The document is a presentation about using technology in language classrooms. It discusses how technology has evolved from tools like tape recorders and videos to now incorporating elements like online presentations, wikis, blogs, social bookmarking, and video websites. The presentation provides examples of how these technologies can be used to enhance language teaching and learning by improving input/exposure, facilitating communication, and sustaining student motivation.
ES ELL Tech Integration (for oral presentation)strifman
This document discusses strategies for integrating technology into an elementary school English Language Learner classroom. It proposes using interactive storybooks, presentation aids, lesson design support software, and instructional mobile apps to help ELL students improve their language skills and engagement. Each strategy is explained in terms of its relative advantages and expected outcomes. The document provides several resource links for specific technologies that could implement each strategy, such as websites hosting interactive stories and apps for creating multimedia presentations.
Technology Driven Differentiated InstructionVicki Davis
Reach every student by using technology-rich project based learning experiences that can transform your teaching. Presented by a full time classroom teacher who is collaborating globally and using technology to reach every student.
Technology Driven Differentiated InstructionVicki Davis
You can differentiate by planning ahead and building a classroom framework that engages all learners. Select tools that will reach everyone and make it manageable for you. As teacherpreneurs, we must learn to customize and personalize the learning experience. Here's how.
1. The document discusses the use of mobile technologies such as smartphones, tablets, and e-readers in classrooms and examines both the potential advantages and disadvantages.
2. Some benefits highlighted include improved collaboration, access to information, and the ability to learn at students' own pace. However, concerns are raised around issues like equitable access, device limitations, and the impact on attention and independent thinking.
3. To determine whether mobile devices are suitable, the document suggests teachers should consider how they fit with pedagogical approaches, their effects on classrooms, and if they benefit student learning. Suggested next steps include researching the topic further and asking questions around advantages, disadvantages, and impacts.
This document discusses cluster development and project funding. It provides examples of successful clusters around the world and outlines a 12-step process for developing clusters. The steps include defining the cluster, conducting an analysis, establishing a vision and goals, developing short and long-term agendas, benchmarking against other clusters, linking with related clusters, and establishing governance and financing structures. The overall approach aims to leverage funding and boost competitiveness by taking a comprehensive, collaborative approach to cluster development.
Students at a Pittsburgh Catholic school will learn curriculum skills like math and history by designing virtual reality games. Younger students will work with older students to develop game ideas and implement them. Sixteen teams of students will compete to create the best virtual reality game on topics like Renaissance times or detective stories. The project aims to teach students important skills through an engaging activity of designing games.
The document describes a project at Brescia House School in South Africa where 72 grade 10 students each received a Dell laptop to participate in a digital learning program focused on the novel "Cry, the Beloved Country". The objectives of the project were to provide an introduction to the novel, create an online space for analysis of themes and characters, show how themes are reflected in other subjects, and support students in using their new laptops. Students collaborated online and in groups to create a wiki analyzing the novel, relating it to other content, and demonstrating their understanding through online assessments. Learning extended beyond the classroom as students rearranged space, connected wirelessly, and worked at their own pace to build knowledge around the novel's themes.
ES ELL Tech Integration (for oral presentation)strifman
This document discusses strategies for integrating technology into an elementary school English Language Learner classroom. It proposes using interactive storybooks, presentation aids, lesson design support software, and instructional mobile apps to help ELL students improve their language skills and engagement. Each strategy is explained in terms of its relative advantages and expected outcomes. The document provides several resource links for specific technologies that could implement each strategy, such as websites hosting interactive stories and apps for creating multimedia presentations.
Technology Driven Differentiated InstructionVicki Davis
Reach every student by using technology-rich project based learning experiences that can transform your teaching. Presented by a full time classroom teacher who is collaborating globally and using technology to reach every student.
Technology Driven Differentiated InstructionVicki Davis
You can differentiate by planning ahead and building a classroom framework that engages all learners. Select tools that will reach everyone and make it manageable for you. As teacherpreneurs, we must learn to customize and personalize the learning experience. Here's how.
