My PLE +++
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Manuel Antonio Flores Parada presents his personal learning environment (PLE). His PLE includes YouTube, which he uses to watch videos with lyrics to improve his reading and listening skills. He also uses YouTube to watch tutorials. Facebook is used to keep in contact with partners, friends, and classmates through groups and sharing information. Gmail is used to save course information and interact with friends and classmates.
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My ple
Manuel Antonio Flores Parada presents his personal learning environment. He uses YouTube frequently to watch videos with lyrics to help improve his reading and listening skills in foreign languages. He also uses YouTube to watch tutorial videos to clarify concepts. Facebook allows him to stay connected with partners, friends, and classmates through groups where they can share documents and information. His Gmail account is used to save course information and documents, and Gmail provides interaction with friends and classmates.
Team B Misinformation Debate
Technology has both helped and hindered literacy skills. While tools like computers can help with vocabulary, texting and social media may decrease skills like proper grammar. Some studies show students making more mistakes in writing assignments. However, texting is meant for informal communication while school assignments require formal writing. The effect of technology on literacy is still unclear and being studied.
Text Messaging in Online Teaching: An Online Educator's Journey
This document discusses using text messaging for online teaching. It provides statistics on student cell phone and smartphone usage, and outlines the presenter's experience using Google Voice to send text messages to students who opted into the service. Based on surveys, the majority of students found the text message reminders and updates helpful. While most students could receive texts, few responded directly to the instructor. Automated services like Remind101 were found to be easier for the instructor than manual texting via email.
Twitter 101 from CECA-2010 - Replacement File
This document provides an introduction to using Twitter for educational purposes presented by Ann Carnevale. It explains that Twitter allows users to share short messages and discover new information from a global network. Educators can use Twitter to communicate outside of school and build a personal learning network. The presentation covers how to set up a Twitter profile, find other educators to follow, engage in conversations using hashtags, and provides resources for using Twitter for teaching and learning.
Twitter for Academics .... in 30 minute
This document summarizes a presentation about using Twitter in 30 minutes. It discusses what Twitter is, provides some usage statistics, and explores how Twitter can be used both personally and professionally. Options for mobile access to Twitter are also reviewed. The presentation polls attendees on their Twitter usage and willingness to try it. It suggests ways Twitter can be used in academia for networking, professional development, and classroom applications. Questions from attendees are invited at the end.
Presentation
The blog was designed for 4th grade students at a private school to help them independently learn and practice communicating, reading, listening to, and writing the school's rules, prohibitions, and student obligations. While students can work on the blog from home or school, the goal is for them to integrate the virtual environment like a classroom, with teacher guidance for those still learning technology skills. The blog contains resources like images, videos, slides, audio, and text to support students' independent work.
My blog
Educational Technology is the field the document's author is studying in their fourth semester of university. They initially did not understand the importance of educational technology but have since learned that it can be used to search for information, learn new languages, download books, and share information, rather than just for chatting, social media, and games. The author has also learned how to participate in educational sites that discuss important issues and how to use tools like podcasting, slidesharing, and blogging to share information with others. As a future English teacher, they could teach language, share information, or create activities online.
Online Journal Exchanges with Writeboard
Writeboard is a user-friendly online resource that can be used for student journal entry exchanges and other activities.
Recommended
My ple
Manuel Antonio Flores Parada presents his personal learning environment. He uses YouTube frequently to watch videos with lyrics to help improve his reading and listening skills in foreign languages. He also uses YouTube to watch tutorial videos to clarify concepts. Facebook allows him to stay connected with partners, friends, and classmates through groups where they can share documents and information. His Gmail account is used to save course information and documents, and Gmail provides interaction with friends and classmates.
Team B Misinformation Debate
Technology has both helped and hindered literacy skills. While tools like computers can help with vocabulary, texting and social media may decrease skills like proper grammar. Some studies show students making more mistakes in writing assignments. However, texting is meant for informal communication while school assignments require formal writing. The effect of technology on literacy is still unclear and being studied.
Text Messaging in Online Teaching: An Online Educator's Journey
This document discusses using text messaging for online teaching. It provides statistics on student cell phone and smartphone usage, and outlines the presenter's experience using Google Voice to send text messages to students who opted into the service. Based on surveys, the majority of students found the text message reminders and updates helpful. While most students could receive texts, few responded directly to the instructor. Automated services like Remind101 were found to be easier for the instructor than manual texting via email.
Twitter 101 from CECA-2010 - Replacement File
This document provides an introduction to using Twitter for educational purposes presented by Ann Carnevale. It explains that Twitter allows users to share short messages and discover new information from a global network. Educators can use Twitter to communicate outside of school and build a personal learning network. The presentation covers how to set up a Twitter profile, find other educators to follow, engage in conversations using hashtags, and provides resources for using Twitter for teaching and learning.
