Socialawareness
•Download as PPT, PDF•
0 likes•218 views
The document discusses five skill areas and possible applications of educational technology: 1) Using internet text and multimedia can increase student motivation and provide authentic learning experiences. Text-reading and concept-organization software can help students interact with information. 2) Available technologies like email, social media, blogs and websites allow for authentic learning experiences through activities like answering questions and expanding on stories. 3) Technologies like grammar checkers and drill software can help teach grammar, and tools like track changes in Word allow for feedback, but good teaching is still time-intensive.
Report
Share
Report
Share
![[object Object],[object Object]](https://image.slidesharecdn.com/socialawareness-110622163002-phpapp01/85/Socialawareness-1-320.jpg)
![[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Socialawareness
The document discusses five key skills areas for language learning - reading, writing, grammar, listening, and speaking - and how educational technologies can support each area. Technologies like Microsoft Word, grammar drill software, digital videos and mp3s can help with reading, writing and grammar. For listening, tools like YouTube, podcasts and videoconferencing provide input. Speaking can be developed through videoconferencing, voice boards and digital recordings. While technologies offer advantages like individualized learning, some students may feel less pressure to communicate online. Good teaching still requires time and effort despite technological aids.
What is web-based video conferencing?
Web-based video conferencing allows students to communicate in real-time with students in other locations through webcams and microphones. It enables teachers to facilitate spontaneous conversations between language learners and introduce cultural materials. Younger students may ask prepared questions while older students can have more spontaneous discussions. Care must be taken to ensure privacy and security when using video conferencing online.
Web Conferencing Overview Handouts.ppt
Web conferencing combines visual and audio interaction to allow remote communication and collaboration. It has grown in popularity in higher education for uses like distance learning, project-based work, and connecting students with employers. Some key features include slide presentations, file sharing, polling tools, and breakout rooms. Institutions should consider needs, users, and support when selecting between hosted or locally installed vendor options.
Fetc 2014 freecheap
This document provides a 7-step process for using free and cheap multimedia tools for teaching and student presentations. It discusses determining goals and policies, required hardware, software options including accessible and user-friendly apps, testing functionality and compatibility, getting comfortable with technology and video recording, and provides examples of software that come pre-installed on Windows computers. The overall goal is to help instructors and students identify and use free video recording and editing tools for creating digital stories, capturing lectures, and aiding the learning and teaching process.
Virtual classroom business models
Virtual classrooms provide a successful business model for BMC Software's training programs. They allow for instructor-led online classes, private virtual classrooms, on-demand learning with virtual labs, and pre-configured lab environments. This reduces costs while growing revenue streams. BMC implemented virtual infrastructure from vendors like WebEx and ReadyTech. Various pricing and marketing strategies were developed for each modality. Metrics showed students responded positively to the virtual classrooms.
BYOD for WWUSD
This document discusses a school's Bring Your Own Device (BYOD) policy and procedures. It addresses driving questions around leveraging technology with limited budgets and connecting with students. The philosophy is to allow student use of personal devices to enhance learning in a way that is consistent with their home experiences. Potential benefits include cost savings, convenience, empowerment, personalization and engagement. Challenges include equitable access, theft, troubleshooting, limitations, inappropriate use and security. Guidelines are provided around teaching appropriate use, turning devices into learning tools, and potential future agenda items.
Virtual classroom
The document provides an overview of virtual classrooms and their key features and applications. Virtual classrooms allow instructors and students to participate in training sessions without being physically in the same location. Current virtual classroom software offers features like presenting multimedia content in real-time, interactive activities, uploading/downloading materials, and communicating with other students. Technical requirements include having a computer and understanding basic navigation and etiquette for the virtual classroom platform.
Pmld presentation to faculty 2013
This document discusses the benefits of incorporating technology into the classroom and emphasizes that the teacher decides how and when technology is used. It outlines several benefits, including increasing student engagement through polling apps, providing greater access to tools and documents, offering assistive technology support, improving executive function and organization, teaching life skills, and promoting collaboration. The overall message is that technology can enhance learning when used appropriately but the teacher is in control of the classroom.
Recommended
Socialawareness
The document discusses five key skills areas for language learning - reading, writing, grammar, listening, and speaking - and how educational technologies can support each area. Technologies like Microsoft Word, grammar drill software, digital videos and mp3s can help with reading, writing and grammar. For listening, tools like YouTube, podcasts and videoconferencing provide input. Speaking can be developed through videoconferencing, voice boards and digital recordings. While technologies offer advantages like individualized learning, some students may feel less pressure to communicate online. Good teaching still requires time and effort despite technological aids.
What is web-based video conferencing?
Web-based video conferencing allows students to communicate in real-time with students in other locations through webcams and microphones. It enables teachers to facilitate spontaneous conversations between language learners and introduce cultural materials. Younger students may ask prepared questions while older students can have more spontaneous discussions. Care must be taken to ensure privacy and security when using video conferencing online.