1. The document discusses the use of mobile technologies such as smartphones, tablets, and e-readers in classrooms and examines both the potential advantages and disadvantages.
2. Some benefits highlighted include improved collaboration, access to information, and the ability to learn at students' own pace. However, concerns are raised around issues like equitable access, device limitations, and the impact on attention and independent thinking.
3. To determine whether mobile devices are suitable, the document suggests teachers should consider how they fit with pedagogical approaches, their effects on classrooms, and if they benefit student learning. Suggested next steps include researching the topic further and asking questions around advantages, disadvantages, and impacts.
This document discusses cluster development and project funding. It provides examples of successful clusters around the world and outlines a 12-step process for developing clusters. The steps include defining the cluster, conducting an analysis, establishing a vision and goals, developing short and long-term agendas, benchmarking against other clusters, linking with related clusters, and establishing governance and financing structures. The overall approach aims to leverage funding and boost competitiveness by taking a comprehensive, collaborative approach to cluster development.
Students at a Pittsburgh Catholic school will learn curriculum skills like math and history by designing virtual reality games. Younger students will work with older students to develop game ideas and implement them. Sixteen teams of students will compete to create the best virtual reality game on topics like Renaissance times or detective stories. The project aims to teach students important skills through an engaging activity of designing games.
The document describes a project at Brescia House School in South Africa where 72 grade 10 students each received a Dell laptop to participate in a digital learning program focused on the novel "Cry, the Beloved Country". The objectives of the project were to provide an introduction to the novel, create an online space for analysis of themes and characters, show how themes are reflected in other subjects, and support students in using their new laptops. Students collaborated online and in groups to create a wiki analyzing the novel, relating it to other content, and demonstrating their understanding through online assessments. Learning extended beyond the classroom as students rearranged space, connected wirelessly, and worked at their own pace to build knowledge around the novel's themes.
Technology plays an important role in modern education by making the teaching and learning process more interactive, motivating students, and facilitating understanding. As education evolves over time, technology works with education to improve instruction through easier methods. Web 2.0 applications allow students and teachers to create and share content, making classes more participatory and facilitating the exchange of knowledge and ideas. Examples of Web 2.0 tools help enhance classroom learning.
Technology plays an important role in modern education by making the teaching and learning process more interactive, motivating students, and facilitating understanding. As education evolves over time, technology works with education to improve instruction through easier methods. Web 2.0 applications that run in browsers allow students and teachers to create and share content, facilitating the teaching process and making classes more interactive while helping students improve technology skills and exchange knowledge.
This document discusses professional development for teachers and provides examples of web tools that can be used, including Wikispaces, Google Sites, EdWeb2, YouTube, Voicethread, and Prezi. It describes how each tool can be used, such as having students create multimedia posters on Glogster or recording conversations on Voicethread. Examples are given of other teachers' sites that utilize these tools. Critical thinking skills for evaluating online content are also addressed.
The document discusses several online educational tools and resources including:
1) Various free math resources like Khan Academy, Wolfram Alpha, and National Library of Virtual Manipulatives.
2) Paid curriculum and assessment programs like SAS Curriculum Pathways, First In Math, and National Math Competition.
3) Miscellaneous apps and websites for subjects like science, language arts, and music including Gizmos, ClassDojo, iMovie, and GarageBand.
This document discusses technology use in a public school in Posadas, Argentina. It lists the various technologies available at the school, including laptops, computers, speakers, a data projector, and YouTube videos. It notes that technology makes work easier, attracts students' attention, and helps connect students to subjects by showing real-world applications. However, it also flags disadvantages like time needed for planning, potential student distraction, and lack of teacher training. Common websites used include Brainpop, Google, YouTube, and pages linked in textbooks. It raises the question of whether teachers are ready to fully utilize technology in classrooms.
This document discusses various audio visual educational technologies that can be used to enhance student learning including presentations, podcasts, screen capture, social learning platforms, and learning management systems. It provides examples of how a history teacher could incorporate tools like PowerPoint, Jing, VoiceThread, and virtual classrooms to engage students in learning about new topics. The technologies allow for multimedia content creation and sharing, collaboration, and feedback. However, their effective use requires time for teachers to learn the tools and design instruction that leverages them.
