This presentation deals with the different web tools that may be used in the English lesson to enhance and/or develop listening and speaking skills. In this presentation the sites Blabberize, Go Animate!, Voki, Tellagami and MailVu will be analysed in detail.
This document provides an overview of free digital resources that can be used to enhance speaking activities in the foreign language classroom. It begins by stating the objectives of understanding available resources and how technology can strengthen speaking practices in and out of the classroom. A number of free voice, video, and presentation recording tools are then described that allow students to record and share speaking content individually or in groups for formative and summative assessment. The resources vary from straight voice recordings to social audio sharing to video, narration, and presentation tools. Embed codes are suggested to integrate student work into blogs and wikis.
iPods for Foreign Language: What? Why? How?Catherine Ritz
Catherine Ritz gives an overview of using iPod Touches in the classroom for language learning. She discusses what iPod Touches are, why teachers may want to use them, and various activities and apps that can be used, such as VoiceThread for audio narration, Puppet Pals for animated scenes, and language-specific dictionaries and news/audio apps. She also covers how to manage multiple iPods and alternatives if funding cannot be obtained. The presentation aims to demonstrate how iPod Touches can engage students and provide interactive, technology-enhanced language learning activities.
This document discusses apps for language learning in the four skills of reading, writing, speaking, and listening. It provides descriptions of apps like Mematic, Perfect Captions, Evernote, Scribble Press, Google Drive, Google Voice, Sound Cloud, Voice Thread, Splice, Podcasts, Quizlet, iBooks, Ibiblio, magazines/newspapers, and Flipboard that allow students to write, take notes, record audio and video, collaborate on documents, listen to audio lessons and media, read ebooks and periodicals, and complete quizzes on vocabulary - all in the target language. The document offers advice on selecting one effective app to meet a learning goal and testing it with students.
This document summarizes a presentation about using free online resources to enhance speaking skills in foreign language classrooms. It discusses using these tools to provide more individualized speaking practice, make speaking fun, and transform homework. Several types of formative and summative assessments are described, including interpreting audio/video, having conversations, and creating presentations. Many specific websites are then outlined that allow for interpreting, presenting, and interacting in the target language, like Vocaroo for recording audio and Wikispaces for collaboration.
New Technologies...Your Classroom... Let's Go!Catherine Ritz
My Top 10 Student Performance Resources and My Top 10 Resources to Make Your Life Easier... designed for Foreign Language teachers! Hope you find it useful!!
This document discusses using technology to enhance speaking activities in foreign language classrooms. It provides examples of free online tools that teachers can use for various purposes like voice recording, video recording, presentations, and class management. Some of the highlighted tools include Google Voice, Vocaroo, Audacity, VoiceThread, and Wiggio. The document emphasizes choosing tools based on communicative goals and assessment needs. It also encourages publishing student work through blogs to give them an audience.
The document summarizes Catherine Ritz's presentation at the MaFLA Fall Conference in October 2012. The presentation aimed to help teachers make their classrooms more tech-friendly by providing resources for classroom management, Web 2.0 student projects, and mobile technology student projects. The agenda covered setting up class websites and management sites, using tools like flashcards, Dropbox, and Twitter for professional development, and exploring options for student voice recordings, digital storytelling, polling and interactive images using apps and websites.
This document discusses using digital avatars in the classroom and introduces three avatar creation sites: Gravatar, BeFunky, and Voki. Gravatar allows students to create avatars that follow them across sites for safety. BeFunky lets users cartoonize photos to create avatars and supports digital storytelling. Voki enables users to make talking avatars that can be customized in various ways and used to practice language skills and role playing. The document advocates using these tools to engage students through computer interaction and motivation.
This document provides an overview of free digital resources that can be used to enhance speaking activities in the foreign language classroom. It begins by stating the objectives of understanding available resources and how technology can strengthen speaking practices in and out of the classroom. A number of free voice, video, and presentation recording tools are then described that allow students to record and share speaking content individually or in groups for formative and summative assessment. The resources vary from straight voice recordings to social audio sharing to video, narration, and presentation tools. Embed codes are suggested to integrate student work into blogs and wikis.
iPods for Foreign Language: What? Why? How?Catherine Ritz
Catherine Ritz gives an overview of using iPod Touches in the classroom for language learning. She discusses what iPod Touches are, why teachers may want to use them, and various activities and apps that can be used, such as VoiceThread for audio narration, Puppet Pals for animated scenes, and language-specific dictionaries and news/audio apps. She also covers how to manage multiple iPods and alternatives if funding cannot be obtained. The presentation aims to demonstrate how iPod Touches can engage students and provide interactive, technology-enhanced language learning activities.
This document discusses apps for language learning in the four skills of reading, writing, speaking, and listening. It provides descriptions of apps like Mematic, Perfect Captions, Evernote, Scribble Press, Google Drive, Google Voice, Sound Cloud, Voice Thread, Splice, Podcasts, Quizlet, iBooks, Ibiblio, magazines/newspapers, and Flipboard that allow students to write, take notes, record audio and video, collaborate on documents, listen to audio lessons and media, read ebooks and periodicals, and complete quizzes on vocabulary - all in the target language. The document offers advice on selecting one effective app to meet a learning goal and testing it with students.
This document summarizes a presentation about using free online resources to enhance speaking skills in foreign language classrooms. It discusses using these tools to provide more individualized speaking practice, make speaking fun, and transform homework. Several types of formative and summative assessments are described, including interpreting audio/video, having conversations, and creating presentations. Many specific websites are then outlined that allow for interpreting, presenting, and interacting in the target language, like Vocaroo for recording audio and Wikispaces for collaboration.