Twitter for Academics .... in 30 minute
This document summarizes a presentation about using Twitter in 30 minutes. It discusses what Twitter is, provides some usage statistics, and explores how Twitter can be used both personally and professionally. Options for mobile access to Twitter are also reviewed. The presentation polls attendees on their Twitter usage and willingness to try it. It suggests ways Twitter can be used in academia for networking, professional development, and classroom applications. Questions from attendees are invited at the end.
Presentation
The blog was designed for 4th grade students at a private school to help them independently learn and practice communicating, reading, listening to, and writing the school's rules, prohibitions, and student obligations. While students can work on the blog from home or school, the goal is for them to integrate the virtual environment like a classroom, with teacher guidance for those still learning technology skills. The blog contains resources like images, videos, slides, audio, and text to support students' independent work.
My blog
Educational Technology is the field the document's author is studying in their fourth semester of university. They initially did not understand the importance of educational technology but have since learned that it can be used to search for information, learn new languages, download books, and share information, rather than just for chatting, social media, and games. The author has also learned how to participate in educational sites that discuss important issues and how to use tools like podcasting, slidesharing, and blogging to share information with others. As a future English teacher, they could teach language, share information, or create activities online.
Online Journal Exchanges with Writeboard
Writeboard is a user-friendly online resource that can be used for student journal entry exchanges and other activities.
Modelling ecompetencies
The document discusses modeling e-competencies for literature students in teacher education programs. It presents results from a survey of 36 students measuring their time spent online and familiarity with various technologies. It then demonstrates different digital tools and Web 2.0 technologies that can be used for literature education, including social networking, collaborative writing, digital storytelling, blogs, wikis, and multimedia platforms. The goal is to develop students' e-competencies through innovative technology-supported learning as part of their teacher education program.
Presentation 1
This document discusses e-learning tools and technologies, focusing on communication, collaboration and e-learning tools. It provides descriptions of common e-learning tools including email, instant messaging, blogs, wikis, social bookmarking, social networking sites and web conferencing. These tools facilitate online communication and collaboration between learners and teachers, and can be used to develop and deliver online learning content and resources. Learning management systems integrate many individual e-learning tools into a single platform.
Power point persnttion of moocs
Moocs are online courses that allow open participation and access via the internet. They promote interactive learning through peer-to-peer engagement and participation in online discussions. There are two main types - Connectivist MOOCs (cMOOCs) that emphasize open dialogue and connections, and eXtension MOOCs (xMOOCs) that have a more formal teaching structure with assessments. The first MOOC launched in 2008, and they have grown significantly in popularity, allowing free access to education for people around the world.
Call ict-educational technology-brief overview-2010 Nov (1)
This document discusses the evolution of computer-assisted language learning (CALL) from its early beginnings to modern implementations. It provides a brief history of CALL, describing its progression from behaviorist approaches emphasizing drills to more communicative approaches using multimedia technologies. The document also outlines different types of CALL activities including restricted, open, and integrated approaches. Finally, it introduces several modern technologies used in CALL such as blogs, Flickr, and WebQuests.
Lost in Tech Translation
1. Lucy Chambers introduces herself and says she has problems to discuss.
2. She discusses three types of problems - the "language problem" when different technical languages are used, the variety of problems ("meta" problems), and categorizing complex problems.
3. She defines "wicked problems" as problems with incomplete or contradictory knowledge and definitions, as well as interconnected issues, and gives examples like climate change.
Actionplanpdf
Jeniffer March created an action plan after learning about assistive technologies and Universal Design for Learning. She plans to familiarize herself with free text-to-speech and voice recognition tools over the summer to present to students. Jeniffer will compile digital and paper resource lists in different categories like audio books and executive functioning apps to share with colleagues. She will continue developing her educational website and testing recommended tools with her son and students to determine which make the biggest difference, such as text-to-speech, Google tools, and math supports.
Communication methods
The document discusses various modern communication platforms including one-to-one communication via email, one-to-many communication through listservs, distributed message databases like forums, real-time communication through internet relay chat, social networking, blogging, and microblogging platforms like Twitter. It notes that distributed databases like forums allow communication at the time and place of convenience, while real-time options like internet relay chat enable text or video group discussions and one-on-one appointments. Social networking platforms are highlighted as highly attractive and accommodating communication methods for students.
Using Weblogs In Education
A weblog (blog) is a website where an individual regularly posts commentary, descriptions of events, or other content. Blogs can cover any topic and are commonly used for personal, business, educational, and media purposes. When using blogs in education, parental consent is needed and administrators should be informed. Blogs can have both positive and negative impacts on learning - they can strengthen writing and reading skills but also allow exposure to inappropriate content. Teachers are using blogs as instructional tools, for students to submit assignments, and to differentiate instruction for individual students.