The 16th Annual International Conference focused on harnessing Web 2.0 for education. The conference objectives were to reflect on educational uses of Web 2.0, how it can transform education, and exchange best practices. Web 2.0 tools like blogs, wikis, social bookmarking, media sharing, and social networking were discussed. Benefits of Web 2.0 in education included motivating and engaging students through interactive learning, collaboration, and flexibility. The conference concluded with ways educators can start using Web 2.0 through exploring, commenting, and contributing online content.
This document is a teacher's resource guide that provides an overview of using Web 2.0 technologies in the classroom. It begins with definitions and explanations of common Web 2.0 tools such as blogs, wikis, social networking and user-generated content. It then provides examples of how schools are using tools like mass notification systems to communicate more effectively. The guide includes classroom exercises using Twitter and directions for student group projects utilizing various Web 2.0 tools. It concludes with a list of additional online resources and national educational technology standards. The overall document serves to introduce teachers to Web 2.0 and provide ideas for integrating these new technologies into classroom lessons and activities.
This document is a teacher's resource guide that provides an overview of using Web 2.0 technologies in the classroom. It begins with definitions and explanations of common Web 2.0 tools such as blogs, wikis, social networking and user-generated content. It then provides examples of how schools are using tools like mass notification systems to communicate more effectively. The guide includes classroom exercises using Twitter and directions for student group projects utilizing various Web 2.0 tools. It concludes with a list of additional online resources and national educational technology standards. The overall document serves to introduce teachers to Web 2.0 and provide ideas for integrating these new technologies into classroom lessons and activities.
The Muskingum Valley Educational Service Center is hosting a Teacher Technology Camp from June 13-17 with sessions focused on integrating technology into the classroom. Teachers can register for individual sessions on topics like iPad/iPod use, blogs and wikis, cloud computing, Smart Boards, digital cameras, and classroom response systems. Graduate credit is available for those who attend four sessions and complete required activities.
This document provides an overview of a presentation on using Web 2.0 tools to support learning and teaching in the 21st century. The presentation aims to connect attendees to a learning network, explain what Web 2.0 is, and inspire the use of Web 2.0 tools to support teaching and learning. It discusses social networking sites, wikis, file sharing, and widgets/RSS feeds as examples of Web 2.0 tools and how they allow for collaboration. It also addresses skills needed for the future like problem solving, critical thinking, and effective communication.
Web 2.0 Resources/Cyber-learning is foundational to 21st century learners. Digital learning allows the students to personalize their learning, be creative and innovative, and collaborate with peers around the world.
This is a presentation and exercise I did as part of a local ASTD / ISPI Social Learning workshop held at Babson on May 20. My other presenters included Dave Wilkins of Mzinga and Bill Cava of Ektron. The event was coordinated by Jean Marrapodi of Applestar Productions.
This document discusses blended learning and strategies for successful blended instruction. It defines blended learning as using online technology to transform learning by allowing professionals to communicate, collaborate, and reflect. It emphasizes knowing your audience, identifying the big idea or goals, planning activities, exploring content, and weaving in 21st century skills. The document discusses using both synchronous tools like videoconferencing and asynchronous tools like course management systems to support self-paced and facilitated learning. It stresses the importance of preparing for blended learning by considering goals, audience, content focus, media to use, and technology needs. It also advocates providing professional development for faculty in the environments they will use for blended instruction.
Stefan Neitzel Assistant: Anja Maschmann
Tutor: LiM 1 Tutor: LiM 2
Tutee: eSTUDI 4 Tutee: eSTUDI 5
Donnerstag, 22. März 12
Support Concept
‣ lecturer: Prof. Dr. Karsten D. Wolf
‣ key tutors: Stefan Neitzel und Anja Maschmann
‣ tutors tandem: participants of parallel course Learning in read-write web (LiM)
‣ weekly eSTUDI review on the course blog with feedback from the tutors
Donnerstag, 22. März 12
This document proposes a community of practice for 20 Division 3 teachers to focus on developing 21st century skills using Web 2.0 tools, collaboration, and Moodle. Over two years, teachers will work on their technological pedagogical content knowledge and learn tools like Wikispaces, Google Docs, and Elluminate. Teachers report increased confidence, sharing of best practices, and a regret that lack of time prevents more implementation of new ideas in the classroom. The informal learning environment has benefited students. Contact is provided for the lead.
