and providing technical support, as inconsistency and distractions may otherwise arise.
Chapter 2:review of related literature and studiesmhel15
This document discusses the review of related literature and studies portion of a research paper. It defines conceptual literature as non-empirical sources like books and journalism, while research literature refers to empirical studies from published and unpublished local and foreign sources. The purpose of a literature review is to avoid duplication, guide theoretical frameworks, and inform research design choices. A good review uses current, relevant sources and objectively scrutinizes data to allow generalizations. Sources can include theses, books, websites and dictionaries.
This document discusses the importance of technology in education. It argues that technology is here to stay and should be used to enhance student achievement and develop higher-order skills by supporting various instructional strategies. Meta-analysis studies have found that students using computer-based instruction scored higher on tests and learned more in less time compared to traditional instruction alone. Teachers are advised to focus on effective instructional strategies and appropriately integrate relevant technologies to ensure high-quality learning.
Effects of Technological Device to StudentsKollins Lolong
This document discusses a study on the effects of technological devices on the learning performance of information technology students. It begins with an introduction describing the increasing role of technological devices like cellphones, laptops, and computers in students' lives. It then discusses the statement of the problem, which aims to determine the negative and positive effects of technological devices on IT student performance. The document also presents the study's scope, limitations, theoretical framework based on cognitive learning theory, and reviews related literature both from foreign and local sources on the role of technology in education.
This document discusses the importance of reviewing related literature and studies when conducting research. It states that a review of existing materials provides the foundation for a proposed study by guiding the researcher and helping to identify a research problem or topic, understand the topic better, avoid duplicating other studies, locate additional sources of information, and design the research methodology. The document also outlines the characteristics, sources, and locations of related literature and studies that should be surveyed.
The effects of social media on college studentsArina Fauzi
This document summarizes a research study on the effects of social media on college students. A survey was administered to 48 college students, collecting data on their social media usage habits and perceptions of how social media affects their studies. The results showed that Facebook was the most popular site, with students spending 6-8 hours per day on average checking social media. While social media allowed students to connect with others, 80% of respondents used social media while doing homework, which could increase distraction and negatively impact academic performance. The study concluded that most college students' social media usage affects their study efficiency and may lower grades.
To find the students awareness of social networks.
b. To find for what purposes the students are using social networks.
c. To find effects of social networks on studies of the students.
d. To find Student’s ideas on how social networks can be used positively for education purposes.
e. To find average time spent on social networks by UNIVOTEC students
f. To find average expenditure spend by students on sustenance in social network
This document discusses the meaning of educational technology. It provides various definitions from different sources that define educational technology as the application of technology to satisfy educational needs and desires through systematic methods. Educational technology involves people, procedures, ideas, devices and organization to analyze and solve problems in human learning. It can include both the technology and processes used in education, as well as instructional methods that integrate technology into teaching. The document also discusses how technology can be either a boon or bane to education, and the various roles technology can play in supporting learning through tools, information, context, social interaction and intellectual partnership.
This document discusses the impact of technology on education. It begins by defining technology and education. It then outlines some key technologies used in education like smart boards, projectors, computers and TVs. It notes that technology enhances teaching and learning by making it more visual and interactive. However, it can also negatively impact writing skills and increase cheating. In conclusion, while technology poses benefits like exciting students to learn, it also has drawbacks like reducing imagination. Teachers should take advantage of the benefits while minimizing the downsides.
Using iPads in the Classroom for Children with Special NeedsEric Sailers
This slideshow covers the latest information regarding iPads for children with special needs. iOS 8 and accessibility are highlighted as well as free, paid, and specialized apps that span reading, writing, math, communication, social skills, organization, and more. Several implementation ideas are provided with best practices to effectively implement iPad apps for children with special needs.
Apps in the Classroom provides an overview of how iPad apps can expand learning both inside and outside the classroom. It discusses how tens of thousands of education apps cover a wide range of subjects from math to science to foreign languages. When selecting apps, teachers should consider the app's engagement level, developmental appropriateness, instructional design, motivation, and accessibility. The document provides examples of featured apps and questions to ask to evaluate apps in these key areas to integrate effective apps into classroom lessons.
