This presentation was given at the 2013 JALT CUE SIG's Technology Day Workshop on 12/1/2013 at Keisen University. The presentation explored the current state of CALL in Japan with a discussion of the future of technology in language learning; ending with suggestions of programs and websites used by the author to engage his students in CALL activities.
Some of the new technologies and initiatives that may engage young minds. A look at the future of education and the role of ICT. Social Networking, bookmarking, classroom2.0
Tools for Designing Distance Learning InstructionMarsha J. Chan
Differences between live and online classrooms require instructors to adapt familiar tools and adopt new ones to create a learning environment in cyberspace. The presenter will describe one module in an online certification course for college faculty that examines technology tools to design and teach a web-based distance learning course.
Some of the new technologies and initiatives that may engage young minds. A look at the future of education and the role of ICT. Social Networking, bookmarking, classroom2.0
Tools for Designing Distance Learning InstructionMarsha J. Chan
Differences between live and online classrooms require instructors to adapt familiar tools and adopt new ones to create a learning environment in cyberspace. The presenter will describe one module in an online certification course for college faculty that examines technology tools to design and teach a web-based distance learning course.
Changing Scenarios in Higher Education - Anil Sahasrabudhe, Director CoEPNavin Kabra
At the first InnoVidya meeting, Prof. Anil Sahasrabudhe talked about the change that is sweeping through higher education in India. We have come a long, way, but major challenges remain. He talks about how technology is transforming education, and what we need to do to stay on top of things.
E-Learning and Types of E-Learning (Asynchronous and synchronous e learning)AksharaDandgaval
E Learning and Types of E Learning presentation covers almost all the aspects of E-learning, like modes/types of e-learning i.e. Synchronous and Asynchronous, tools of e-learning, choosing the correct mode of e-learning, etc. Presented by Akshara Dandgaval.
My powerpoint presentation during my report in class at Special Topics in Public Administration Subject. Download this presentation to appreciate more. The PPT animation does supported by SLIDESHARE.NET. The real presentation awaits you if you download this.
Definition of E-learning
Types of E-learning
Location
Purpose of E-learning
Advantages E-learning
Disadvantages of E -learning
Evaluation Methods in E -learning
CONCLUSION
21st Century Skills & TPACK (Workshop)Petra Fisser
Tijdens een conferentie van de Poolse Centre for education development gaf Petra Fisser een workshop over competenties die leraren nodig hebben om hun leerlingen voor te bereiden op leren en werken in de 21e eeuw, waarbij een belangrijke rol is weggelegd voor de integratie van ict in het onderwijs. Daarbij werden 21st century skills gekoppeld aan het TPACK model.
Changing Scenarios in Higher Education - Anil Sahasrabudhe, Director CoEPNavin Kabra
At the first InnoVidya meeting, Prof. Anil Sahasrabudhe talked about the change that is sweeping through higher education in India. We have come a long, way, but major challenges remain. He talks about how technology is transforming education, and what we need to do to stay on top of things.
E-Learning and Types of E-Learning (Asynchronous and synchronous e learning)AksharaDandgaval
E Learning and Types of E Learning presentation covers almost all the aspects of E-learning, like modes/types of e-learning i.e. Synchronous and Asynchronous, tools of e-learning, choosing the correct mode of e-learning, etc. Presented by Akshara Dandgaval.
My powerpoint presentation during my report in class at Special Topics in Public Administration Subject. Download this presentation to appreciate more. The PPT animation does supported by SLIDESHARE.NET. The real presentation awaits you if you download this.
Definition of E-learning
Types of E-learning
Location
Purpose of E-learning
Advantages E-learning
Disadvantages of E -learning
Evaluation Methods in E -learning
CONCLUSION
21st Century Skills & TPACK (Workshop)Petra Fisser
Tijdens een conferentie van de Poolse Centre for education development gaf Petra Fisser een workshop over competenties die leraren nodig hebben om hun leerlingen voor te bereiden op leren en werken in de 21e eeuw, waarbij een belangrijke rol is weggelegd voor de integratie van ict in het onderwijs. Daarbij werden 21st century skills gekoppeld aan het TPACK model.