Travispowerpoint
The document provides a personal timeline of the author's experiences with educational technology from kindergarten through college. It discusses the technologies used at different stages of his education, including Apple computers in kindergarten, learning to design web pages in high school, and most students owning laptops in college. The author expresses their vision for the future classroom, where every student will have an assigned laptop and MP3 player for music-focused programs.
Tech to human by Lucy Chambers
1) Lucy Chambers introduces herself and says she has problems.
2) The document discusses 3 types of problems: the language problem caused by different technical skills and knowledge, the variety of problems, and categorizing complex problems.
3) It provides examples of "wicked problems" like climate change that are difficult to define and solve due to many conflicting stakeholders and interconnectedness with other issues.
Resources and Information for Teaching Multilingual Learners: UT Arlington Ne...
Resources and Information for Teaching Multilingual Learners: UT Arlington Ne...The University of Texas at Arlington, Dept of Curriculum and Instruction
UTA New Teacher Webinar “Resources and Information for Teaching Multilingual Learners”, April 19, 2014 w/ Dr. Peggy Semingson
The University of Texas of Arlington presents the Spring, 2013 New Teacher Webinar Series as part of our Teacher Induction Project. The purpose of the Teacher Induction Project is to build "digital community" for current students and alumni of the department as well as new teachers beyond UT Arlington in the global community.
Link to the recording: https://elearn.uta.edu/webapps/bb-collaborate-bb_bb60/recording/launchGuest?uid=0df471b4-23a0-4129-8dc2-ade6b8782cc9
Recordings available in archives
YouTube Channel (UTA New Teachers) https://www.youtube.com/user/UTANewTeachers
slideshare (UTA New Teachers): http://www.slideshare.net/utanewteachers and today's slideshare (4/19/14): http://www.slideshare.net/UTANewTeachers/march-29-webinar-with-dr-peggy-semingson-multilingual-esl
Questions:
Contact Dr. Peggy Semingson at peggys@uta.edu or Dr. Amber Brown
amberb@exchange.uta.edu
Facebook: https://www.facebook.com/pages/UT-Arlington-Curriculum-and-Instruction/119343291449696?ref=hl
Twitter: @UTANewTeachers
YouTube: http://youtube.com/utanewteachers
Pinterest: http://www.pinterest.com/UTANewTeachers/
Master’s degree at UT Arlington in Mind, Brain and Education: http://www.uta.edu/coehp/gradadvising/programs/curricandinstruct/mind-brain-and-education.php
Email: schwarma@uta.ed Dr. Marc SchwartzLol 2
Team LOL presents how texting improves literacy. The document discusses how texting has historical roots in shorthand from ancient Sumerians and telegraph operators. It also discusses how texting helps students read and write better by providing more practice with literacy skills outside of school. Inventing new textisms is seen as a creative way that teenagers play with language. Research studies have found that texting helps develop phonological awareness and reading skills in children.
Technological Resources In Education Non Linear Slide
The document discusses three articles about the use of technology in education. The first article describes a study on a computer program that helps ESL students improve their pronunciation, pausing, stress, intonation and comprehension. The second article discusses an online resource database for ELL students that provides audio, text and other tools. The third article notes that the number of K-12 students taking online classes will increase to 10.5 million by 2014 due to the expansion of cyber charter schools and online learning resources.
Enhancing Reading Using Digital Technology
1) The document discusses several technologies that can help children improve their reading skills, such as digital book talks that match children with interesting books, audio books that allow slower readers to keep up, and text-to-speech software that reads text aloud.
2) It also describes assistive technology programs for children with dyslexia, such as Colorado Literacy Tutor and Listen's Reading Tutor, that provide immediate feedback and help when students encounter difficulties.
3) The use of audio books is recommended as they allow repetitive listening that can help enhance vocabulary and help struggling readers comprehend books being read in class.
Teaching students with Dyslexia: The Basics! UT Arlington New Teacher Webinar
Teaching students with Dyslexia: The Basics! UT Arlington New Teacher WebinarThe University of Texas at Arlington, Dept of Curriculum and Instruction
This document provides information from a webinar presented by Dr. Semingson on teaching students with dyslexia. The webinar defined dyslexia, discussed diagnostic methods and instructional strategies, and provided resources. Dyslexia was defined as a specific learning disability affecting word recognition, spelling, and decoding abilities due to a phonological processing deficit. Screening and formal assessments were described to identify dyslexia. Instructional strategies discussed included multi-sensory teaching, modifications, and assistive technologies. Resources for further information on dyslexia were also provided.Edld 5362 week 2 powerpoint presentation
The document discusses two websites - Talk About Primary Languages and EPALS Global Community - that provide online resources and collaboration opportunities for educators. Talk About Primary Languages allows teachers to share lessons, ideas, and materials for teaching primary language students. EPALS Global Community connects classrooms internationally so students can work on collaborative projects and learn about other cultures. The document argues that these online networks are valuable for teacher professional development and integrating technology into student learning.