Web Conferencing Overview Handouts.ppt
Web conferencing combines visual and audio interaction to allow remote communication and collaboration. It has grown in popularity in higher education for uses like distance learning, project-based work, and connecting students with employers. Some key features include slide presentations, file sharing, polling tools, and breakout rooms. Institutions should consider needs, users, and support when selecting between hosted or locally installed vendor options.
Fetc 2014 freecheap
This document provides a 7-step process for using free and cheap multimedia tools for teaching and student presentations. It discusses determining goals and policies, required hardware, software options including accessible and user-friendly apps, testing functionality and compatibility, getting comfortable with technology and video recording, and provides examples of software that come pre-installed on Windows computers. The overall goal is to help instructors and students identify and use free video recording and editing tools for creating digital stories, capturing lectures, and aiding the learning and teaching process.
Virtual classroom business models
Virtual classrooms provide a successful business model for BMC Software's training programs. They allow for instructor-led online classes, private virtual classrooms, on-demand learning with virtual labs, and pre-configured lab environments. This reduces costs while growing revenue streams. BMC implemented virtual infrastructure from vendors like WebEx and ReadyTech. Various pricing and marketing strategies were developed for each modality. Metrics showed students responded positively to the virtual classrooms.
BYOD for WWUSD
This document discusses a school's Bring Your Own Device (BYOD) policy and procedures. It addresses driving questions around leveraging technology with limited budgets and connecting with students. The philosophy is to allow student use of personal devices to enhance learning in a way that is consistent with their home experiences. Potential benefits include cost savings, convenience, empowerment, personalization and engagement. Challenges include equitable access, theft, troubleshooting, limitations, inappropriate use and security. Guidelines are provided around teaching appropriate use, turning devices into learning tools, and potential future agenda items.
Virtual classroom
The document provides an overview of virtual classrooms and their key features and applications. Virtual classrooms allow instructors and students to participate in training sessions without being physically in the same location. Current virtual classroom software offers features like presenting multimedia content in real-time, interactive activities, uploading/downloading materials, and communicating with other students. Technical requirements include having a computer and understanding basic navigation and etiquette for the virtual classroom platform.
Pmld presentation to faculty 2013
This document discusses the benefits of incorporating technology into the classroom and emphasizes that the teacher decides how and when technology is used. It outlines several benefits, including increasing student engagement through polling apps, providing greater access to tools and documents, offering assistive technology support, improving executive function and organization, teaching life skills, and promoting collaboration. The overall message is that technology can enhance learning when used appropriately but the teacher is in control of the classroom.
Second Language Acquisition in the 21 century
This presentation is branching out into the didactics of web-based foreign language learning in the digital age.
Handheld Librarian 2010
This document discusses Penn State University's Sony Reader Project which aims to test the use of e-readers in classrooms and for library lending. It outlines the logistics of using virtual machines to load e-books onto 100 Sony readers for distribution to 20 computers across campus. Feedback will be gathered from surveys and interviews with students on their experiences using the e-readers for classes in subjects like English and library studies. Challenges identified include short battery life, slow page loads, and a lack of interactivity, though e-readers offer portability. Both students and libraries see benefits and drawbacks to the technology. The future of e-books depends on partnerships among educators, librarians, publishers and vendors to improve content options
Movie making and Podcast
This document discusses using video and digital movies in the classroom to improve reading, writing, speaking, and technology skills while meeting state standards. It describes how students can work in groups to storyboard, write scripts, record and edit digital movies. The process engages and motivates students through fun technology work. Students improve skills like editing for fluency, accuracy, comprehension and content as they create movies using programs like Windows Movie Maker, iMovie or web tools. Different types of movie projects are suggested for subjects like English language arts and math.
Assistive technology web quest
This document discusses assistive technology and its uses for students with special needs. It defines special needs as a broad term that can include various disabilities and conditions. Assistive technology promotes independence by enabling tasks that were difficult or impossible. There are three main types of assistive technology: high-tech uses computers and software; low-tech is electronic but without advanced components; and no-tech uses non-electronic devices. Examples of assistive technology include using webcams for remote learning, text-to-speech software, and study carrels. For students with mild disabilities, word processing and writing support tools can help with motivation, mechanics, and recalling words. The document also discusses inclusion in classrooms and communities,
Action Model
Mobile learning allows for easy access to educational content anywhere and anytime through mobile devices. While the upfront costs of equipping learners with devices and maintaining the technology can be high, mobile learning is appropriate for distance and e-learning by enabling student-student, student-teacher, and student-content interactions both synchronously and asynchronously. Materials can be quickly created, distributed, changed, updated and modified through mobile phones, PDAs, or other mobile devices, allowing instructors to provide content in various formats like text, audio, images and video. Organizational support is needed for financial, technical, and maintenance requirements to fully leverage mobile learning.