E task based language teaching(ETBLT), Amjad Tahaamjadtaha06
This document discusses e-task based language teaching (ETBLT), which uses technology like websites, apps, or web-based tools to create meaningful language learning opportunities through tasks. It outlines challenges of implementing communicative tasks in class and how technology can help address these by enhancing authenticity, motivation, and student ownership. Examples of digital tools are provided, like Voki for avatars, Google Maps for location tasks, and VoiceThread for multimedia commenting. The document encourages incorporating a digital tool into a sample task and discusses how technology can enhance learning from tasks through increased language production, motivation, and creating real-life situations. Potential challenges mentioned include familiarity, resistance, and reluctance with the technology.
Using Technology In The Language ClassroomErin Lowry
The document discusses various technological tools that can be used in the language classroom, including both traditional and new technologies. It provides examples of tools such as movies, TV shows, computers, and the internet that can be used as instructional tools. It also discusses the benefits of using technology, such as encouraging collaboration, developing real-world skills, and providing authentic language learning opportunities. Suggestions are made for effective online learning, such as providing access to information, encouraging interaction, and building a supportive community.
The Fantastic Four team chose four educational apps that would be useful in classrooms: Charades, ASL Coach, Vocabulary Spelling City, and Autism iHelp. Each app was summarized, including its purpose, reviews, classroom uses, and relevant learning standards. Charades helps students practice communication skills, ASL Coach teaches American Sign Language, Vocabulary Spelling City provides spelling and vocabulary games, and Autism iHelp focuses on who, what, when questions to aid vocabulary for students with autism.
Expanding ESL learning via mobile technologies - MATSOL Conference 2014-05-09Heidi Larson
Slides from a presentation by Heidi Larson and the Framingham Adult ESL Plus school at the Massachusetts Association of Teachers of Speakers of Other Languages (MATSOL) Conference in May, 2014
Language Lab software offers teachers the ability to monitor their students' progress through its tracking features, a crucial aspect of digital language laboratories that significantly enhances language learners' performance.
Language Lab Software Definition Types Features Pdf & How It Works.pptxEnglish Language Lab
Our Digital Language Lab software simplifies language learning. It's full of useful features, simple to use, and helps students improve their language skills quickly. It will likely to make an important impact on how schools teach languages.
Text to-voice applications-to_promote_speaking_skill[1]Amany AlKhayat
This document discusses using text-to-speech applications to promote speaking skills for English language learners. It notes several difficulties English learners face with speaking, including pronunciation, stress/rhythm, vocabulary, and appropriate register. The document proposes having students record paragraphs and send them to teachers, then comparing the recordings to text-to-speech versions to help students identify mistakes. It lists several free text-to-speech websites and tools teachers can use, and provides example lesson plans and references.
Power Up Vocab Teaching - San Diego Regional CATESOL Conference 2015Kristi Reyes
This document summarizes a presentation on powering up vocabulary teaching. It discusses key concepts like the difference between receptive and productive knowledge of words and how many exposures are needed to learn a word. It provides teaching strategies like using visuals, games, flashcards and activities that involve meaningful use of words. Assessment ideas are given for different levels, from beginner to advanced. Productive activities like dialogs, writing and presentations are suggested. The goal is to help learners develop strategic skills and use vocabulary in real communication.
The document discusses using the iPad as a pronunciation tool for language learning. It can be used to [1] provide lessons on pronunciation with activities for repetition and feedback, [2] record students' speech for self-analysis and peer review, and [3] integrate visuals and multimedia to make pronunciation practice more engaging. The iPad allows students to work on pronunciation of individual sounds, phrases, and suprasegmentals both in class and at home.
I did this UX design exercise as a practice about revamping Miriwoong app. Miriwoong, a language is categorised as critically endangered, with fewer than 12 truly fluent speakers remaining.
Article: https://medium.com/p/9636de8b05a3
This document discusses various digital literacy activities that can be used in the classroom. It recommends checking activities against the AusVELS curriculum and testing them yourself before using with students. Several websites with literacy games and resources are mentioned, including Fuse, Literacy Zone, Ambleweb, Kidblog, and apps like Fluency and Phonics Genius. Interactive whiteboards and Study Ladder are also brought up as tools with literacy activities. References are provided for further information.