Slides from a presentation for K-12 teachers and student teachers at the Mobile Learning Technology Conference at the University College of the North in The Pas, Manitoba, March 22, 2010: an exploration of the possibilities offered by modern mobile technology for k12 students.
integrating technology in fl classroom is challenging and rewarding. Teach culture, demonstrate communication, encourage comparison, broaden community using a connected classroom. Thanks to http://theconnectedclassroom.wikispaces.com/ for the video "a history lesson"
Mining Matters Teachers' Workshop - Modern Mining and Technology Week SudburyMining Matters
Teachers of students ranging from grades 4 through 7 from the Sudbury area attended a Mining Matters workshop on April 30 and May 1, to learn how to deliver Earth Science based activities and to use the materials provided in their lessons. At the same time, their students enjoyed a free student workshops and visited Dynamic Earth for special MMTS programming.
Pushing the limit modelling 21st century tlMahani Mohamad
slide presentation for TESL Language Camp XV 2014. We will have been given a day slot to handle a workshop on on any topic of choice. Since the theme for this year's language camp is Pushing the Limit, it would be appropriate to have a workshop on technology in the classroom or multimedia or web2.0 app of sort... this is the first draft of the presentation. I'm going to demo and take the students along for a hands on experience on a few of those mentioned software and web2.0 apps.
Improving Teachers’ Learning and Classroom Practices Workshop
Who is David PEDDER?
Professor David Pedder is Professor of Education and Director of Research at the University of Leicester, School of Education. Between 2000 and 2010 he was a Research Associate, Senior Research Associate, Lecturer and later Senior Lecturer at the University of Cambridge Faculty of Education. His teaching and research interests are concerned with understanding processes, practices, perspectives and conditions that support improvement in the quality of teaching and learning in classrooms, schools and networks.
About the workshop
Understanding the effectiveness of teachers’ professional development hasbeen an important focus for researchers and policy-makers because of its potential for contributing to improvements in school development and the quality of teachers’ support for enhancing students’ learning experiences. The focus and purpose of this exclusive workshop was to critically consider different professional learning approaches to improve the quality of teachers’ and students’ learning in the classroom. We explored and analysed the patterns of professional learning orientation among teachers in the schools of England and compared different practical strategies for increasing the effectiveness of professional learning for improving the quality of student’s classroom learning.
Whats Possible With Educational Technology With Notes2 Distributed [Autosaved]Andrew Moore
This Presenation was developed to aid PHEA ETI members develop educational strategies for their Higher Education institutions in Africa. It is version 1.
The presentation presents the following points :
What’s telecollaboration ?
What’s telecollaborative project work ?
What’s IEARN ?
Characteristics of IEARN projects
The Way We Play Project
Steps to start a project on IEARN
Tips for IEARN project management
Saturday , Feb 20th , 2010
El Amria High School .Beni Mellal .Morocco
Mbarek Akaddar http://allsharing.ning.com
Esto es un trabajo realizado para mi clase de Topics in Linguistics de la carrera de Lingüística Aplicada. Se trata de un portafolio donde yo y mi grupo respondemos preguntas sacadas de un libro sobre la enseñanza de lenguas y la tecnología.
This is the slide deck of the presentation I gave at GloCALL 2019 in Da Nang, Vietnam about the use of students' smartphones in Japanese university EFL classes.
This slide deck was used during my presentation at AsiaCALL 2017 in Ho Chi Minh City, Vietnam. All data herein is my property and those who wish to use this data must obtain permission first.
This is the ppt I used for a session at the Aomori Pref. ALT Orientation in Aug. 2015. I discussed language learning theories and methods, as well as provided some tips for successful English teaching in Japan.