Assistive technologies
This document discusses assistive technologies. It defines assistive technology as any item that helps improve the functional capabilities of individuals with disabilities. It notes that assistive technology prominence rose after the 1998 Assistive Technology Act, which authorized federal funding for assistive technology services in schools. It also discusses the Georgia Project for Assistive Technology enhancing educator knowledge and student access to assistive technologies since 1991. The document then describes the assistive technology continuum from low to high tech examples and provides specific instances of low, mid, and high-tech assistive technologies.
Review DE technology
This document outlines a presentation on web conferencing. It defines web conferencing as live meetings over the internet that allow sharing of text, audio, video, and screens. It discusses objectives of using web conferencing in distance education like enabling real-time communication and collaboration. Features, limitations, uses, and examples of web conferencing tools are also summarized, as well as concerns about its use and a case study on its impact on distance learning.
Ed480.Powerpoint.Special Education
Technology can support the four key components of learning when integrated effectively: active engagement, group participation, frequent interaction and feedback, and connection to experts. It allows for full inclusion of special needs students by enabling their participation in every lesson. Assistive technologies like screen readers, magnification software, and predictive text help students with impairments, while document projectors, microphone amplification, and enlarged displays benefit all students.
Demo
Adobe Connect Meeting is a synchronous web-conferencing tool used for student group meetings, office hours, presentations, lectures, guest speakers, and webinar trainings. Between 2006-present, Connect has been used for live text chat, asynchronous discussions, scheduling one-on-one time for deaf or hard of hearing students, and providing real-time captions and interpreters. Lessons learned include needing more preparation time, adjusting for pacing and annunciation, and notifying registrars so deaf students are aware of Connect uses in advance.
Actions Model
Video conferencing requires expensive hardware like satellites and cameras, making the cost per student high. It allows for live lecture-based teaching and learning but is not accessible, flexible, or portable as students must be present at specific times. While it enables some student-teacher and limited student-student interaction, more advanced interaction capabilities would be extremely expensive. Organizations would need to establish technological infrastructure to support video conferencing due to its high costs and technical requirements.
Blended Lg vs online
This document discusses blended and online learning. It defines face-to-face learning as occurring in the same place and time, while online learning uses network technologies to deliver teaching remotely. Blended learning combines both online and face-to-face methods. The benefits of blended learning include more flexibility, better quality, lower costs, and enhanced digital skills compared to solely online or face-to-face. The document discusses different models for blending online and face-to-face components and emphasizes that the right blend depends on learner and course characteristics.
10 Unique Characteristics of Design for eLearning
The document outlines 10 unique characteristics of design for eLearning:
1) Learners online have shorter attention spans, slower reading speeds, and are more easily distracted.
2) Online learning allows for informal, fun, and exploratory learning that is available 24/7.
3) Online course design requires extra care and testing to get it right since there is no instructor present.
4) Online courses can incorporate additional teaching formats like simulations, treasure hunts, and interactive elements.
Skype2
Video-conferencing technology allows individuals in different locations to communicate in real time through video and audio. It has applications in business, education, and healthcare. Key benefits include providing instant feedback and acting as a practical communication tool. Video-conferencing services like Skype provide free video calls between computers, with paid subscriptions for additional features. Skype can be used in educational settings for consultation, supervision, and collaboration between professionals.
VIRTUAL CLASSROOM
This document discusses virtual classrooms (VCR) and their key components and uses. It describes a VCR as a simulated online classroom that allows for distance learning. The main components of a VCR are identified as students, a shared learning environment, and functioning tools like a whiteboard, chat, and polling. Common classroom activities that can be done in a VCR are also outlined, such as discussions, teamwork, and resource sharing. Potential benefits of VCRs include cost-effectiveness, global reach, and accessibility. The document concludes by discussing goals of developing VCR technology further.
Group 2 internet based work, email, chat
This document discusses using internet-based projects, email, and chat in language learning. It provides guidance on setting up internet projects, the benefits of using email for communication, and how to structure chat lessons. Key points include choosing clear topics and outcomes for projects, using email to facilitate collaboration and communication outside of class, and ensuring chat lessons have a warmup, main task, and closing activity with a focus on language practice.
Significant Tornadoes Of March 18 1925
On March 18, 1925, a series of tornadoes struck the Tri-State area of Missouri, Illinois, and Indiana. The deadliest tornado had an F5 rating and traveled 234 miles through those states, killing 695 people in total. Another significant tornado that day was the Tri-State Tornado, which had winds up to F5 and traveled across Missouri, Illinois, and Indiana, killing 695 people along its 219 mile path. In total, the series of tornadoes that struck on March 18, 1925 caused over 700 deaths and substantial damage across multiple states in the Midwest.