P.L.E
Personal Learning Environments (PLEs) allow learners to take control of and manage their own learning. PLEs provide support for learners to set their own learning goals, manage both the content and process of their learning, and communicate with others during the learning process. The document discusses how various tools like blogs, social media, music lyrics sites, email and language learning websites help the author improve their English skills.
Social Networking for Language Learners: Creating Meaningful Output with Web ...
The document discusses how social networking tools can provide opportunities for meaningful language practice and output for learners. It describes how Web 2.0 tools like YouTube, Twitter, and Facebook allow learners to interact authentically and generate content in the target language. Challenges for learners in traditional language classes like lack of opportunities for practice can be addressed through social media where learners can record videos, post updates, and communicate virtually to improve their skills. Teachers can support learners by having them practice content before sharing online and setting guidelines for appropriate social media use.
Teaching Philosophy
The document outlines Ralynn Atterholt's teaching philosophy and experiences, including her belief that writing can open doors for students. It discusses her influences such as peer groups and models, and how she aims to make the classroom a safe space for all students regardless of background. The document also lists the types of assignments, activities, and technologies she uses, such as peer reviews, lectures, and discussion boards.
Building Classroom Community: UT Arlington New Teacher Webinar
Building Classroom Community: UT Arlington New Teacher WebinarThe University of Texas at Arlington, Dept of Curriculum and Instruction
UTA New Teacher Webinar “Building Classroom Community”, October 19, 2013
The University of Texas of Arlington presents the Fall, 2013 New Teacher Webinar Series as part of our Teacher Induction Project. The purpose of the Teacher Induction Project is to build "digital community" for current students and alumni of the department as well as new teachers beyond UT Arlington in the global community.
Link to the recording: https://elearn.uta.edu/webapps/bb-collaborate-bb_bb60/recording/launchGuest?uid=bed560fd-9825-412a-96db-3c05c98bef46
Recordings available in archives
YouTube Channel (UTA New Teachers) https://www.youtube.com/user/UTANewTeachers
slideshare (UTA New Teachers): http://www.slideshare.net/utanewteachers and today's slideshare (10/19/13): http://www.slideshare.net/UTANewTeachers/building-classroom-community-ut-arlington-new-teacher-webinar
Questions:
Contact Dr. Peggy Semingson at peggys@uta.edu or Dr. Amber Brown
amberb@exchange.uta.edu
Facebook: https://www.facebook.com/pages/UT-Arlington-Curriculum-and-Instruction/119343291449696?ref=hl
Twitter: @UTANewTeachers
YouTube: http://youtube.com/utanewteachers
Pinterest: http://www.pinterest.com/UTANewTeachers/
Master’s degree at UT Arlington in Mind, Brain and Education: http://www.uta.edu/coehp/gradadvising/programs/curricandinstruct/mind-brain-and-education.php
Email: schwarma@uta.ed Dr. Marc SchwartzPonenciaexplorationsinpodcasting 2
1) The document discusses using podcasting to teach and practice language skills. Students created podcasts answering 11 questions to share ideas and practice speaking in English.
2) Students used Audioboo to record and publish their podcasts. They provided feedback on each other's recordings and selected the best examples.
3) A survey found students enjoyed making podcasts and felt it helped their language learning. Podcasting allows for interactive communication and helps build on students' existing language abilities.
My second PLE
This document discusses various social media and online tools that can be used for personal learning environments (PLEs). PLEs allow learners to take control of and manage their own learning by setting goals, managing content and process, and communicating with others. The document then provides examples of social networks and applications that can be used in a PLE, including Facebook, Twitter, Gmail, Wikipedia, YouTube, Blogger, Zunal, Voky, Rubistar, and tools for converting documents and embedding presentations.
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Modelling ecompetencies
The document discusses modeling e-competencies for literature students in teacher education programs. It presents results from a survey of 36 students measuring their time spent online and familiarity with various technologies. It then demonstrates different digital tools and Web 2.0 technologies that can be used for literature education, including social networking, collaborative writing, digital storytelling, blogs, wikis, and multimedia platforms. The goal is to develop students' e-competencies through innovative technology-supported learning as part of their teacher education program.
Presentation 1
This document discusses e-learning tools and technologies, focusing on communication, collaboration and e-learning tools. It provides descriptions of common e-learning tools including email, instant messaging, blogs, wikis, social bookmarking, social networking sites and web conferencing. These tools facilitate online communication and collaboration between learners and teachers, and can be used to develop and deliver online learning content and resources. Learning management systems integrate many individual e-learning tools into a single platform.