Don't Be a One and Done: Creative Ways to Use Multiple Apps Matt Bergman
This document discusses using multiple apps together in "recipes" to address learner variability and provide scaffolds and supports. It begins by noting the prevalence of mobile devices and tablets in education. It then provides examples of "recipes" that combine apps in different ways to enhance vocabulary learning, note taking, assessment, creative introductions to concepts, reading comprehension, writing, and test preparation. The overall message is that using only one app per lesson takes a "one and done" approach that does not address diverse learner needs, and combining strategic uses of multiple apps can help all students learn.
This software aims to help visually impaired and blind students at SWC by creating an audio library of teacher recordings. The "listen to learn" iPad app allows students to search by course or teacher name and access audio files of passages, lessons, or instructions. Key features include voice search, organizing all audio files in one place, and print functionality. The software is meant to improve learning by allowing students to scaffold their knowledge through listening. It supports different learning theories and intelligences. Overall, the software aims to facilitate the learning process for blind students and help schools comply with laws supporting equal education opportunities.
This document discusses materials and activities for teaching vocabulary. It covers several aspects of vocabulary development including form (spoken, written, and word parts), meaning, and internalization. For each aspect, it provides learning activities and suggested materials. Some examples of activities are having students read aloud, conduct dictation exercises, complete word tables, discuss word meanings, and solve riddles. The goal is for students to master vocabulary through various engaging hands-on activities.
This an overview of ELSA's proprietary speech recognition technology. Find out how voice technology can help with language learning, and what differentiates ELSA's model from the others.
This document discusses mobile-assisted language learning (MALL) and provides examples of MALL apps. It begins with an introduction to MALL, noting that it uses portable devices and web connectivity to allow flexible language learning anywhere. Examples are then given of built-in smartphone tools that can be used for MALL like cameras, voice recorders, and apps. Specific MALL apps are outlined, including those for vocabulary, speaking/listening, quizzes, flashcards, audio recording, and story creation. The document emphasizes how MALL can augment in-class and out-of-class instruction through communication, practice, and collaboration. It concludes by listing the presenter's contact information.
Similar to Mobile and Tablet “App”lications for Language Teaching and Learning (20)
Mobile Learning Tools to Inspire Creativityfaithmarcel
This document discusses various mobile learning tools that can inspire creativity, including mind mapping, infographics, digital storytelling, video, microblogging, polling, and video/audio recording. It provides examples of free apps for each tool, such as Popplet for mind mapping, Visu.ly for infographics, and Animoto for digital storytelling. The document encourages using these tools to brainstorm ideas, visualize content, share stories, and spark creativity. It concludes by thanking several people for their support.
Engage and Inspire Language Teachers and Learners with Twitter #InspireTESLfaithmarcel
This document provides an overview of using Twitter to engage and inspire language teachers and learners. It discusses foundations and statistics of Twitter, pedagogical applications, and practical tips and strategies. The presentation covers how to set up an account, engage learners, follow influential tweeters, use hashtags to join discussions, and find inspiration from other educators on using Twitter in the classroom.
This document provides an overview of how iPads can be used to support English as a Second Language (ESL) education. It discusses the growing popularity of iPads and their potential benefits for ESL learners. Specific apps are then reviewed that can help with skills like speaking, listening, reading, writing, vocabulary and pronunciation. Examples are given for how each app could be used pedagogically for language learning activities and exercises. The document concludes by acknowledging those who supported the research.
This document discusses online tools that can be used for teaching English as a second language writing, including wikis, Google Docs, chats, discussion boards, VoiceThread, blogs, vlogs, glogs, and mind maps. These tools allow for collaborative writing, synchronous and asynchronous discussion, and activities for self-discovery. Examples are provided for how these tools can be used for activities like peer editing, pre-writing, and exploring writing topics. Instructors are advised to consider their learning objectives, students' comfort with technology, and workload when choosing which tools to implement.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Digital Artefact 1 - Tiny Home Environmental Design
Mobile and Tablet “App”lications for Language Teaching and Learning
1. Prepared and Presented by:
Faith Marcel
This work is the intellectual property of the authors. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statementappears on the
reproduced materials and notice is given that thecopying is by permission of the authors. To disseminate otherwise or to republishrequires written permission from the authors.