Socialawareness
The document discusses the potential applications of educational technology in five areas: using internet text materials, available technologies like email and social media, using technology to teach grammar, using technology for communicative language teaching, and the advantages and disadvantages of using technology for language learning. Technologies like text readers, word prediction software, and digital dictionaries can help students interact with and understand written text. Social media, blogs, and wikis allow for authentic learning activities. Grammar and vocabulary software provides automated feedback and practice opportunities. Technologies like Skype and video files allow for individualized listening practice and communicative language exchanges. While technology enables greater access and language exposure, costs, learning curves, and potential issues with online communication remain challenges.
Second Life Captures
The document lists potential virtual locations students could visit as part of a lesson where they act as virtual tour guides to practice their English speaking skills. Some suggested locations include a Frank Lloyd Wright museum, a Camp Darfur, an International Space Flight Museum, and Paris from 1900.
LinkedIn Presentation - Labovich - Ridiculously Cool Profiles
This document provides 10 tips for building an engaging LinkedIn profile, including selecting a representative photo, crafting an attention-grabbing headline, enlivening the work experience section with humor and gratitude, making the profile easy to read through formatting, revealing personal passions outside of work, adding visual elements like awards, telling one's unique career story, and differentiating the profile to engage readers. The goal is to transform a standard profile into a "ridiculously cool" one that inspires interaction.
Socialawareness
This document discusses five language learning skills - reading, writing, grammar, listening, and speaking - and how educational technologies can help teach and develop these skills. Technologies mentioned include grammar podcasts and software, Microsoft Word's grammar and track changes features, YouTube, podcasts, MP3 players, videoconferencing, Skype, WIMBA voice board, digital recorders, and iMovie, which can help individualize and supplement instruction in areas like grammar, listening, and speaking.
More Related Content
What's hot
Second Language Acquisition in the 21 century
This presentation is branching out into the didactics of web-based foreign language learning in the digital age.
Handheld Librarian 2010
This document discusses Penn State University's Sony Reader Project which aims to test the use of e-readers in classrooms and for library lending. It outlines the logistics of using virtual machines to load e-books onto 100 Sony readers for distribution to 20 computers across campus. Feedback will be gathered from surveys and interviews with students on their experiences using the e-readers for classes in subjects like English and library studies. Challenges identified include short battery life, slow page loads, and a lack of interactivity, though e-readers offer portability. Both students and libraries see benefits and drawbacks to the technology. The future of e-books depends on partnerships among educators, librarians, publishers and vendors to improve content options
Movie making and Podcast
This document discusses using video and digital movies in the classroom to improve reading, writing, speaking, and technology skills while meeting state standards. It describes how students can work in groups to storyboard, write scripts, record and edit digital movies. The process engages and motivates students through fun technology work. Students improve skills like editing for fluency, accuracy, comprehension and content as they create movies using programs like Windows Movie Maker, iMovie or web tools. Different types of movie projects are suggested for subjects like English language arts and math.
Assistive technology web quest
This document discusses assistive technology and its uses for students with special needs. It defines special needs as a broad term that can include various disabilities and conditions. Assistive technology promotes independence by enabling tasks that were difficult or impossible. There are three main types of assistive technology: high-tech uses computers and software; low-tech is electronic but without advanced components; and no-tech uses non-electronic devices. Examples of assistive technology include using webcams for remote learning, text-to-speech software, and study carrels. For students with mild disabilities, word processing and writing support tools can help with motivation, mechanics, and recalling words. The document also discusses inclusion in classrooms and communities,
Action Model
Mobile learning allows for easy access to educational content anywhere and anytime through mobile devices. While the upfront costs of equipping learners with devices and maintaining the technology can be high, mobile learning is appropriate for distance and e-learning by enabling student-student, student-teacher, and student-content interactions both synchronously and asynchronously. Materials can be quickly created, distributed, changed, updated and modified through mobile phones, PDAs, or other mobile devices, allowing instructors to provide content in various formats like text, audio, images and video. Organizational support is needed for financial, technical, and maintenance requirements to fully leverage mobile learning.
Assistive technologies
This document discusses assistive technologies. It defines assistive technology as any item that helps improve the functional capabilities of individuals with disabilities. It notes that assistive technology prominence rose after the 1998 Assistive Technology Act, which authorized federal funding for assistive technology services in schools. It also discusses the Georgia Project for Assistive Technology enhancing educator knowledge and student access to assistive technologies since 1991. The document then describes the assistive technology continuum from low to high tech examples and provides specific instances of low, mid, and high-tech assistive technologies.
Review DE technology
This document outlines a presentation on web conferencing. It defines web conferencing as live meetings over the internet that allow sharing of text, audio, video, and screens. It discusses objectives of using web conferencing in distance education like enabling real-time communication and collaboration. Features, limitations, uses, and examples of web conferencing tools are also summarized, as well as concerns about its use and a case study on its impact on distance learning.