Power point persnttion of moocs
Moocs are online courses that allow open participation and access via the internet. They promote interactive learning through peer-to-peer engagement and participation in online discussions. There are two main types - Connectivist MOOCs (cMOOCs) that emphasize open dialogue and connections, and eXtension MOOCs (xMOOCs) that have a more formal teaching structure with assessments. The first MOOC launched in 2008, and they have grown significantly in popularity, allowing free access to education for people around the world.
Call ict-educational technology-brief overview-2010 Nov (1)
This document discusses the evolution of computer-assisted language learning (CALL) from its early beginnings to modern implementations. It provides a brief history of CALL, describing its progression from behaviorist approaches emphasizing drills to more communicative approaches using multimedia technologies. The document also outlines different types of CALL activities including restricted, open, and integrated approaches. Finally, it introduces several modern technologies used in CALL such as blogs, Flickr, and WebQuests.
Lost in Tech Translation
1. Lucy Chambers introduces herself and says she has problems to discuss.
2. She discusses three types of problems - the "language problem" when different technical languages are used, the variety of problems ("meta" problems), and categorizing complex problems.
3. She defines "wicked problems" as problems with incomplete or contradictory knowledge and definitions, as well as interconnected issues, and gives examples like climate change.
Actionplanpdf
Jeniffer March created an action plan after learning about assistive technologies and Universal Design for Learning. She plans to familiarize herself with free text-to-speech and voice recognition tools over the summer to present to students. Jeniffer will compile digital and paper resource lists in different categories like audio books and executive functioning apps to share with colleagues. She will continue developing her educational website and testing recommended tools with her son and students to determine which make the biggest difference, such as text-to-speech, Google tools, and math supports.
Communication methods
The document discusses various modern communication platforms including one-to-one communication via email, one-to-many communication through listservs, distributed message databases like forums, real-time communication through internet relay chat, social networking, blogging, and microblogging platforms like Twitter. It notes that distributed databases like forums allow communication at the time and place of convenience, while real-time options like internet relay chat enable text or video group discussions and one-on-one appointments. Social networking platforms are highlighted as highly attractive and accommodating communication methods for students.
Using Weblogs In Education
A weblog (blog) is a website where an individual regularly posts commentary, descriptions of events, or other content. Blogs can cover any topic and are commonly used for personal, business, educational, and media purposes. When using blogs in education, parental consent is needed and administrators should be informed. Blogs can have both positive and negative impacts on learning - they can strengthen writing and reading skills but also allow exposure to inappropriate content. Teachers are using blogs as instructional tools, for students to submit assignments, and to differentiate instruction for individual students.
Travispowerpoint
The document provides a personal timeline of the author's experiences with educational technology from kindergarten through college. It discusses the technologies used at different stages of his education, including Apple computers in kindergarten, learning to design web pages in high school, and most students owning laptops in college. The author expresses their vision for the future classroom, where every student will have an assigned laptop and MP3 player for music-focused programs.
Tech to human by Lucy Chambers
1) Lucy Chambers introduces herself and says she has problems.
2) The document discusses 3 types of problems: the language problem caused by different technical skills and knowledge, the variety of problems, and categorizing complex problems.
3) It provides examples of "wicked problems" like climate change that are difficult to define and solve due to many conflicting stakeholders and interconnectedness with other issues.
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Similar to My PLE +++
Resources and Information for Teaching Multilingual Learners: UT Arlington Ne...
Resources and Information for Teaching Multilingual Learners: UT Arlington Ne...The University of Texas at Arlington, Dept of Curriculum and Instruction
UTA New Teacher Webinar “Resources and Information for Teaching Multilingual Learners”, April 19, 2014 w/ Dr. Peggy Semingson
The University of Texas of Arlington presents the Spring, 2013 New Teacher Webinar Series as part of our Teacher Induction Project. The purpose of the Teacher Induction Project is to build "digital community" for current students and alumni of the department as well as new teachers beyond UT Arlington in the global community.
Link to the recording: https://elearn.uta.edu/webapps/bb-collaborate-bb_bb60/recording/launchGuest?uid=0df471b4-23a0-4129-8dc2-ade6b8782cc9
Recordings available in archives
YouTube Channel (UTA New Teachers) https://www.youtube.com/user/UTANewTeachers
slideshare (UTA New Teachers): http://www.slideshare.net/utanewteachers and today's slideshare (4/19/14): http://www.slideshare.net/UTANewTeachers/march-29-webinar-with-dr-peggy-semingson-multilingual-esl
Questions:
Contact Dr. Peggy Semingson at peggys@uta.edu or Dr. Amber Brown
amberb@exchange.uta.edu
Facebook: https://www.facebook.com/pages/UT-Arlington-Curriculum-and-Instruction/119343291449696?ref=hl
Twitter: @UTANewTeachers
YouTube: http://youtube.com/utanewteachers
Pinterest: http://www.pinterest.com/UTANewTeachers/
Master’s degree at UT Arlington in Mind, Brain and Education: http://www.uta.edu/coehp/gradadvising/programs/curricandinstruct/mind-brain-and-education.php
Email: schwarma@uta.ed Dr. Marc SchwartzLol 2
Team LOL presents how texting improves literacy. The document discusses how texting has historical roots in shorthand from ancient Sumerians and telegraph operators. It also discusses how texting helps students read and write better by providing more practice with literacy skills outside of school. Inventing new textisms is seen as a creative way that teenagers play with language. Research studies have found that texting helps develop phonological awareness and reading skills in children.