Mobile and Tablet “App”lications for
Language Teaching and Learning
2. Agenda
Part One: A Quick Glance at Mobile and Tablet Devices in Education
Part Two: How our Language Learners are Using the Technology
Part Three: Language Skills App Exploration
Part Four: Limitations and Challenges
Part Five: Apps to Promote Creativity, Interactivity and Participation
3. Let’s look at numbers…
Apps Available as of Jan 2013
Google Play
800,000
Apple App Store
775,000
Blackberry App World
100,000
Windows
26,645
Source:http://venturebeat.com/2013/01/04/google-play-will-hit-a-million-apps-in-
2013-probably-sooner-than-the-ios-app-store/
23. VoiceThread
• Making presentations and commenting on
presentations of others
• Grammar- Focus on form practice
• Self Introductions and questions
• Elevator pitches
29. Vocabulary HD
• Looking up unfamiliar vocabulary
• Sentence building practice activities
• Finding synonyms for different words
30. English Idioms Illustrated
• Assign idioms and have learners look up meaning
and origin
• Practice usage of idioms learned with app in class
• Give the definition and have them
try to guess it
31. ESL Reading Comprehension
(ESL English Reading)
• Timed reading comprehension exercises
• Reading practice exercises
• Reading comprehension classes
37. Google Drive
• Practice writing exercises
• Collaborative writing assignments
• Peer revision exercises
38. Grammar Express Series
• Practice exercises for various grammar points
• Self-assessment practice exercises
• Peer revision exercises
Tenses, Prepositions, Active and Passive, Nouns
39. How to Write a Paragraph
• Instruction and practice with different
paragraph types
• Proof-reading instruction and practice
• Pre and post assessment activities
45. Sounds
• Perception of segmentals in isolation and in
words
• Transcription practice exercises
46. English File Pronunciation (Oxford)
• Sound discrimination practice with picture support
• Identify position of a given sound within a word
(initial, medial, final)
47. Pronunciation Power
• Animated articulation demonstrations for individual
sounds
• Practice exercises for perception and production
• Practice of prosodic features (stress, intonation, etc..)
• Listening discrimination exercises
• Minimal pair exercises
48. How do you or your students use
mobile phones or tablets?
What are some of your most
useful apps?
52. “It is not about the technology; it’s about sharing
knowledge and information, communicating efficiently,
building learning communities and creating a culture of
professionalism in schools. These are the key
responsibilities of all educational leaders”.
Marion Ginapolis
54. Acknowledgements
My sincere appreciation for the support and cooperation of:
Niagara College
David Atherton
Angelica Galante
Brock University
Donna Pearce
Colleges Ontario
Peggy Irwin
Hi everyone,Thank you for coming on such a beautiful Saturday! I thought everyone would be out in the sunshine, but so glad that you’ve chosen to join us today. I hope you enjoyed your lunch and your morning workshops!My name is Faith Marcel, and I currently teach a blended Business OSLT with Niagara College, some online courses in the Language Interpreter Training Program with both Mohawk and Seneca College, and I’m also doing some work as a technology consultant for Colleges Ontario. I’m here today to talk to you about the use of iPads and tablets in our classrooms and in language teaching.
We do have an agenda, just so I can keep on track because I’m sure I/we could talk for hours on this topic, but in the interest of time and the beautiful weather, I’ll try to finish up right on time. AgendaSo, in a sense, we’re going to look a little bit at what’s happening in the educational technology landscape today, but I really want to make this interactive so that we can look at apps, apps and more apps.
Let’s have a look at how many apps are out there. Although I haven’t seen a number out there for exactly how many are out there for education or language learning, you can bet it is growing exponentially given that we are seeing these numbers astonishingly only since Apple launched their app store in 2008. Jan. 2013 - 775,000 (300,000 native to iPad)Google announced in the same month that on Google Play, it has 800,000 apps, and it may surpass 1 million by JuneWindows phone 26,645or Blackberry (BB App World) 100,000http://venturebeat.com/2013/01/04/google-play-will-hit-a-million-apps-in-2013-probably-sooner-than-the-ios-app-store/Apple.com 1.5 million books on the iBookstore (many free) App store opened in 2008
So, what about free apps? In 2010, Apple cited 33% of all apps in the Apple app store were free. These numbers have changed (of course!):According to Distimo http://internet2go.net/news/data-and-forecasts/android-free-apps-now-exceed-apple-how-many-apps-are-enoughin 2011, 12% of iPad apps were free and only 6% were free! Of course, now in 2013, with all of the different app stores, it’s hard to say, but today we are going to focus on apps that are free to focus on easily accessible resources for our learners.