This presentation was given at the 2014 ALT Skill Development Conference in Aomori, Japan. The audience consisted of Assistant Language Teachers (ALT) and Japanese Teachers of English (JTE) from around Aomori prefecture. The content is about improving students' confidence in English and provides some suggestions for engaging students in learning activities to instill confidence.
This presentation was given at the JALTCALL 2014 conference. It discusses the lessons learned from an online collaboration between two language classes in Japanese and English. The presentation discusses steps to take to help ensure a successful collaboration as well as a ways find collaboration partners.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. How Wired are You?
Please surf to the following URL and answer the short
questionnaire about your educational technology use.
http://tinyurl.com/edo-cue
3. Sharing our Experiences
In your group, please share how you
have incorporated technology into
one of your lessons.
4. What & Why of Blended Learning
Incorporation of any technology into the educational
process (Bersin, 2004)
Need to address needs of today’s students
Digital Natives? – Shockingly, don’t exist
Students desire to use technology but only when they
see practical need
No technology for technology sake!
5. What tech should we use?
Major studies (US Educause): keep tech separate for
personal / professional uses
Need balance between teachers’ demands & students’
comfort levels – don’t ask too much
Personal use tech: cell phones, social networks
Professional tech: computers, interaction facilitators
Choose wisely or risk alienating students
6. Student Perceptions
Educational benefits of technology:
• Maintain connectivity to peers / teachers
• Quick access to information
• Enables flexible studying
Limits to students’ technological abilities
Need to be taught how to use basic tools
LOTS of practice & hand-holding with new tech
They want tech, but don’t assume anything!
7. What Can You Do?
Demonstrate practical application of technology
Why should they follow your lead?
Focus on 21st century skills & need for tech proficiency
World is flat
Regardless of occupation, English communication is
important in the global marketplace
Positive experiences lead to increased motivation
Provide the tools for future autonomy
9. Getting Bigger
Students don’t know Web 2.0, but they can be taught
International collaborative learning using pbwiki
Requires a LOT of encouragement
Frequent demonstrations
Periodic reminders
Once begun, most enjoy and learn a lot
Presents the world at their fingertips
10. Time to Share
In your group, please share how you
increase the use of technology in
your lessons.
11. Where Will We Go From Here?
What’s the future of CALL in Japan?
Mobile-based focus in lieu of computers
BYOD efforts may be the first steps
International collaborations
Pragmatic language practice
Cultural exchange
Virtual exchange
20. Technology in Assessment
Providing reality-based assessments
Edit Wikipedia / WikiTravel articles
Create videos pamphlets about local culture
21. Time to Learn from Each Other
Finally, in your group, please share
any questions you may have about
incorporating technology in your
lessons.
22. Any Questions for Me?
If you have any questions for me after
today’s workshop, please contact me at
edosan@gol.com
Editor's Notes
I am a retired U.S. Navy linguist who taught Russian for 8 years prior to moving to Japan to teach EFL at Hirosaki Gakuin University. I have used CALL and technology in my language classes since the beginning and see technology as an amazing tool which enables language teachers to bring the world into their classrooms. I hope to share some of my experience and knowledge through this presentation.
This Google Forms-based survey is meant to establish the technology experience of the attendees so that I can gear my presentation for the appropriate CALL level. The questions asked were:Do you use technology in your lessons? How comfortable do you feel about using technology in your classroom? *(Not at all) 12 3 4 5 (Very comfortable)How often do you use technology in your lessons? (Once a Month) 1 2 3 4 5 (Daily)Please check the types of technology you use in your lessons. Video Audio Internet-based activities Computers Mobile tech (Cellphones, tablets, etc.) Learning Management Systems (Moodle, Blackboard, Lang Cloud, etc.) Other:
As language teachers, we have been using a variety of technology tools in the language classroom for years and that has helped us to better educate our students. Using a variety of tools—any tool will suffice (audio, video, web-based, etc.)—helps to improve our students understanding and retention. Sadly, the idea that today’s students are digital natives has proven to be false, so that means that we must do the extra work to ensure that students clearly understand how to use the tools we want them to use. They do desire to use technology, but they must understand the purpose behind it before they will accept it as beneficial. Finding the right tech tool to help students meet the learning objective is vitally important to making CALL successful. Reference: Bersin, J. (2004). The Blended Learning Book: Best Practices, Proven Methodologies, and Lessons Learned. Hoboken, NJ: John Wiley & Sons.