New Technologies...Your Classroom... Let's Go!Catherine Ritz
My Top 10 Student Performance Resources and My Top 10 Resources to Make Your Life Easier... designed for Foreign Language teachers! Hope you find it useful!!
This document discusses using technology to enhance speaking activities in foreign language classrooms. It provides examples of free online tools that teachers can use for various purposes like voice recording, video recording, presentations, and class management. Some of the highlighted tools include Google Voice, Vocaroo, Audacity, VoiceThread, and Wiggio. The document emphasizes choosing tools based on communicative goals and assessment needs. It also encourages publishing student work through blogs to give them an audience.
The document summarizes Catherine Ritz's presentation at the MaFLA Fall Conference in October 2012. The presentation aimed to help teachers make their classrooms more tech-friendly by providing resources for classroom management, Web 2.0 student projects, and mobile technology student projects. The agenda covered setting up class websites and management sites, using tools like flashcards, Dropbox, and Twitter for professional development, and exploring options for student voice recordings, digital storytelling, polling and interactive images using apps and websites.
This document discusses using digital avatars in the classroom and introduces three avatar creation sites: Gravatar, BeFunky, and Voki. Gravatar allows students to create avatars that follow them across sites for safety. BeFunky lets users cartoonize photos to create avatars and supports digital storytelling. Voki enables users to make talking avatars that can be customized in various ways and used to practice language skills and role playing. The document advocates using these tools to engage students through computer interaction and motivation.
Go!Animate is a free, web-based animation tool that teachers and students can use to create unique animations. Users can select scenes and characters, add text bubbles or recorded audio, and publish their finished animations online or embed them in presentations. The document provides several suggested classroom activities for using Go!Animate, such as having students create short conversations between characters or animations about their first day of school. Teachers from around the world share materials and students can share their animations with others.
The document provides information about various free online tools that can be used in the classroom, including blogs, document upload sites, voice recording tools, animation creators, image editing tools, and games. It includes the name of each tool, its website, a brief description of its functions, and suggestions for how it could be used for educational purposes.
Tom Johnson provides information about setting up and using Seesaw and Puppet Edu in the classroom. The document discusses setting up classrooms and student accounts, capturing student work through photos and videos, using the apps for blogging, differentiation, and engaging parents. It also covers the admin interface and getting started with the platforms.
The document discusses several Web 2.0 tools that can be used in the classroom including Search Cube, Spezify, Soda Snap, PhotoSynth, Woices, Cloud Canvas, Dvolver, and Foursquare. For each tool, ideas are provided for how students can use the tool for educational activities such as searching for images and videos, creating favorites pages, taking photos to document work or a classroom, creating 3D tours of spaces, developing guided audio tours, making interactive stories and activities, filming movies instead of presentations, and more. The tools allow students to collaboratively find, organize, and share information online.
Using Apps to animate superhero storiesJoanne Villis
This slideshare provides a series of lessons on how I used 2 iPad apps (Art Maker and Explain Everything) in order for students to create their own animated story. The theme which I used was superheroes and villains but you can apply the same techniques to any topic. Students were able to create their own characters and use them within the Explain Everything app in order to create a movie. For more resources visit:
http://intertecheducation.edublogs.org/
This document summarizes a presentation about using Twitter for professional development. The presentation discusses how Twitter can be used to connect with other educators through personal learning networks and collaboration. It shares benefits like accessing new resources and research. Examples are given of how Twitter allows crowdsourcing questions and extending conversations beyond one's local community. Suggested hashtags like #edchat and #langchat are provided for participating in online discussions. Directions are given on setting up a Twitter account and topics to tweet about.
What’s My Story Using Drama & Technology For Storytelling (Ihci 2008)Erin Lowry
The document discusses using digital storytelling in the classroom by combining oral storytelling techniques with technical tools like images, music, sound, and recordings of students' voices. It provides guidance on how to create digital stories, including starting with a good narrative, planning with storyboards, finding appropriate visuals and audio, editing the story together, and sharing the final product. Benefits listed include engaging diverse learning styles, motivating students, and developing students' creative, technical, and communication skills.
Quilumba David studied at Carrera de Idiomas to become an English teacher. His goals for the semester were to improve his pronunciation and speaking fluency. He planned to achieve these goals by paying attention in class, preparing for oral presentations, practicing at home, and finding extra resources online. Each week he committed to looking for additional information and practicing words he struggled with to avoid misunderstandings when speaking.
This document summarizes several free websites that provide visual aids and interactive activities to support English language instruction. The websites include maps, images from Google, health-related picture stories, videos of interviews, learner stories on various topics, vocabulary organized into categories and letters, and customizable game templates. Most can be used online and provide listening practice, vocabulary building, and geography skills, while some resources are printable. All aim to engage and support English language learners.
This document provides summaries of various educational tools that can be used for free. It discusses tools for creating videos, timelines, podcasts, and digital notebooks. Specific tools mentioned include Khan Academy for hosting educational videos, Photosynth for capturing 360-degree photos, Google Docs for collaborative writing, and Pinterest for gathering teaching ideas and resources. The document emphasizes that many free online tools can help teachers and students be more productive.