Presentation for the VII International Seminar of the UOC UNESCO Chair in e-Learning: Mobile Technologies for Learning & Development.
school has been the same for at least the last century. The big difference is that inside some classrooms we find netbooks on the students desks with the same XIX century teacher student disposition. The question is then, how can technology change classroom dynamics to fulfill students' and teachers' needs?
The benefits of technology can be realized only through an effective learning and teaching strategy. The problem to solve has to be shifted from a technological perspective, to a pedagogical one. We show how different technologies can be used to foster collaborative learning inside the classroom to improve learning, and social and communication abilities.
Technology Professional Development ProposalDanaCherrie
The document is a request from Dana Hill for additional technology professional development for teachers at Desert View Elementary. It summarizes the previous year's limited schedule of technology coaching and requests 4 hours per teacher per year to work with the technology coach, Joe, during the school day to learn new concepts and tools to engage students. These may include Microsoft programs, video/music, grading programs, web tools, and more. It cites research showing that teacher-driven learning and collaboration with colleagues is most effective for technology integration professional development.
@sprinzette introduced Skype in the classroom to a room full of editors and publishers as part of the Arts Council Digiskills programme.
For more information visit: http://education.skype.com/
The document discusses input and output skills in language learning. It argues that input skills like listening and reading should precede output skills. The brain of a beginner student is like an empty warehouse that needs to be filled first with language information through input before they can produce output.
Several stages of developing listening and reading skills are outlined, including pre-listening/reading, during listening/reading, and post-listening/reading. Examples of activities for each stage are provided like predicting, checking comprehension, and integrating the language. Different types of reading are also defined, such as extensive for enjoyment and intensive for language focus. Strategies students can use for reading like predicting meanings are suggested.
This document discusses input and output skills in language learning. It argues that input skills, like understanding written words, should precede output skills like speaking. Output exists if certain conditions are present, like learners being involved and there being a purpose to communicate. Various speaking activities are proposed, like role plays and games, to help students practice pronunciation, grammar and vocabulary. Writing is also important for learning and should not be left behind. Setting up writing activities involves pre-activities to engage students, clear instructions, the writing task, and presentation of results. Assessing writing requires avoiding common errors like lack of context or purpose.
Technology plays an important role in modern education by making the teaching and learning process more interactive, motivating students, and facilitating understanding. As education evolves over time, technology works with education to improve instruction through easier methods. Web 2.0 applications allow students and teachers to create and share content, making classes more participatory and facilitating the exchange of knowledge and ideas. Examples of Web 2.0 tools help enhance classroom learning.
Technology plays an important role in modern education by making the teaching and learning process more interactive, motivating students, and facilitating understanding. As education evolves over time, technology works with education to improve instruction through easier methods. Web 2.0 applications that run in browsers allow students and teachers to create and share content, facilitating the teaching process and making classes more interactive while helping students improve technology skills and exchange knowledge.
This document discusses professional development for teachers and provides examples of web tools that can be used, including Wikispaces, Google Sites, EdWeb2, YouTube, Voicethread, and Prezi. It describes how each tool can be used, such as having students create multimedia posters on Glogster or recording conversations on Voicethread. Examples are given of other teachers' sites that utilize these tools. Critical thinking skills for evaluating online content are also addressed.
The document discusses several online educational tools and resources including:
1) Various free math resources like Khan Academy, Wolfram Alpha, and National Library of Virtual Manipulatives.
2) Paid curriculum and assessment programs like SAS Curriculum Pathways, First In Math, and National Math Competition.
3) Miscellaneous apps and websites for subjects like science, language arts, and music including Gizmos, ClassDojo, iMovie, and GarageBand.