Ed480.Powerpoint.Special Education
Technology can support the four key components of learning when integrated effectively: active engagement, group participation, frequent interaction and feedback, and connection to experts. It allows for full inclusion of special needs students by enabling their participation in every lesson. Assistive technologies like screen readers, magnification software, and predictive text help students with impairments, while document projectors, microphone amplification, and enlarged displays benefit all students.
Demo
Adobe Connect Meeting is a synchronous web-conferencing tool used for student group meetings, office hours, presentations, lectures, guest speakers, and webinar trainings. Between 2006-present, Connect has been used for live text chat, asynchronous discussions, scheduling one-on-one time for deaf or hard of hearing students, and providing real-time captions and interpreters. Lessons learned include needing more preparation time, adjusting for pacing and annunciation, and notifying registrars so deaf students are aware of Connect uses in advance.
Actions Model
Video conferencing requires expensive hardware like satellites and cameras, making the cost per student high. It allows for live lecture-based teaching and learning but is not accessible, flexible, or portable as students must be present at specific times. While it enables some student-teacher and limited student-student interaction, more advanced interaction capabilities would be extremely expensive. Organizations would need to establish technological infrastructure to support video conferencing due to its high costs and technical requirements.
Blended Lg vs online
This document discusses blended and online learning. It defines face-to-face learning as occurring in the same place and time, while online learning uses network technologies to deliver teaching remotely. Blended learning combines both online and face-to-face methods. The benefits of blended learning include more flexibility, better quality, lower costs, and enhanced digital skills compared to solely online or face-to-face. The document discusses different models for blending online and face-to-face components and emphasizes that the right blend depends on learner and course characteristics.
10 Unique Characteristics of Design for eLearning
The document outlines 10 unique characteristics of design for eLearning:
1) Learners online have shorter attention spans, slower reading speeds, and are more easily distracted.
2) Online learning allows for informal, fun, and exploratory learning that is available 24/7.
3) Online course design requires extra care and testing to get it right since there is no instructor present.
4) Online courses can incorporate additional teaching formats like simulations, treasure hunts, and interactive elements.
Skype2
Video-conferencing technology allows individuals in different locations to communicate in real time through video and audio. It has applications in business, education, and healthcare. Key benefits include providing instant feedback and acting as a practical communication tool. Video-conferencing services like Skype provide free video calls between computers, with paid subscriptions for additional features. Skype can be used in educational settings for consultation, supervision, and collaboration between professionals.
VIRTUAL CLASSROOM
This document discusses virtual classrooms (VCR) and their key components and uses. It describes a VCR as a simulated online classroom that allows for distance learning. The main components of a VCR are identified as students, a shared learning environment, and functioning tools like a whiteboard, chat, and polling. Common classroom activities that can be done in a VCR are also outlined, such as discussions, teamwork, and resource sharing. Potential benefits of VCRs include cost-effectiveness, global reach, and accessibility. The document concludes by discussing goals of developing VCR technology further.
Group 2 internet based work, email, chat
This document discusses using internet-based projects, email, and chat in language learning. It provides guidance on setting up internet projects, the benefits of using email for communication, and how to structure chat lessons. Key points include choosing clear topics and outcomes for projects, using email to facilitate collaboration and communication outside of class, and ensuring chat lessons have a warmup, main task, and closing activity with a focus on language practice.
What's hot (15)
Viewers also liked
Significant Tornadoes Of March 18 1925
On March 18, 1925, a series of tornadoes struck the Tri-State area of Missouri, Illinois, and Indiana. The deadliest tornado had an F5 rating and traveled 234 miles through those states, killing 695 people in total. Another significant tornado that day was the Tri-State Tornado, which had winds up to F5 and traveled across Missouri, Illinois, and Indiana, killing 695 people along its 219 mile path. In total, the series of tornadoes that struck on March 18, 1925 caused over 700 deaths and substantial damage across multiple states in the Midwest.
Socialawareness
The document discusses the potential applications of educational technology in five areas: using internet text materials, available technologies like email and social media, using technology to teach grammar, using technology for communicative language teaching, and the advantages and disadvantages of using technology for language learning. Technologies like text readers, word prediction software, and digital dictionaries can help students interact with and understand written text. Social media, blogs, and wikis allow for authentic learning activities. Grammar and vocabulary software provides automated feedback and practice opportunities. Technologies like Skype and video files allow for individualized listening practice and communicative language exchanges. While technology enables greater access and language exposure, costs, learning curves, and potential issues with online communication remain challenges.
Second Life Captures
The document lists potential virtual locations students could visit as part of a lesson where they act as virtual tour guides to practice their English speaking skills. Some suggested locations include a Frank Lloyd Wright museum, a Camp Darfur, an International Space Flight Museum, and Paris from 1900.