Assessing Students through Reflections and WritingMelissa Smith
This document discusses using student reflections and writing to assess learning. It presents ways to have students actively participate in their learning through back channeling, commenting on each other's work, and acting as student scribes who summarize and demonstrate their understanding for others. Benefits of student scribing include shifting control to students and improving social learning. The document provides examples of tools for student scribing, such as blogs and wikis, and discusses setting expectations and facilitating rich discussion through student comments.
Allison Weintraub presents her final multimedia project for a class in October 2010. She discusses her experiences using various multimedia tools, including FOTOFLEXER for image editing, Voicethread for audio recordings, and video generators for creating assessments for students. She shares links to projects she created using these tools and reflects on posting her first video to YouTube. Overall, she found Moodle useful for online learning and appreciated the clear expectations and connections with classmates.
Cool Tools for Academic Reference/Instruction LibrariansNCLA-DLG
This document provides an overview of various cool tools that can be used by academic reference and instruction librarians. It describes screencasting, screen recording, and animated tutorial sharing tools like Jing, Screenr, Screencast-o-Matic, and ANTS Project. It also lists repositories of online teaching materials like MERLOT and Learnist. Dynamic presentation tools including Prezi and Projeqt are mentioned. Finally, the document discusses tools for use in the classroom like Google Docs, Bubbl.us, PollEverywhere, and Google Forms and recommends keeping up to date through blogs, colleagues, conferences, and the NCLA Technology and Trends Roundtable Blog.
This document provides summaries of and instructions for various educational technology tools including Animoto, BrainPOP, Discovery Education, Tellagami, Edmodo, Quia, Voicethread, LiveBinder, Thinkfinity, QR codes, and some additional educational resources. Each section includes a brief description of the tool, its features and uses, and how to access it through a website or app. The document is intended to inform educators about available digital tools and online platforms that can be used for lessons, assignments, communication, and interactive content.
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.
Music Teacher 2.0: Blogging Your Way to a Better Classroom - TI:ME 2011Andrew Zweibel
This document discusses how music teachers can use blogging and social media like Twitter to create a better classroom environment. Blogging allows teachers to engage in ongoing professional development, smoothly manage class paperwork and communications, and engage students through reflection blogs and online discussion. Setting up a classroom blog makes it easy to share information with parents and students, and microblogging platforms like Twitter can help reduce teacher isolation through discussion groups on education topics with the #MusEdChat hashtag. Overall, integrating blogging and social media enhances music education when done securely and as a supplement rather than replacement to the core curriculum.
This document outlines a sheltered instruction technology integration plan for an English language learner classroom. It discusses using sheltered instruction strategies to provide comprehensible core content instruction while building background knowledge through visuals, gestures, and technology. The plan proposes using various software programs like Read Naturally, Quizlet, and Kurzweil 3000 to develop students' language skills in areas like fluency, vocabulary, and comprehension in a way that differentiates instruction and meets their individual needs. Visual directions, computer stations, and a computer lab are also referenced as ways to incorporate technology into lessons and support classroom management.
This document discusses assistive technology and strategies for helping students with special needs. It defines assistive technology as technology that assists individuals with disabilities to perform functions that may otherwise be difficult. It describes some common special needs like ADHD, autism, visual and hearing impairments. For students with ADHD, it recommends seating them near the teacher, using peer tutoring, and limiting distractions. It also provides strategies for helping students with auditory and mild learning disabilities through ensuring proper use of hearing devices, using visual aids, educational games, and adjusting teaching styles.
This document discusses various technologies that can help diverse learners, including those with disabilities or who struggle with reading. It describes digital text, audio, digital enhancement, software, visuals, Microsoft Word features, text-to-speech, and video. Digital text can provide cleaned up versions of articles and highlight important information. Audio and text-to-speech allow computers to read text out loud to support those with reading difficulties. Digital enhancement incorporates additional resources like photos, links and definitions. Visuals and software like graphic organizers engage learners and help organize information. Microsoft Word and Read&Write provide supports like summaries, highlighting and adjusting font/color. These technologies help diverse learners access and understand information.
Go!Animate is a free, web-based animation tool that teachers and students can use to create unique animations. Users can select scenes and characters, add text bubbles or recorded audio, and publish their finished animations online or embed them in presentations. The document provides several suggested classroom activities for using Go!Animate, such as having students create short conversations between characters or animations about their first day of school. Teachers from around the world share materials and students can share their animations with others.
The document provides information about various free online tools that can be used in the classroom, including blogs, document upload sites, voice recording tools, animation creators, image editing tools, and games. It includes the name of each tool, its website, a brief description of its functions, and suggestions for how it could be used for educational purposes.
Tom Johnson provides information about setting up and using Seesaw and Puppet Edu in the classroom. The document discusses setting up classrooms and student accounts, capturing student work through photos and videos, using the apps for blogging, differentiation, and engaging parents. It also covers the admin interface and getting started with the platforms.
The document discusses several Web 2.0 tools that can be used in the classroom including Search Cube, Spezify, Soda Snap, PhotoSynth, Woices, Cloud Canvas, Dvolver, and Foursquare. For each tool, ideas are provided for how students can use the tool for educational activities such as searching for images and videos, creating favorites pages, taking photos to document work or a classroom, creating 3D tours of spaces, developing guided audio tours, making interactive stories and activities, filming movies instead of presentations, and more. The tools allow students to collaboratively find, organize, and share information online.