This document discusses technology use in a public school in Posadas, Argentina. It lists the various technologies available at the school, including laptops, computers, speakers, a data projector, and YouTube videos. It notes that technology makes work easier, attracts students' attention, and helps connect students to subjects by showing real-world applications. However, it also flags disadvantages like time needed for planning, potential student distraction, and lack of teacher training. Common websites used include Brainpop, Google, YouTube, and pages linked in textbooks. It raises the question of whether teachers are ready to fully utilize technology in classrooms.
This document discusses various audio visual educational technologies that can be used to enhance student learning including presentations, podcasts, screen capture, social learning platforms, and learning management systems. It provides examples of how a history teacher could incorporate tools like PowerPoint, Jing, VoiceThread, and virtual classrooms to engage students in learning about new topics. The technologies allow for multimedia content creation and sharing, collaboration, and feedback. However, their effective use requires time for teachers to learn the tools and design instruction that leverages them.
The 16th Annual International Conference focused on harnessing Web 2.0 for education. The conference objectives were to reflect on educational uses of Web 2.0, how it can transform education, and exchange best practices. Web 2.0 tools like blogs, wikis, social bookmarking, media sharing, and social networking were discussed. Benefits of Web 2.0 in education included motivating and engaging students through interactive learning, collaboration, and flexibility. The conference concluded with ways educators can start using Web 2.0 through exploring, commenting, and contributing online content.
This document is a teacher's resource guide that provides an overview of using Web 2.0 technologies in the classroom. It begins with definitions and explanations of common Web 2.0 tools such as blogs, wikis, social networking and user-generated content. It then provides examples of how schools are using tools like mass notification systems to communicate more effectively. The guide includes classroom exercises using Twitter and directions for student group projects utilizing various Web 2.0 tools. It concludes with a list of additional online resources and national educational technology standards. The overall document serves to introduce teachers to Web 2.0 and provide ideas for integrating these new technologies into classroom lessons and activities.
This document is a teacher's resource guide that provides an overview of using Web 2.0 technologies in the classroom. It begins with definitions and explanations of common Web 2.0 tools such as blogs, wikis, social networking and user-generated content. It then provides examples of how schools are using tools like mass notification systems to communicate more effectively. The guide includes classroom exercises using Twitter and directions for student group projects utilizing various Web 2.0 tools. It concludes with a list of additional online resources and national educational technology standards. The overall document serves to introduce teachers to Web 2.0 and provide ideas for integrating these new technologies into classroom lessons and activities.
The Muskingum Valley Educational Service Center is hosting a Teacher Technology Camp from June 13-17 with sessions focused on integrating technology into the classroom. Teachers can register for individual sessions on topics like iPad/iPod use, blogs and wikis, cloud computing, Smart Boards, digital cameras, and classroom response systems. Graduate credit is available for those who attend four sessions and complete required activities.
This document provides an overview of a presentation on using Web 2.0 tools to support learning and teaching in the 21st century. The presentation aims to connect attendees to a learning network, explain what Web 2.0 is, and inspire the use of Web 2.0 tools to support teaching and learning. It discusses social networking sites, wikis, file sharing, and widgets/RSS feeds as examples of Web 2.0 tools and how they allow for collaboration. It also addresses skills needed for the future like problem solving, critical thinking, and effective communication.
Web 2.0 Resources/Cyber-learning is foundational to 21st century learners. Digital learning allows the students to personalize their learning, be creative and innovative, and collaborate with peers around the world.
This is a presentation and exercise I did as part of a local ASTD / ISPI Social Learning workshop held at Babson on May 20. My other presenters included Dave Wilkins of Mzinga and Bill Cava of Ektron. The event was coordinated by Jean Marrapodi of Applestar Productions.
This document discusses blended learning and strategies for successful blended instruction. It defines blended learning as using online technology to transform learning by allowing professionals to communicate, collaborate, and reflect. It emphasizes knowing your audience, identifying the big idea or goals, planning activities, exploring content, and weaving in 21st century skills. The document discusses using both synchronous tools like videoconferencing and asynchronous tools like course management systems to support self-paced and facilitated learning. It stresses the importance of preparing for blended learning by considering goals, audience, content focus, media to use, and technology needs. It also advocates providing professional development for faculty in the environments they will use for blended instruction.