Technological Resources In Education Non Linear Slide
The document discusses three articles about the use of technology in education. The first article describes a study on a computer program that helps ESL students improve their pronunciation, pausing, stress, intonation and comprehension. The second article discusses an online resource database for ELL students that provides audio, text and other tools. The third article notes that the number of K-12 students taking online classes will increase to 10.5 million by 2014 due to the expansion of cyber charter schools and online learning resources.
Enhancing Reading Using Digital Technology
1) The document discusses several technologies that can help children improve their reading skills, such as digital book talks that match children with interesting books, audio books that allow slower readers to keep up, and text-to-speech software that reads text aloud.
2) It also describes assistive technology programs for children with dyslexia, such as Colorado Literacy Tutor and Listen's Reading Tutor, that provide immediate feedback and help when students encounter difficulties.
3) The use of audio books is recommended as they allow repetitive listening that can help enhance vocabulary and help struggling readers comprehend books being read in class.
Teaching students with Dyslexia: The Basics! UT Arlington New Teacher Webinar
Teaching students with Dyslexia: The Basics! UT Arlington New Teacher WebinarThe University of Texas at Arlington, Dept of Curriculum and Instruction
This document provides information from a webinar presented by Dr. Semingson on teaching students with dyslexia. The webinar defined dyslexia, discussed diagnostic methods and instructional strategies, and provided resources. Dyslexia was defined as a specific learning disability affecting word recognition, spelling, and decoding abilities due to a phonological processing deficit. Screening and formal assessments were described to identify dyslexia. Instructional strategies discussed included multi-sensory teaching, modifications, and assistive technologies. Resources for further information on dyslexia were also provided.Edld 5362 week 2 powerpoint presentation
The document discusses two websites - Talk About Primary Languages and EPALS Global Community - that provide online resources and collaboration opportunities for educators. Talk About Primary Languages allows teachers to share lessons, ideas, and materials for teaching primary language students. EPALS Global Community connects classrooms internationally so students can work on collaborative projects and learn about other cultures. The document argues that these online networks are valuable for teacher professional development and integrating technology into student learning.
P.L.E
Personal Learning Environments (PLEs) allow learners to take control of and manage their own learning. PLEs provide support for learners to set their own learning goals, manage both the content and process of their learning, and communicate with others during the learning process. The document discusses how various tools like blogs, social media, music lyrics sites, email and language learning websites help the author improve their English skills.
Social Networking for Language Learners: Creating Meaningful Output with Web ...
The document discusses how social networking tools can provide opportunities for meaningful language practice and output for learners. It describes how Web 2.0 tools like YouTube, Twitter, and Facebook allow learners to interact authentically and generate content in the target language. Challenges for learners in traditional language classes like lack of opportunities for practice can be addressed through social media where learners can record videos, post updates, and communicate virtually to improve their skills. Teachers can support learners by having them practice content before sharing online and setting guidelines for appropriate social media use.
Teaching Philosophy
The document outlines Ralynn Atterholt's teaching philosophy and experiences, including her belief that writing can open doors for students. It discusses her influences such as peer groups and models, and how she aims to make the classroom a safe space for all students regardless of background. The document also lists the types of assignments, activities, and technologies she uses, such as peer reviews, lectures, and discussion boards.
Building Classroom Community: UT Arlington New Teacher Webinar
Building Classroom Community: UT Arlington New Teacher WebinarThe University of Texas at Arlington, Dept of Curriculum and Instruction
UTA New Teacher Webinar “Building Classroom Community”, October 19, 2013
The University of Texas of Arlington presents the Fall, 2013 New Teacher Webinar Series as part of our Teacher Induction Project. The purpose of the Teacher Induction Project is to build "digital community" for current students and alumni of the department as well as new teachers beyond UT Arlington in the global community.