Using Apps to animate superhero storiesJoanne Villis
This slideshare provides a series of lessons on how I used 2 iPad apps (Art Maker and Explain Everything) in order for students to create their own animated story. The theme which I used was superheroes and villains but you can apply the same techniques to any topic. Students were able to create their own characters and use them within the Explain Everything app in order to create a movie. For more resources visit:
http://intertecheducation.edublogs.org/
This document summarizes a presentation about using Twitter for professional development. The presentation discusses how Twitter can be used to connect with other educators through personal learning networks and collaboration. It shares benefits like accessing new resources and research. Examples are given of how Twitter allows crowdsourcing questions and extending conversations beyond one's local community. Suggested hashtags like #edchat and #langchat are provided for participating in online discussions. Directions are given on setting up a Twitter account and topics to tweet about.
What’s My Story Using Drama & Technology For Storytelling (Ihci 2008)Erin Lowry
The document discusses using digital storytelling in the classroom by combining oral storytelling techniques with technical tools like images, music, sound, and recordings of students' voices. It provides guidance on how to create digital stories, including starting with a good narrative, planning with storyboards, finding appropriate visuals and audio, editing the story together, and sharing the final product. Benefits listed include engaging diverse learning styles, motivating students, and developing students' creative, technical, and communication skills.
Quilumba David studied at Carrera de Idiomas to become an English teacher. His goals for the semester were to improve his pronunciation and speaking fluency. He planned to achieve these goals by paying attention in class, preparing for oral presentations, practicing at home, and finding extra resources online. Each week he committed to looking for additional information and practicing words he struggled with to avoid misunderstandings when speaking.
This document summarizes several free websites that provide visual aids and interactive activities to support English language instruction. The websites include maps, images from Google, health-related picture stories, videos of interviews, learner stories on various topics, vocabulary organized into categories and letters, and customizable game templates. Most can be used online and provide listening practice, vocabulary building, and geography skills, while some resources are printable. All aim to engage and support English language learners.
This document provides summaries of various educational tools that can be used for free. It discusses tools for creating videos, timelines, podcasts, and digital notebooks. Specific tools mentioned include Khan Academy for hosting educational videos, Photosynth for capturing 360-degree photos, Google Docs for collaborative writing, and Pinterest for gathering teaching ideas and resources. The document emphasizes that many free online tools can help teachers and students be more productive.
Assessing Students through Reflections and WritingMelissa Smith
This document discusses using student reflections and writing to assess learning. It presents ways to have students actively participate in their learning through back channeling, commenting on each other's work, and acting as student scribes who summarize and demonstrate their understanding for others. Benefits of student scribing include shifting control to students and improving social learning. The document provides examples of tools for student scribing, such as blogs and wikis, and discusses setting expectations and facilitating rich discussion through student comments.
Allison Weintraub presents her final multimedia project for a class in October 2010. She discusses her experiences using various multimedia tools, including FOTOFLEXER for image editing, Voicethread for audio recordings, and video generators for creating assessments for students. She shares links to projects she created using these tools and reflects on posting her first video to YouTube. Overall, she found Moodle useful for online learning and appreciated the clear expectations and connections with classmates.
Cool Tools for Academic Reference/Instruction LibrariansNCLA-DLG
This document provides an overview of various cool tools that can be used by academic reference and instruction librarians. It describes screencasting, screen recording, and animated tutorial sharing tools like Jing, Screenr, Screencast-o-Matic, and ANTS Project. It also lists repositories of online teaching materials like MERLOT and Learnist. Dynamic presentation tools including Prezi and Projeqt are mentioned. Finally, the document discusses tools for use in the classroom like Google Docs, Bubbl.us, PollEverywhere, and Google Forms and recommends keeping up to date through blogs, colleagues, conferences, and the NCLA Technology and Trends Roundtable Blog.
This document provides summaries of and instructions for various educational technology tools including Animoto, BrainPOP, Discovery Education, Tellagami, Edmodo, Quia, Voicethread, LiveBinder, Thinkfinity, QR codes, and some additional educational resources. Each section includes a brief description of the tool, its features and uses, and how to access it through a website or app. The document is intended to inform educators about available digital tools and online platforms that can be used for lessons, assignments, communication, and interactive content.
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.
Music Teacher 2.0: Blogging Your Way to a Better Classroom - TI:ME 2011Andrew Zweibel
This document discusses how music teachers can use blogging and social media like Twitter to create a better classroom environment. Blogging allows teachers to engage in ongoing professional development, smoothly manage class paperwork and communications, and engage students through reflection blogs and online discussion. Setting up a classroom blog makes it easy to share information with parents and students, and microblogging platforms like Twitter can help reduce teacher isolation through discussion groups on education topics with the #MusEdChat hashtag. Overall, integrating blogging and social media enhances music education when done securely and as a supplement rather than replacement to the core curriculum.
This document outlines a sheltered instruction technology integration plan for an English language learner classroom. It discusses using sheltered instruction strategies to provide comprehensible core content instruction while building background knowledge through visuals, gestures, and technology. The plan proposes using various software programs like Read Naturally, Quizlet, and Kurzweil 3000 to develop students' language skills in areas like fluency, vocabulary, and comprehension in a way that differentiates instruction and meets their individual needs. Visual directions, computer stations, and a computer lab are also referenced as ways to incorporate technology into lessons and support classroom management.
This document discusses assistive technology and strategies for helping students with special needs. It defines assistive technology as technology that assists individuals with disabilities to perform functions that may otherwise be difficult. It describes some common special needs like ADHD, autism, visual and hearing impairments. For students with ADHD, it recommends seating them near the teacher, using peer tutoring, and limiting distractions. It also provides strategies for helping students with auditory and mild learning disabilities through ensuring proper use of hearing devices, using visual aids, educational games, and adjusting teaching styles.