Stefan Neitzel Assistant: Anja Maschmann
Tutor: LiM 1 Tutor: LiM 2
Tutee: eSTUDI 4 Tutee: eSTUDI 5
Donnerstag, 22. März 12
Support Concept
‣ lecturer: Prof. Dr. Karsten D. Wolf
‣ key tutors: Stefan Neitzel und Anja Maschmann
‣ tutors tandem: participants of parallel course Learning in read-write web (LiM)
‣ weekly eSTUDI review on the course blog with feedback from the tutors
Donnerstag, 22. März 12
This document proposes a community of practice for 20 Division 3 teachers to focus on developing 21st century skills using Web 2.0 tools, collaboration, and Moodle. Over two years, teachers will work on their technological pedagogical content knowledge and learn tools like Wikispaces, Google Docs, and Elluminate. Teachers report increased confidence, sharing of best practices, and a regret that lack of time prevents more implementation of new ideas in the classroom. The informal learning environment has benefited students. Contact is provided for the lead.
Presentation for the VII International Seminar of the UOC UNESCO Chair in e-Learning: Mobile Technologies for Learning & Development.
school has been the same for at least the last century. The big difference is that inside some classrooms we find netbooks on the students desks with the same XIX century teacher student disposition. The question is then, how can technology change classroom dynamics to fulfill students' and teachers' needs?
The benefits of technology can be realized only through an effective learning and teaching strategy. The problem to solve has to be shifted from a technological perspective, to a pedagogical one. We show how different technologies can be used to foster collaborative learning inside the classroom to improve learning, and social and communication abilities.
Technology Professional Development ProposalDanaCherrie
The document is a request from Dana Hill for additional technology professional development for teachers at Desert View Elementary. It summarizes the previous year's limited schedule of technology coaching and requests 4 hours per teacher per year to work with the technology coach, Joe, during the school day to learn new concepts and tools to engage students. These may include Microsoft programs, video/music, grading programs, web tools, and more. It cites research showing that teacher-driven learning and collaboration with colleagues is most effective for technology integration professional development.
@sprinzette introduced Skype in the classroom to a room full of editors and publishers as part of the Arts Council Digiskills programme.
For more information visit: http://education.skype.com/
The document discusses input and output skills in language learning. It argues that input skills like listening and reading should precede output skills. The brain of a beginner student is like an empty warehouse that needs to be filled first with language information through input before they can produce output.
Several stages of developing listening and reading skills are outlined, including pre-listening/reading, during listening/reading, and post-listening/reading. Examples of activities for each stage are provided like predicting, checking comprehension, and integrating the language. Different types of reading are also defined, such as extensive for enjoyment and intensive for language focus. Strategies students can use for reading like predicting meanings are suggested.
This document discusses input and output skills in language learning. It argues that input skills, like understanding written words, should precede output skills like speaking. Output exists if certain conditions are present, like learners being involved and there being a purpose to communicate. Various speaking activities are proposed, like role plays and games, to help students practice pronunciation, grammar and vocabulary. Writing is also important for learning and should not be left behind. Setting up writing activities involves pre-activities to engage students, clear instructions, the writing task, and presentation of results. Assessing writing requires avoiding common errors like lack of context or purpose.
El documento discute el uso de la tecnología en la enseñanza de lenguas extranjeras en las escuelas secundarias del Reino Unido. Explica que la tecnología puede motivar a los estudiantes y mejorar la participación cuando se integra de manera significativa en las lecciones. También destaca algunas herramientas y aplicaciones útiles como Quizlet, Kahoot y videos creados por los estudiantes.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Songs stories rhymes in SPANISH for childrenAna Ramos
El documento describe los beneficios de utilizar cuentos, canciones y rimas en la enseñanza de idiomas a estudiantes jóvenes. Menciona que los cuentos crean un contexto adecuado para la exposición al lenguaje, motivan a los estudiantes y desarrollan habilidades lingüísticas de manera integrada. También discute cómo el Marco Común Europeo de Referencia para Idiomas promueve el uso de diferentes métodos de enseñanza como cuentos, rimas y juegos.