LinkedIn Presentation - Labovich - Ridiculously Cool Profiles
This document provides 10 tips for building an engaging LinkedIn profile, including selecting a representative photo, crafting an attention-grabbing headline, enlivening the work experience section with humor and gratitude, making the profile easy to read through formatting, revealing personal passions outside of work, adding visual elements like awards, telling one's unique career story, and differentiating the profile to engage readers. The goal is to transform a standard profile into a "ridiculously cool" one that inspires interaction.
Socialawareness
This document discusses five language learning skills - reading, writing, grammar, listening, and speaking - and how educational technologies can help teach and develop these skills. Technologies mentioned include grammar podcasts and software, Microsoft Word's grammar and track changes features, YouTube, podcasts, MP3 players, videoconferencing, Skype, WIMBA voice board, digital recorders, and iMovie, which can help individualize and supplement instruction in areas like grammar, listening, and speaking.
Texto explicativo voz passiva em inglês
O documento explica a voz passiva em inglês, mostrando que é formada pelo verbo "to be" mais o particípio do verbo principal. A voz passiva é usada para omitir o autor da ação ou não, dependendo da relevância. Exemplos ilustram como a voz passiva muda a ordem dos elementos na frase e como o agente pode ser mantido ou omitido.
Reported speech texto explicativo - 7.º ano
This document provides rules for changing direct speech into reported speech in English. It lists common changes such as changing the present tense to past tense and changing words like "now" to "then." For example, direct speech of "She works with me" would become reported speech of "She said that she worked with him." It also notes specific changes for questions, suggestions, and orders. Reported questions are put in the affirmative and orders use the infinitive form of the verb.
The simple present of the verb to be and others+exercises
The document summarizes the simple present tense of the verb "to be" in English. It provides the conjugations of the affirmative, interrogative, and negative forms of "to be" for each subject pronoun. It then gives examples of using the simple present tense to refer to present states, habitual actions, and facts. It concludes by explaining the use of the simple present tense and providing exercises for readers to practice.
Indefinite articles a vs. an - texto explicativo e exercícios
This document discusses the rules for using indefinite articles "a" and "an" in English. It explains that "a" is used before consonant sounds, while "an" is used before vowel sounds, regardless of the actual spelling. There are exceptions based on certain words starting with vowel letters but having consonant sounds, such as "hour". The rules also apply to numbers and abbreviations based on their sounds. Context like adjectives can affect whether "a" or "an" is used. Regional accents may also influence the pronunciation and article used for some words.
Present simple and present continuous explicação e exercício
The document discusses the difference between the present simple and present continuous tenses in English. The present simple is used to describe habitual or repeated actions, while the present continuous describes actions happening now or around now. It provides examples of each tense and lists time expressions and frequency adverbs commonly used with each tense. Exercises are included to practice using the present simple and present continuous correctly.
Emerging Technologies Powerpoint
This learning module uses a wiki, Delicious social bookmarking, and student blogs to teach and reinforce active reading skills. Students will practice making marginal notes on texts posted to the wiki. They will then use Delicious to organize their internet research on the topics and create a tag cloud to help other students find resources. Finally, students will summarize on their blogs what they learned from the original text and their additional research. The goals are for students to demonstrate active reading, conduct research, and reflect on their learning through blogging. The teacher will set up the wiki and demonstrate the web tools, and then assess students on their note taking, research, summarizing abilities, and technology skills.
Ficha de avaliação 2.º trimestre constituição de portugal e da ue - 4.º ano...
1) O documento é uma ficha de avaliação sobre Estudo do Meio para alunos do 4o ano. Inclui perguntas sobre a localização de Portugal, províncias portuguesas, países de emigração portuguesa e razões para emigrar.
2) Pede aos alunos para identificarem seu distrito e concelho no mapa, assim como a capital de Portugal. Faz perguntas sobre o continente e países da Península Ibérica.
3) Pergunta sobre as divisões administrativas de Portugal - freguesia, concelho e
Power point RCP
Este documento proporciona información sobre la reanimación cardiopulmonar (RCP) y cómo realizarla correctamente. Explica que la RCP incluye masaje cardíaco y ventilación para sustituir la circulación y respiración cuando alguien sufre una parada cardiorrespiratoria. Detalla los pasos para realizar el masaje cardíaco de forma efectiva, así como la ventilación boca a boca, y enfatiza la importancia de comenzar la RCP lo antes posible para mantener con vida el cerebro y otros órganos hasta la
Indian wine consumption
This document discusses wine and Indian mythology, demographics of India and the Republic of Chile, challenges of the wine industry in India including trade barriers, duty structure, and warehousing issues. It also summarizes the evolution and competition of imported bottled wines in India, distribution channels, perception of Chilean wines, and recommendations for success in the Indian market including focusing on low prices, passion for India, partnership approaches, and regular visits from winemakers.