This document discusses various technologies that can help diverse learners, including those with disabilities or who struggle with reading. It describes digital text, audio, digital enhancement, software, visuals, Microsoft Word features, text-to-speech, and video. Digital text can provide cleaned up versions of articles and highlight important information. Audio and text-to-speech allow computers to read text out loud to support those with reading difficulties. Digital enhancement incorporates additional resources like photos, links and definitions. Visuals and software like graphic organizers engage learners and help organize information. Microsoft Word and Read&Write provide supports like summaries, highlighting and adjusting font/color. These technologies help diverse learners access and understand information.
This document discusses using technology applications and tools to help English language learners (ELLs) in the classroom. It lists several digital tools that can provide ELLs with more exposure to class content, make lessons more understandable, and give opportunities for authentic oral language practice, including blogs, visual presentations, photos and videos, audio recorders, and vocabulary flashcard apps. The document encourages teachers to find ways for ELLs to practice real communication through their learning.
This video outlines some of the best ways to use technology in the ESL classroom. It explains the flipped classroom and a variety of ways to bring the classroom to life with technology.
Integration of technology for english language learnersAngie VonAncken
This document discusses the importance of integrating technology into classrooms for English language learners (ELLs). It recommends using document cameras, iPads, and digital cameras to help ELL students learn vocabulary, work cooperatively, demonstrate skills, and assess their learning. The technology engages students and enhances learning by allowing them to take pictures, create slideshows and movies, and record their voices. When used appropriately, technology is an excellent tool to maintain student interest while helping ELLs understand concepts and gain proficiency in English.
Technology and English Learners: A New Language, or Universal?kristinlems
presentation by Kristin Lems and Jason Stegemoller, professors at National Louis University, at the 2014 STEMTech conference in Denver, Colorado organized by theleague.org.
Integrating Technology into ELL/Bilingual Classroomgoodmanstone3
The document provides resources for integrating technology into English Language Learner and bilingual classrooms. It lists websites to support listening, speaking, reading, and writing skills in both English and Spanish. Many of the sites offer interactive activities, stories, and tools to support language development like flashcards, rhyming dictionaries, and programs for making presentations and graphic organizers.
Differentiated Instruction Action Research Proposalsammunks
An action research proposal on how to train teachers on Differentiated Instruction for implementation. It has detailed calendar events, surveys, documents for observations, coding of observations, goals, expected outcomes, and research of other's action research projects. This was completed for EDD 581 at the University of Phoenix.
MCCG is a 22-year-old firm experienced in developing health centers in underserved NYC communities, with a proven track record of overseeing 25 health centers. As expert project managers, real estate brokers, and FQHC consultants, MCCG can successfully develop new health centers by navigating DOH, DOB, and other regulations, while leveraging their financing experience and partnerships. MCCG's four project teams provide dedicated leadership supported by a central staff.
This document summarizes the transition project between Key Stage 4 and Key Stage 5 at Avonbourne College, an 1150-student school for girls ages 11-18 with specialisms in business, thinking skills, and internationalism. The project aimed to train Year 11 students and staff to adopt a more self-directed, problem-solving approach to learning aligned with the school's core purpose. Staff underwent training to facilitate learning through design and conversations rather than didactic teaching. Initial results found that establishing a core team, leadership support, and flexibility were essential, and student self-directed learning capacities showed promising signs of growth.
April 2014 Local Neighborhood Housing Resale Statistics Honolulu Board of REALTORS® presents the April 2014 Local Market Update consisting of the detailed neighborhood analysis.
The Pisoni Family announces the 2013 Spring release of their Lucia wines. This release consists of the 2011 vintages of Lucia Chardonnay, Pinot Noir and Syrah from the Soberanes Vineyard. Two of these wines are inaugural releases from the new and much anticipated Soberanes Vineyard. Also released are the Santa Lucia Highlands cuvées of Chardonnay and Pinot Noir.
For more information, visit http://www.luciavineyards.com
Developing the 4 skills using Webtools (e-book)Ana Menezes
The document provides suggestions for using webtools to develop language learners' four skills: speaking, listening, reading, and writing. It discusses how today's students learn differently compared to past generations and are more accustomed to learning through online resources. The document then lists and describes several free webtools for each of the four skills, and provides example activities for how teachers can assign them. These include tools like Voki, Recordr, Showbeyond, Audioboo, and Sketchcast for speaking practice, and tools for listening, writing, and reading activities.
Listening and Speaking Tools in the Classroommuygal
This presentation deals with the different web tools that may be used in the English lesson to work on listening and speaking skills. The sites analysed in this presentation are: VoiceThread, Peanut Gallery, PBS Games, Voscreen, Lyrics Training and Vocaroo.
Voki is a free online tool that allows students to create speaking avatars. It has several strengths for classroom use, including being easy for students to use, allowing content to be shared, and integrating with any curriculum area. Some potential uses include having avatars introduce concepts, explain steps, or share student work. However, it also has limitations like a maximum recording time of 60 seconds. Teachers can embed Voki videos in platforms like PowerPoint by copying the embed code or recording the Voki with screen recording software.
iTeach: From the Stone Age to the Digital Age in Foreign Language Educationtmeinecke
The document discusses various technology tools that can be used to support language learning in the classroom. It provides examples of tools for communication and collaboration, creating multimedia content, organizing notes and flashcards, conducting polls and games, accessing weather and news in the target language, sharing presentations, managing student behavior, and finding open educational resources. A wide range of free and paid web tools are presented across different categories as ways to integrate technology and motivate student learning.