This document provides information about designing language syllabi for teaching children. It discusses what a syllabus is and its key characteristics, such as being comprehensive, having a clear sequence and structure, and including explicit objectives. It outlines different types of syllabi, such as structural, notional, and task-based syllabi. The roles and responsibilities of teachers in designing syllabi are also addressed. Examples of activities from various units in a Spanish language curriculum are presented.
This document provides information and advice for finding work as a Spanish teacher after completing language teaching training. It discusses developing knowledge and skills through getting more experience, exploring grammar, finding students, and continuing to learn. Specific advice includes updating one's CV and cover letter, researching job opportunities, and potential employers like schools, colleges, and language agencies. Online teaching options through Skype are also presented. The document emphasizes the importance of ongoing professional development through both formal courses and informal means like reading and online resources.
Este documento analiza las 3 destrezas fundamentales de leer, escuchar y escribir en el contexto de la enseñanza del español como lengua extranjera. Explica los procesos involucrados en cada una de estas destrezas y ofrece consejos sobre cómo preparar y evaluar actividades de lectura, escucha y escritura en el aula. También discute los desafíos que enfrentan los estudiantes al leer, escuchar y escribir en una segunda lengua y estrategias para abordar estos desafíos.
Este documento presenta varias actividades para promover el habla en el aula, incluyendo juegos de rol, adivinanzas, bingos, rompecabezas, juegos físicos y concursos. Explica que estas actividades deben planificarse cuidadosamente, seguir las etapas de preparación, presentación, práctica y evaluación, e incluir instrucciones claras para maximizar las oportunidades de que los estudiantes hablen durante la clase.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
1. Hello
Welcome toTeacher 2.0.
The Technology in the Language Classroom
2nd June 2012
Presentation
Ana Ramos Marugán
ana.ramos@me.com
www.tuercadepino.blogspot.com
Monday, 21 May 12
2. 2
“Students today depend too
much upon ink. They don’t
know how to use a knife to
sharpen a pencil. Pen and ink
will never replace the pencil”
National Association of Teachers, 1907
Monday, 21 May 12
3. 3
“Technology will never
replace teachers - but, those
who use technology will
replace those who do not”
Ray Clifford
Monday, 21 May 12
4. 4
“Use technology in the
service of pedagogy,
not vice-versa”
Siskin & Reynolds
Monday, 21 May 12
6. 6
Integrate technology in
your lessons,
working with
some useful tools.
Monday, 21 May 12
7. 280 slides
Podcast
Youtube
Teacher 2.0
Technology can support
RSS Vimeo
Language Teaching and Wordpress
Learning Jing
Technology can
WIKI
• enhance language input/exposure
•facilitate authentic communication,
•improve exercise and feedback and blog Delicious
•sustain motivation
Diigo
Fedena
Web 2.0 in the Viki
Mailvu
classroom
what can we use to engage our Scrib
students in a meaninful way? Voxopop
Wordle
Skype Boxopop
Wallwisher
Blog Sliderocket
Wiziq
Storybird
Monday, 21 May 12
8. Teaching Resources
TEACHING
ELECTRIC
AID
WITHOUT COMPUTER
COMPUTER AIDED (CALL)
Blackboard
White board Tape Recorders Language labs
Photographs Video Players Electronic whiteboards
Felt board Slide Projectors Presentations
Games Overhead Projectors Websites, blogs, email
Movies VOIP Telephone, Skype
Radio Podcast
Television Photo sharing
Content management systems
Monday, 21 May 12
9. 1 Slideshare
Scribd
ONLINE
WIKIS
PRESENTATIONS
A wiki is a Web page that can be
Online hosting service to
viewed and modified by anybody is
Scribd
upload documents in different
aformats: Powerpoint,sites.
collaborative group PDF
Scribd
Scribd
•Look and find for the right presentation for your lesson Show
•Interesting visual ressources about places, food.