Viewers also liked (16)
LinkedIn Presentation - Labovich - Ridiculously Cool Profiles
LinkedIn Presentation - Labovich - Ridiculously Cool Profiles
The simple present of the verb to be and others+exercises
The simple present of the verb to be and others+exercises
Indefinite articles a vs. an - texto explicativo e exercícios
Indefinite articles a vs. an - texto explicativo e exercícios
Present simple and present continuous explicação e exercício
Present simple and present continuous explicação e exercício
Ficha de avaliação 2.º trimestre constituição de portugal e da ue - 4.º ano...
Ficha de avaliação 2.º trimestre constituição de portugal e da ue - 4.º ano...
Similar to Socialawareness
Using technology in LL
The document discusses using technology to support language learning. It notes that technology should be used in a way that enhances learning, and outlines several benefits it can provide including developing language skills, individualizing learning, and motivating students. A variety of technologies are mentioned, such as generic software, dedicated language learning programs, and internet tools. Both advantages and disadvantages of different technologies are presented.
Synchronous Communication
This document discusses synchronous communication tools that can be used in the classroom, including text chat, voice chat, and virtual worlds. It provides an overview of the advantages and disadvantages of these tools, such as engaging students but being reliant on internet connections. Examples of how these tools can be used for language learning activities like role-plays, discussions, and quizzes are also presented. The document encourages teachers to experiment with these tools while considering students' language levels and technical limitations.
Multimodal Teaching And Learning
The document discusses how the iPod Touch can be beneficial to all learners but essential to some, specifically those with disabilities. It provides examples of apps that allow for accommodations like text-to-speech, speech-to-text, and remote control of devices to increase accessibility. The document argues that universal design in education can empower independent learning and collaboration for both students and teachers.
Using Technology In The Language Classroom
The document discusses various technological tools that can be used in the language classroom, including both traditional and new technologies. It provides examples of tools such as movies, TV shows, computers, and the internet that can be used as instructional tools. It also discusses the benefits of using technology, such as encouraging collaboration, developing real-world skills, and providing authentic language learning opportunities. Suggestions are made for effective online learning, such as providing access to information, encouraging interaction, and building a supportive community.
Techinlaelementary
This document provides an overview of different technologies that can be used to improve literacy in elementary schools. It discusses how technologies like computers, software programs, eBooks, and online tools can be used to support reading, writing, research, and collaboration. Specific technologies mentioned include word processing, desktop publishing, multimedia compositions, online publishing, email/bulletin boards, search engines, and collaborative online spaces. Presentation, assessment, and scaffolding functions of technologies are described. Podcasting, blogging, and wikis are also introduced as expressive technologies students can use. Potential benefits and examples of implementing these technologies in the classroom are provided.
Inclusive teaching using technology and the internet
This presentation was for a conference hosted by the Enabling Services at the University of Southampton.
Mobilize Learning
This document discusses implementing a Bring Your Own Device (BYOD) initiative in schools. It notes that students are increasingly using mobile technology and that BYOD can help engage students and prepare them for today's workforce demands. However, there are also concerns like distraction and equity that need to be addressed. The document provides examples of how different mobile devices can be used as learning tools in the classroom and lists various apps and resources that can be incorporated into a BYOD program. It emphasizes establishing school policies and teacher training to ensure BYOD supports learning goals.
CALL
The document discusses several pedagogical advantages of computer-assisted language learning (CALL) materials, including nonlinearity, multimedia, empowerment of learners, monitoring of learning behavior, authenticity, feedback, and new types of activities. It also covers how technology can enhance reading, writing, grammar, vocabulary, and spoken language practice. Several examples are provided of CALL resources and websites that support language learning.
E-LEARNING
E-learning refers to the use of technology in learning and education. It includes various types of media like text, audio, video and interactive formats delivered through different technologies. E-learning can support traditional classroom subjects, act as a communication tool for knowledge exchange, be taught as its own subject, or be used for administrative purposes like education management systems. It can be self-paced and individualized using offline or online resources, or conducted synchronously or asynchronously in groups over intranets or the internet. While e-learning provides benefits like improved access and interactions, it also faces challenges like potential distractions, ease of cheating, and lack of direct feedback and social interaction.
Information and communication technologies in ELT
This document discusses the use of information and communication technologies (ICT) to support English language teaching and learning. It defines key concepts like computer-assisted language learning (CALL), technology-enhanced language learning (TELL), and web-based language learning (WBLL). It also provides examples of how different technologies like word processors, email, and multimedia tools can be used in the classroom and for distance learning. Finally, it offers guidance on implementing technology in EFL teaching and integrating ICT into language learning activities and projects.