Can you hear me now? Creating Voki and Podcasts for use in the classroom.kmtitler
Voki allows users to create talking avatars that can be used for communication and assessment in the classroom. Podcasts are audio recordings that are available on the internet and can be used to provide class information, lectures, and student work. Both tools require users to create an account, record audio, and publish their content online for students to access remotely.
This document discusses the use of various Web 2.0 tools for English language teaching. It begins by introducing the author's wiki containing samples and activities using these tools. The author then describes accounts created on 7 tools: Animoto, Edu.glogster, Goanimate, Slide, Voki, Pim.pam.pum.net, and Xtranormal. Four of these tools are discussed in more detail: Xtranormal for creating movies, Voki for speaking avatars, Slide for organizing photos, and Edu.glogster for creating online posters. Finally, 4 lesson plans are proposed using these tools to practice functions, introduce oneself, tell photo stories, and create health posters.
This document provides an overview of various 21st century tools that can be used for technology-enhanced language teaching, including online resources (DISCUS), Google Chrome plugins (Lingualy, Read & Write), mobile apps (Phrasalstein, English Monstruo, Voxy), web 2.0 tools (YouTube, Bookr, Thinklink), audio books, blogs, podcasts, and useful websites. It describes the purpose and benefits of each tool for English language learners and provides instructions and examples for using many of the tools.
This document discusses resources for using iPads in a 1-to-1 classroom for VCE Psychology at Sacre Coeur school. It includes a description of the school's iPad program and infrastructure. Several apps and tools are proposed for creating interactive eBooks, facilitating flipped learning, conducting experiments, creating flashcards, presentations, and sharing files between students and teachers. The goal is to foster a more visual and participatory approach to learning that extends beyond the classroom.
This document provides information on various free web tools that can be used in the classroom, including GoAnimate for creating animations, Voki for making avatars, Animoto for making video trailers, Scootpad for Common Core practice, Dropbox for cloud storage, Vimeo for video storage, Diigo for bookmarking and collecting resources, Fotobabble for adding voiceovers to photos, Chrome extensions, Wordle for creating word clouds, and URL shorteners. Several of these tools have iPad and iPhone apps available for free or a low cost. Suggested classroom uses are provided for most tools.
Apple-tudes are contagious!
Our Apple-tude can determine our success in using iPads in the classroom. You all heard: there’s an app for that. In fact, there are hundreds of thousands of apps on the market designed for teaching and learning. In this workshop we will explore apps available for instruction and for all curriculum areas. You will see examples of how they can be used successfullly in a collaborative, academic setting.
Developing Listening and Speaking Skills with TechnologyFer De Vega
The internet provides many examples of spoken language and opportunities for practicing L2 speaking and listening skills.
Here's a presentation of sites that exploit these skills
This document discusses the use of information and communication technologies (ICT) in language classrooms. It notes that students now need to be self-directed learners able to identify issues, synthesize ideas and develop solutions. ICT can help engage students by tapping into their cultural experiences. A variety of ICT tools are mentioned that can be used for word processing, communication, internet research, online learning, and moving between applications. Specific websites and programs are provided that allow students to create presentations, stories, comics, animations and more using ICT.
Go!Animate is a free, web-based animation tool that teachers and students can use to create unique animations. Users can select scenes and characters, add text bubbles or recorded audio, and publish their finished animations online or embed them in presentations. The document provides several suggested classroom activities for using Go!Animate, such as having students create short conversations between characters or animations about their first day of school. Teachers from around the world share materials and students can share their animations with others.
This blog entry introduces activities for students to complete using various Web 2.0 tools. It begins by welcoming readers to the blog and explaining its purpose for an English teaching course. Then, it provides instructions for three activities: 1) Creating a video using Animoto about a favorite celebrity, 2) Creating an avatar on Voki to describe an ideal pet, and 3) Creating a poster on Glogster about personal likes and dislikes. Criteria for evaluating the activities are mentioned, such as language use, creativity, and on-time completion. Examples are provided before the instructions for each activity.
This is a presentation delivered at ISP Joaquín V. González for the subject "Taller de técnicas informáticas aplicadas a la enseñanza de la lengua extranjera." It explores these websites: audio puzzler, elllo, manythings.org, esl lab.
The document discusses various apps that can be used for educational purposes in the classroom with iPads. It provides descriptions and examples for apps such as iMovie, Explain Everything, ShowMe, Kahoot!, Dropbox, Book Creator, Evernote, and Discovery Education. These apps allow students to create videos, digital stories, presentations, ebooks, take notes, and access educational media resources. The document aims to showcase the potential for using iPad apps to engage students and incorporate multimedia in teaching and learning.
This document provides a summary of various internet tools that can be used in MFL teaching to engage students. It lists over 20 websites and apps, and briefly explains how each could be utilized. For example, it suggests using Wordle to generate word clouds for vocabulary practice, Keepvid for downloading YouTube videos, and Voki to create speaking avatars. Screenshots and links are provided for some tools. The document aims to raise awareness of digital possibilities and encourage sharing ideas for incorporating technology into and beyond the MFL classroom. It concludes by emphasizing that technology should not replace traditional teaching methods.