Monday, 21 May 12
10. 2
SMARTBOARDS
WIKIS
Combine the simplicity of a
A wiki is a Web page that can be
whiteboard with the power of
viewed and modified by anybody is
a computer to deliver dynamic
a collaborative group sites.
lessons
•Saving your work
•Project Computer Displays
•Connect and Communicate
•Access Applications
•No more “teacher stains”
Show
•Printing Options
Monday, 21 May 12
11. 3
WIKIS
BOOKMARKING
A wiki is a Web page that can be
Social Bookmarking allows you
viewedorganize your websites, is
to and modified by anybody
a tagging and share them.
collaborative group sites.
•A way to store, tag and share
•search engine spiders
•tag-based classification is done by humans
Show
•resources are ranked by users
Monday, 21 May 12
12. 4
BLOGS
WIKIS or
Blogs can be individual
A wiki is a Web page that can be
collaborative and offers
viewed and modifiedoptions in is
self-publishing by anybody
a collaborative group sites.
chronological order
•Blogs are easilly created and updateable with no knowledge of HTML
•They offer interactivity and ability to support cooperative and
autonomous learning Show
•A class blog can help the information exchange
Monday, 21 May 12
13. 5
WIKIS
AA wiki is a website that allows
wiki is a Web page that can be
for collaborative work and
viewed and modified by anybody is
a collaborative users sites.
multiple group
•They are easy to use with a simplified method of creating posts.
•Students can be engaged outside the classroom and resources are
always accessible
•Projects can be organize to involve everybody in a group work
Show
•Wikis can offer discussion forums
Monday, 21 May 12
14. 6
WIKIS
VIDEO WEBSITES
A wiki isto Web videos to light up
Access a real page that can be
viewed and modified by anybody is
your class
a collaborative group sites.
•Multimedia resources on the internet allow you to use short or
full-length movies
•TV news, programs about current issues are available on the internet
to bring realia to the class
Show
•You can also create and upload your own videos
Monday, 21 May 12
15. 7
RSS FEEDS
WIKIS
Really Simple Syndication.
Allows you to see when
A wiki is a Web page that can be
websites have added new
viewed and modified by anybody is
acontent offering real-time
collaborative group sites.
updates on new articles
and posts
•Access to latest updates
•Timesaving
•No need to give your email address and it doesn´t fill in your inbox
with emails
Show
•Powerful advertising tool
Monday, 21 May 12
16. 8
WIKIS
COMICS
A wiki is a Webor create your be
Customize page that can
viewed and modified by anybody is
own comic
a collaborative group sites.
•Using a comic to combine images and text customized for your lessons
•Order frames, riddles, fill in the gaps, continue the story are some of the Show
activities we can create with our own comics.
Monday, 21 May 12
17. 9
VOICE
E-LEARNING
WIKIS help
Easy-to-use way to
A wiki is a Web page that can be
students develop their
viewed and modified bybe used is
speaking skills can anybody
aas message boards using
collaborative group sites.
the voice instead of text
•Improve message comprehension
•conversation practise
•collaboration projects
Show
•oral presentations
Monday, 21 May 12
18. 10
PODCASTS
WIKIS
Is a digital audio file subscribed
Ato a download page that canor
wiki is a Web through RSS be
viewed and modified bycomputer is
streamed online to a anybody
a collaborative group sites.
or mobile device (MP3)
•Students can listen to existing podcasts, in class or at home
•or create their own individual or in a group (opinion, story telling, Show
book review,...)
Monday, 21 May 12
19. 11
SKYPE
WIKIS
Software application that
A wiki is a Web page that can be
allows to make voice/video
viewed and modified by anybody is
calls over the internet
a collaborative group sites.
•Skype allows teaching anywhere to anyone that has a computer and a
fairly good internet connection.
•Teaching online just requires some organization it is possible to share Show
files, screen and instant messaging.
Monday, 21 May 12
20. More to explore
In a world where choice is
increasingly design-driven we
have the ability to build out from
a bright idea into a compelling
visual world.
Good teachers take ownership
of a technological territory by being
consistent, connected and fresh -
Other Gadgets to
at the same time.
explore
Monday, 21 May 12