Its A Bloggers Life
1. The document discusses using various Web 2.0 tools like blogging, podcasting, and mobile phones to enhance language learning. Blogs allow students to share work, comment on each other's writing, and engage in projects with international partners. Podcasts allow students to record speaking exercises and grammar explanations to practice listening and speaking skills outside the classroom. Mobile phones can be used to record videos and audio for projects while extending learning beyond lessons.
2. Concerns about using these tools include whether they will take too much time to implement and whether students will engage with the content. Child protection issues must also be considered when using student-created media online or mobile phones. The document provides examples of how different tools have
Technology workshop
The document discusses using various technologies in the classroom, including blogs/wikis, digital video, and document sharing services. It describes the differences between blogs and wikis and provides examples of how each could be used to target different language skills. Digital video is discussed as a way to work on pronunciation, speaking, presentations, and collaborations. Document sharing services like Google Docs and Zoho allow students to collaborate online. The document provides guidance on choosing a technology, designing an activity around a language focus, and practical considerations for implementation.
19 Nov08 Student Engagement K Duffner
1. The document discusses innovations in using multimedia tools to enhance student engagement in language learning. It provides examples of projects using tools like WebCT, audio/video software, and digital language labs.
2. Feedback from students was generally positive, noting benefits like increased motivation, individualized learning, and preparation for real-world language use.
3. Issues discussed include the need for appropriate pedagogical models, staff training, and balancing the benefits of technology with other teaching methods. Future plans focus on disseminating best practices and developing additional resources.
E learning
E-learning refers to the use of technology for educational purposes and can take various forms. It includes using tools like the internet, intranets, audio/video media, and software/applications to deliver course content and facilitate communication. E-learning can support traditional classroom learning, be used as a teaching medium, be its own subject of study, or be used for administrative purposes like education management systems. It can be self-paced and individualized using offline content, or involve synchronous or asynchronous online group interactions. Key advantages include improved access to education and tools for independent problem-solving, while potential challenges include distractions, cheating, lack of social interaction, and technical difficulties.
Andre Daniels: Using Digital Storytelling as an approach to introducing techn...
The document discusses using digital storytelling to introduce students called RipMixLearners (RMLers) to technology skills. It began as a student-driven project in 2008 to create open content. Students write short stories, develop scripts, record narrations, and edit their stories into digital videos no longer than 5 minutes. The process helps students develop skills in digital media like software training, scanning, editing video. It is beneficial for skill-building, community-building, and placing students at the center of their own learning. Challenges include maintaining student motivation and addressing different experience levels, but advantages are ample time, skills transfer, and encouraging creativity.
Technology and english language learning
This document discusses how technology can benefit English language learning in several ways. It outlines how technology provides low-cost exposure to authentic English materials and language contexts in a non-threatening way. It also explores how technology can help with vocabulary, pronunciation, writing, and developing learner autonomy. The document examines different technologies, software, and how they support multi-sensory learning and repeated exposure to texts. Finally, it notes some potential problems with overusing technology or security issues.
Authoring software vs programming
The document compares authoring software and programming languages for developing multimedia applications.
Authoring software is a high-level tool that handles programming code internally without requiring users to understand programming logic or syntax. Programming languages are lower-level tools that provide more control but require understanding of programming.
Authoring software is easier to learn and use but has limited capabilities, while programming languages allow more flexibility but require more time and effort to develop applications. Good multimedia developers should be comfortable using both approaches based on the project requirements.
Accessibility online courses-trends tips tools
Online courses are incorporating more complex multimedia that can present accessibility challenges if not designed accessibly from the start. Current trends include increased use of video, mobile devices, and social media. Future trends may involve adaptive learning programs and social media requirements. The document provides tips for creating accessible course content like using captioning, describing images, and ensuring compliance with standards like WCAG 2.0. It also lists assistive technologies and organizations that support accessibility.
Virtual learning au
The document discusses virtual learning environments (VLEs) and compares features of three VLE platforms: Scribblar, Wimba Virtual Classroom, and WizIQ Virtual Classroom. Scribblar allows for real-time collaborative editing using a whiteboard, images, text chat and audio. Wimba Virtual Classroom enables live classes with audio, video, application sharing and content display. WizIQ Virtual Classroom provides synchronous learning with video, audio and text chat as well as recording and sharing of classes and presentations. The author argues these platforms can effectively support virtual learning for digital-age students.
TechChat: Enhancing your units
Enhancing your unit – Take your unit beyond the basics.
Dave Hunt and Debbie Holley share ideas, good practice and examples from across the faculty and beyond
Similar to Socialawareness (20)
Inclusive teaching using technology and the internet
Inclusive teaching using technology and the internet
Andre Daniels: Using Digital Storytelling as an approach to introducing techn...
Andre Daniels: Using Digital Storytelling as an approach to introducing techn...