Link to the recording: https://elearn.uta.edu/webapps/bb-collaborate-bb_bb60/recording/launchGuest?uid=bed560fd-9825-412a-96db-3c05c98bef46
Recordings available in archives
YouTube Channel (UTA New Teachers) https://www.youtube.com/user/UTANewTeachers
slideshare (UTA New Teachers): http://www.slideshare.net/utanewteachers and today's slideshare (10/19/13): http://www.slideshare.net/UTANewTeachers/building-classroom-community-ut-arlington-new-teacher-webinar
Questions:
Contact Dr. Peggy Semingson at peggys@uta.edu or Dr. Amber Brown
amberb@exchange.uta.edu
Facebook: https://www.facebook.com/pages/UT-Arlington-Curriculum-and-Instruction/119343291449696?ref=hl
Twitter: @UTANewTeachers
YouTube: http://youtube.com/utanewteachers
Pinterest: http://www.pinterest.com/UTANewTeachers/
Master’s degree at UT Arlington in Mind, Brain and Education: http://www.uta.edu/coehp/gradadvising/programs/curricandinstruct/mind-brain-and-education.php
Email: schwarma@uta.ed Dr. Marc SchwartzPonenciaexplorationsinpodcasting 2
1) The document discusses using podcasting to teach and practice language skills. Students created podcasts answering 11 questions to share ideas and practice speaking in English.
2) Students used Audioboo to record and publish their podcasts. They provided feedback on each other's recordings and selected the best examples.
3) A survey found students enjoyed making podcasts and felt it helped their language learning. Podcasting allows for interactive communication and helps build on students' existing language abilities.
My second PLE
This document discusses various social media and online tools that can be used for personal learning environments (PLEs). PLEs allow learners to take control of and manage their own learning by setting goals, managing content and process, and communicating with others. The document then provides examples of social networks and applications that can be used in a PLE, including Facebook, Twitter, Gmail, Wikipedia, YouTube, Blogger, Zunal, Voky, Rubistar, and tools for converting documents and embedding presentations.
Mobile Technologies Synthesis Project
1) The document discusses the author's learning preferences based on a learning styles survey. The author scored as a reflective, intuitive learner who is fairly balanced in verbal/visual and global/sequential dimensions.
2) The author chose to focus on the "Learning Warrior" pathway to gain in-depth knowledge of mobile technologies. As a reflective learner, the author prefers learning independently and using technology individually for tasks like studying.
3) The author found iPods/mp3 players, tablets, and microblogging helpful for learning, but iPods/tablets were most supportive due to their variety of applications and ability to accommodate different learning styles.
4) Going forward, the author plans
MY SECOND PLE
Personal Learning Environments (PLEs) allow learners to take control of and manage their own learning by setting goals, managing content and process, and communicating with others. PLEs support learners by helping them set learning goals, manage both their learning content and process, and communicate with others during the learning process.
Blog original
Personal Learning Environments (PLEs) allow learners to take control of and manage their own learning by setting goals, managing content and process, and communicating with others. PLEs support learners by helping them set learning goals, manage both their learning content and process, and communicate with others during the learning process.
May 7 webinar improving listening and speaking with free online tools
This webinar discussed improving English listening and speaking skills through the use of free online tools. It began by outlining key components of listening and speaking instruction, including meaning-focused input/output, language-focused learning, and fluency development. A variety of free online resources were then presented, such as websites, apps, and platforms that teachers can use for activities at different levels. Suggestions included having students discuss audio clips, complete interactive exercises, record and share presentations, or participate in online discussion forums. The webinar emphasized maximizing these tools to engage students and help them improve their English proficiency.
A Study On Using Audio-Visual Aids Of Students In Learning Speaking And Pronu...
A Study On Using Audio-Visual Aids Of Students In Learning Speaking And Pronu...Dịch Vụ Viết Thuê Luận Văn Zalo : 0932.091.562
Báo cáo thực tập A Study On Using Audio-Visual Aids Of Students In Learning Speaking And Pronunciation At Thu Dau Mot University là nguồn tài liệu hoàn toàn xuất sắc đáng để xem và theo dõi. Nếu bạn cần tải bài mẫu này vui lòng nhắn tin nhanh qua zalo/telegram : 0932.091.562 để được hỗ trợ tải nhé.[RELO] Improving Listening and Speaking with Free Online Tools
Presented by English Language Fellow Katie Bain. You can watch this webinar in the following address http://youtu.be/E7d5yIFArIU
My e-portfolio
Yesenia Xiomara Cortez Gómez studied technology in education at Universidad Gerardo Barrios. She created an e-portfolio to document her learning over the past six weeks, including how she used new tools like blogs, Google Drive, and blended learning in her teaching. She explained how she uses various websites and social media platforms like YouTube, Twitter, and SlideShare to improve her English skills and create a better learning environment for her students.