Similar to Practising Listening and Speaking with on-line tools (20)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Practising Listening and Speaking with on-line tools
1. Web Tools in the English
classroom
by Alfonso, Rocío
Ayala, Julieta
Imperi, Tatiana
Jukic, Mariel
Vertullo, Jorgelina
Técnicas informáticas
May of 2014
Prof. María Laura García
3. Content
● Make: edition of the
blabber / 30 secs.
● Browse: search other
blabbers
● My stuff: stores users’
blabbers
A website to create
monologues out of pictures.
You need a microphone or
any recorded material to
upload.
4. Evaluation of the site
❖ Login required to make a
blabber (but not to see
others).
❖ Easy and simple format to use -
Visually attractive design.
❖ Audience: children - adults -
>check content appropriacy
❖ Supports visual and auditory
learners.
5. ❖ Difficult to find relevant
blabbers for educational
purposes-> no explicit
educational content -
>no categorization into
topics ->MAIN
DRAWBACK
❖ Links updated and valid -
>New blabbers->Constant
contribution
6. ❖ Downloadable into video format:
A)check compatibility and quality
B)expires ->Premium account
❖ Publishing: easy and varied-
>embedded/url code - social
networks (Facebook-Twitter-
Blogger, etc.)
❖ Edition: not possible once the
blabber is finished -> only tags
and name.
7. Blabberize the English classroom
❖ Sts do some research about a famous personality and then record themselves
pretending they are that person.
❖ Sts talk about their routines, holidays, plans for their holidays (present/past simple -
future forms)
❖ T makes a blabbler to present a topic (Environmental issues - life in the future -
friendship, etc)
❖ Sts do storytelling.
8. ❖ Sts do retelling : a short interview
❖ T does listening comprehension.
❖ Sts practice pronunciation. T gives feedback with
Blabberize.
❖ Sts do physical descriptions
9. Useful links
● How to make a blabber PDF
● Archamedis talking about himself
● Lesson plan: talking poetry with blabberize
● Lesson plan: Digital storytelling
10. Go Animate is an on-line
web tool to create
business-related videos.
Content:
● Regístrate
● Inicia sesión
● Explora (Blog, videos, foros)
● Planes y precios
● Crea un video
11. Evaluation of
❖ Sign up is required
❖ The website can be
used for free, but users
have to pay to access to
certain options
12. tutorials
The web page offers a wide variety of
tutorials about how to use the site
(there are links to videos and there are
transcripts of what is said in the videos;
besides, there are two options as
regards the videos: one of them is made
up of images, the other is exactly the
same, but with a woman talking. All
these options are excellent for teachers
who work with students of different
levels).
13. ● Themes/
settings
● Characters
● Props (saw,
sword, ball,
ring,
microphone,
feather)
● Speech
balloons
● Background
music and
sounds in
the scenes
15. Making characters speak:
● Mic recording
(record your own
voice)
● Upload file
● Your library (file
from GoAnimate
library)
● Text-to-speech (only
180 characters; wide
variety of accents to
choose from)
16. Save and share your
video:
● Share by
copying and
pasting a link
● Embed the
video on other
sites
● Download as
MP4 file
available to
subscribers
only
http://goanimate.com/vide
os/08pYxBIJq7C4
17. in the English Classroom
❖ After having been introduced to certain topics (introducing yourself, present
continuous, and certain situations at an office, for instance), students think of a
conversation that may take place between two people (secretary and boss, two
employees, etc.). Students write the conversation including all necessary details like
setting, the names of the characters, what they are doing at the moment of speaking,
etc. Students go to www.goanimate.com and choose a template and the characters
they need to animate the dialogue they created.
❖ Students can narrate the continuation of a story they have read.
18. ❖ Roleplaying of a certain topic or scene
❖ Teacher may provide a certain video (with a certain setting and characters) so that
students create and record a dialogue.
❖ After having read a story, students recreate a scene. They create a GoAnimate video,
they write a dialogue and record themselves acting it out.
❖ Teacher may introduce a new topic by creating a video of a conversation (Teacher can
intervene and create a text according to her students’ level)
19. Useful links
● Go Animate for schools
Educational version of Go!Animate
● YouTube tutorials
YouTube channel with tutorials, webinars and samples
● Go!Animate lesson plan
Lesson plan with Go!Animate
● Other ideas on Go!Animate
Evaluation of the site
● Using Go!Animate for e-learning
Prezi presentation giving ideas to use Go!Animate for e-learning
20. Voki is a FREE service
that lets you create
customized speaking
characters
Content:
● voki
● voki classroom
● voki presenter
21. Evaluation of the site
❖ Login is NOT required
to create a VOKI
❖ you can record up to 1 minute
long messages
❖ Easy and simple to use -
Visually attractive design.
❖ Supports visual and auditory
learners.
❖ VOKI Classroom and VOKI
presenter are not for free
22. ❖ VOKI was created with
Teachers and Students in
mind
❖ the web page is full of
tutorials on how to use
the different sections
❖ VOKI offers tips for
teachers on how to use
VOKI in the classroom
23. ❖ VOKI has a
section called
Lesson Plan.
It is a
database
with different
lesson plans
that teachers
around the
world have
shared
❖ If you have
used VOKI
in your
lessons. you
can share
your ideas
here!
25. ❖ you can select a character
from one of VOKI many
styles: Classic, Animals,
Oddballs and more.
❖ you can change your
characters’ looks, clothes
and accessories.