So, what about free apps? In 2010, Apple cited 33% of all apps in the Apple app store were free. These numbers have changed (of course!):According to Distimo http://internet2go.net/news/data-and-forecasts/android-free-apps-now-exceed-apple-how-many-apps-are-enoughin 2011, 12% of iPad apps were free and only 6% were free! Of course, now in 2013, with all of the different app stores, it’s hard to say, but today we are going to focus on apps that are free to focus on easily accessible resources for our learners.
In fact, this infographic was published in August of 2012, and look how the market has grown already, as we can see it was at 500,000 at that time.There are some other stats here, most notably that about a year ago, 25 billion apps had been downloaded from Apple’s app store and more than 1 billion are downloaded every month. We’re going to be focusing on adult learners today, but later in the presentation, we’ll have an opportunity to discuss apps for young learners and children in your groups.
I’d also just like to clarify that apps can be used to enhance the learning environment whether you’re teaching in a “tradtional” classroom (and all learners have access to mobile phones, or in a fully online environment where learners can access their LMS with an app (Blackboard, Moodle).
Now I’m going to put this question out to you: How do you think people are using smartphones and tablets today?Here are a few identified specifically for higher education, but I thought they also absolutely applied to our language learners.
Now that we’ve had a look at how many apps are out there and a few of the ways that they are being used, let’s have a look at learner who uses his iPad in class.He’s an OSLT and Level 5 learner, and he always had his iPad with him in class. I asked him if he would mind telling us a little bit about how he uses his iPad in his ESL classes and he was more than happy to do so.
So, just how are OUR learners using mobile and tablet devices. While unfortunately there’s not a great deal of research out there on these emerging technologies because they are so new (although I’m sure it’s probably being done as we speak); however, Edison shed a little more light on this for us, and I’ve identified about 7 categories,
Now let’s look at some more specific apps.Back to this handy infographic: Here are a few more categories.And let’s not forget the basic applications that come with a phone or tablet’s operating system.
Listening portfolios Students watch and listen to a clip Post a recording Presentation preparation and practiceStudents listen to and evaluate presentationsListening and shadowing
Listening portfolios Students watch and listen to a clip Post a recording Presentation preparation and practice- body language Making presentations and commenting on presentations of othersStudents listen to and evaluate presentationsListening and shadowing
Listening portfolios Students watch and listen to a clip Post a recording Presentation preparation and practice- body language Making presentations and commenting on presentations of othersStudents listen to and evaluate presentationsListening and shadowing
Listening portfolios Students watch and listen to a clip Post a recording Presentation preparation and practice- body language Making presentations and commenting on presentations of othersStudents listen to and evaluate presentationsListening and shadowing
Listening portfolios Students watch and listen to a clip Post a recording Presentation preparation and practice- body language Making presentations and commenting on presentations of othersStudents listen to and evaluate presentationsListening and shadowing
Listening portfolios Students watch and listen to a clip Post a recording Presentation preparation and practice- body language Making presentations and commenting on presentations of othersStudents listen to and evaluate presentationsListening and shadowing
Listening portfolios Students watch and listen to a clip Post a recording Presentation preparation and practice- body language Making presentations and commenting on presentations of othersStudents listen to and evaluate presentationsListening and shadowing
Listening portfolios Students watch and listen to a clip Post a recording Presentation preparation and practice- body language Making presentations and commenting on presentations of othersStudents listen to and evaluate presentationsListening and shadowing
Listening portfolios Students watch and listen to a clip Post a recording Presentation preparation and practice- body language Making presentations and commenting on presentations of othersStudents listen to and evaluate presentationsListening and shadowing
Listening portfolios Students watch and listen to a clip Post a recording Presentation preparation and practice- body language Making presentations and commenting on presentations of othersStudents listen to and evaluate presentationsListening and shadowing
Listening portfolios Students watch and listen to a clip Post a recording Presentation preparation and practice- body language Making presentations and commenting on presentations of othersStudents listen to and evaluate presentationsListening and shadowing
Now, we’re going to take this opportunity to find out ways that you and your students are using apps, or if you haven’t yet, how would you like to see yourself using them?
Do you have creative ways to promote interactivity in your traditional, blended or online classroom or to get your students to participate?
Throughout our discussions today or your experience, can you foresee challenges or limitations and ways to overcome them?