Literacy in the Information Age
The document discusses the author's evolving views on literacy for the Information Age. Initially, the author had a limited view and was somewhat resistant to technology in the classroom. The author ran a traditional English classroom with limited Internet and media usage. However, after returning to graduate school, the author's views changed. Through courses that incorporated more technology, the author realized the importance of information, media, and digital literacies for student engagement and success. The author provides three lesson ideas for a 9th grade English class that incorporate more technology and online research skills. The lessons involve using the Internet to research ALS for a book, creating videos reflecting on themes from the book, and creating digital posters on Greek mythology with online research of allusions
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May 7 webinar improving listening and speaking with free online tools
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More from Manuel Parada
Manuel antonio flores parada e-portfolio
This document summarizes Manuel Antonio Flores Parada's portfolio of tools developed during his English Technical Applied to Computers course. It provides details about his background, education, and descriptions of the most used Google apps and websites for his learning including Gmail, Drive, Blogger, Slideshare, Scribd, Zunal, and Rubistar. Contact information like social media, email and websites are listed at the end.
My Personal Learning Network - Improved
Manuel Antonio Flores Parada presents on his personal learning network (PLN) which uses various online tools and apps to connect with people and information to aid his learning. His PLN incorporates Facebook for sharing content and interacting in groups, Twitter for following authors and discussing topics with hashtags, and Google apps like Blogger for publishing content, Google Books for research, and Google+ for community involvement. Through these platforms, he builds connections, accesses new resources, and expands his learning opportunities.
My Personal Learning Network - Improved
Manuel Antonio Flores Parada presents on his personal learning network (PLN) which uses various online tools and apps to connect with people and information to aid his learning. His PLN incorporates Facebook for sharing content and interacting in groups, Twitter for following authors and discussing topics with hashtags, and Google apps like Blogger for publishing content, Google Books for research, and Google+ for community engagement. LinkedIn and YouTube are also included for professional networking and accessing instructional videos. The PLN allows Manuel to expand his learning through virtual connections and information sharing across different online platforms.
Personal Learning Network
Manuel Antonio Flores Parada presents on his personal learning network (PLN). He uses various online tools and apps to connect with people who share information to help his learning. He uses Facebook to share information and consume content from important authors. Twitter is also important in his PLN as he follows authors who publish updated content and uses hashtags to discuss topics. Some key Google apps he integrates into his PLN include Blogger for publishing his own content, Google Books for dependable information from authors, and Google+ similarly to Facebook to share information in circles. YouTube allows him to watch videos and subscribe to channels. He also uses Twitter Feed to link his Blogger account to automatically share content on Twitter and Facebook.
My PLE + My Blogs Evolution
Manuel Antonio Flores Parada presents his personal learning environment (PLE). He uses YouTube to watch videos with lyrics to improve his reading and listening skills in foreign languages. He also uses YouTube tutorials to clarify concepts. Facebook allows him to keep in contact with partners, friends, and classmates through groups where they can share documents and information. His Gmail account saves course information and documents, and allows interaction with friends and classmates.
Ple
I use YouTube to listen to music while watching lyrics to improve my reading and listening skills in English. Facebook allows me to stay connected with family abroad, worldwide friends, and classmates by sharing information like homework help. While I don't have extensive experience with Twitter, it could be useful for my learning if I spend more time using and adapting to the social network. Gmail is also a valuable tool that allows me to save English course information, share it with classmates, and interact with friends.
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My PLE +++
- 1. Foreign Language Department Topic: My Personal Learning Environment (PLE) Presented By: Manuel Antonio Flores Parada
- 2. “The Personal Learning Environment (PLE) is the place where those activities happen. Just as learning activities and their products map to the three areas that comprise Information Fluency, those activities and their products can be mapped to different tools and resources.” (University of Alaska Fairbanks, 2013)
- 3. It is the most used internet application by me. I use it to watch videos with lyrics while I heard the pronunciation of words, it help me in my reading and listening skills. Also I use You Tube to watch video tutorials when something is not clearly.
- 4. I use facebook for keeping in contact with my partners, friends and classmates. Through facebook groups we can share and post information and documents with some classmates.
- 5. It helps to me to share links from documents, articles and important news about what is happening around the world.
- 6. Hotmail was my first e-mail but I didn’t use it with any educational purpose, today my Gmail account is used to save the information and documents of my courses. Gmail is a very good tool because it offers a personal profile and I can interact with my friends and classmates.
- 14. Before:
- 15. After:
- 16. University of Alaska Fairbanks. (9 de October de 2013). IteachU. Recuperado el 14 de October de 2013, de http://iteachu.uaf.edu/manage-learners/managingcourserooms/personal-learningenvironment/#sthash.55ciFFSE.dpuf YouTube http://www.youtube.com Facebook http://www.facebook.com Twitter http://www.twitter.com Outlook https://login.live.com/login.srf?wa=wsignin1.0&ct=1381805280 &rver=6.1.6206.0&sa=1&ntprob=1&wp=MBI_SSL_SHARED&wreply=https:%2F%2Fmail.live.com%2F %3Fowa%3D1%26owasuffix%3Dowa%252f&id=64855&snsc=1&cb cxt=mail