❖ you can choose a
background from VOKI’s
library or upload one of
your own
❖ you can record by phone
number, type your
message, record with a
microphone or upload an
audio file
26. ❖ you can reshape your VOKI
❖ you can post your VOKI to
your social networks -
facebook, twitter…
❖ you can copy and paste a
permalink
❖ you can embed it to your
webpage.
27. In the English classroom
❖ Teachers can use VOKI to exemplify activities or give instructions
❖ Students can publish their class progress protecting their identity, very useful for
primary students, especially.
❖ Students can introduce themselves, describe characters (their monsters, book
character….)
❖ Students can talk about their routines or somebody else’s routine
❖ Voki can be used for Storytelling
❖ Voki can be used for Roleplaying
❖ Teachers can use the lesson Plan section to get new ideas on how to use VOKI in the
classroom
❖ Students can also practice writing summaries or any type of text and then everybody
can listen to it. They can also record the same text as a separate activity.
❖ Students can share VOKI with classmates.
28. Useful links
VOKI FAQ
VOKI Getting started
VOKI Tip of the Week
VOKI tutorials on youtube
VOKI Lesson Plan
29.
30. About the App
- Tellagami is a downloadable application to create short animated movies
called “Gamis.”
- It allows you to create a customized character, and choose a background
image. The background can be chosen from a set of given options, or
uploaded from your device.
- You can then give voice to your character in two different ways: you can
record your voice, or type a text so the app ‘reads’ it for you.
- When your ‘Gami’ is ready, it can be saved in your device, watched online,
e-mailed or shared via Facebook or Twitter.
32. Good and bad points
- When it comes to designing your character’s physical appearance, the options are quite
limited. However, it is possible to select the character’s emotion or facial expression which
best represents the general mood of the movie.
33. Good and bad
points
- The app allows the
user to take a picture
and upload it as
background image,
making it possible to
have as many a
number of
background options
as there can possibly
be.
34. Good and bad
points
- If you want to record
a message, you only
have 30 seconds to
do so.
- If you type your
speech, the
application has male
and female voices,
as well as different
accents to choose
from.
35. Good and bad
points:
Once your ‘Gami’ is
ready it can be
saved,, sent by e-
mail, shared via
Facebook or Twitter,
or just watched
online.
36. Good and bad points
Other aspects to take into consideration
- It is possible to record many movies and put them together to make a longer
one, but a different tool is necessary for this purpose.
- The app does not require internet connection since it is
downloadable. It is not necessary to create an account, either.
However, it can only be used with devices such as iPad, iPod,
iPhone, or Android.
37. Uses in the EFL classroom -
Some examples:
- Create narrated animations -either adapted from a story students have read
or made up from scratch-
- Talk about holidays - describe places visited.
- Retell anecdotes
- Read a poem or speech
- Create a character -might be a famous one- and have it introduce itself
38. Some other examples:
After reading the first part
of a story, students were
asked to imagine and
develop an introduction to
the beginning of the
following episode of the
story.
Retrieved from
http://ictwithmissc.weebly.co
m/tellagami.html
39. Some other
examples:
As part of a history
lesson, students can go
back in time; describe a
significant event or
period, an important
character, etc.
40. Some other examples:
As part of a geography
lesson, students can
take a trip to any place
and describe its
landscape, climate, flora
and fauna, whatever!
43. MAILVU is a web tool to
send free video emails
Content:
✓ Home
✓ Products and Pricing
✓ About us
✓ Sign up
✓ Login
44. Describing the site
● You can try it free without signing up.
● It’s very easy to record.
● You just need a video camera
● Once you record you can share it or send it by email straightaway.
● You have 10 minutes to record.
45. ● You can record videos in mov,
mp4, wmv, flv, 3gpp, mts and
avi formats.
● You can set a self-destruct time
or number of views.
● You can play the videos not
only on computers but also on
new smartphones and tablets.
● You can store your videos in a
private online account.
● Depending on the services you
need, you have to pay for a
specific account.
● You can watch this video to get
a better idea. https://www.youtube.com/watch?v=Ei2WIa3erko
46. ● You can send 10 minute videos by e-mail
for free.
● You do not need to download anything.
You just record and send it.
● Good sound and video quality.
● Very simple format
● Not so attractive for children. Especially
for intermediate students and adults.
● Although teachers are mentioned on the
webpage, there is no specific educational
focus found.
● Teachers sending video emails will help
auditory and visual students.
Evaluating the site
● Webpage looks professional
and it’s easy to follow.
● The webpage looks
professional. You can learn
about the software company
and about the people managing
it.
47. mailVU in the English Class
● Teachers can record themselves while telling a story, for example, and send it to students
so that they can practise listening skills in a non-traditional way.
● Students can work in pairs and record themselves as if they were in an interview (role
playing).
● If students have to deliver a presentation on a specific topic, they can record themselves
and the teacher can play it in the classroom. This will help students who are shy or feel
peers pressure.
● Teacher can deliver different topics so that students prepare their own videos and send
them to the teacher so that they have to bear in mind pronunciation and fluency.
● Students can also record themselves as one character of any book or short story they have
read. They can also dress up as that character and choose a specific scene they want to
show.
48. Interesting LINKS
● How To Create a Connected Classroom with MailVU
● Secret tips for English Success
● mailVU’s Video Mail: Another Boost to Online EducationmailVU API Video
Recorder and Uploader Display Videos on Your User Pages Email Videos or Share
Link
● Private Label Offer branded video email service, user accounts, and mobile video
email apps