Most of the major, large-scale studies into the use of technology by students have been conducted in America by Educause (see the ECAR research study). There was recently a similar study conducted in Australia (See Waycott et al, 2010, “Digital divides? Student and staff perceptions of information andcommunication technologies”) which showed that students and teachers separate their use of tech into personal and professional categories. Cellphones & social networks (facebook, twitter, etc) are used for personal activities; computers and learning management systems, blogs, wikis are seen as professional / educational tools. The students want to use their educational tools for learning, but do not want assignments to bleed over into their personal space too much. Teachers must find a balance between the tech tools they want the students to use and how it will meet their learning needs without encroaching into their personal tech realm.
Students see the benefits of using tech tools to learn, but they are not digital natives and require a LOT of detailed instruction on how to use the tech tools we want them to use. As teachers, we need to make it easy to use the tools we want them to use, otherwise the students’ motivation and willingness to participate in our activities will disappear.
When introducing new tech tools into your program, it is important to demonstrate why the tool will help them and what their benefits will be. Teaching your students that the world is flatter now than ever before and that the need to be proficient in English is greater than ever before is vital. Regardless of the career they pursue, being proficient in English will make them more valuable to their employer. Creating positive experiences with technology in our classrooms will serve to increase students’ motivation and excitement. This will translate into continued autonomous learning in the future.
I start small in introducing my students to the use of technology as a learning tool. During my Freshmen English courses, I have the students work in groups to learn about the Peanuts Gang – a long-time part of American culture by searching the web for information about each character. Then I have each group present about their character. After that, we discuss Halloween and watch It’s the Great Pumpkin, Charlie Brown to teach them about Halloween. Students enjoy this lesson and see that they can use their cell phones as resources for information that they use in class. I continue to include activities which require web searches via their cell phones in classes throughout the year. This serves to get the students used to using their cell phones as learning tools.
While students are comfortable with cell phone technology and using the Internet, they really have not, as a generation, begun creating content on the Web. However, teachers can bring the world into their classrooms by introducing international collaborative events. (More about these below.)
The relatively low percentage of computer-owners among high school and university students indicates that the future of CALL in Japan will focus on mobile devices. Even in late 2013, less than a third of the students surveyed in both public and private universities (n=200+) owned computers. Because of this, language teachers need to gear their activities to take advantages of the benefits of mobile technology and how it might be used in language learning. One activity we can use to help our students experience the world via technology (mobile or computer) is an international collaboration. My students participate in a collaboration with students at my university’s sister school, the University of Wisconsin. Using a collaboration wiki page (aomoriuwrf.pbworks.com) UW students of Japanese share information about themselves and their hometowns in Japanese; my English students do the same in English. Students then comment on one another’s wiki pages and ask questions about the information shared.
In this slide, you can see examples of my student’s wiki page and the comments she received and responded to with a UW student in both English and Japanese. Getting started in this project takes a LOT of work on the teacher’s part to prepare the students, help them create their pages, and encourage participation. However, once the students get into the activity, they tell me that they enjoy it and learn from it.
Finding partners for such collaboration activities can be difficult. The first place to look is to contact your institute’s sister schools which have Japanese studies programs. The collaboration must benefit both groups in order to get the students’ engagement. Two other options are to use the ePals website – a location for foreign language teachers to find partners or groups / classes to share collaboration with. Teachers can first interact with other teachers to plan collaboration activities and find partners for their students to interact with. Another site is The Mixxer (www.language-exchanges.org) allows teachers to create groups within The Mixxer’s site and to organize interaction with other language classes active on The Mixxer. These sites are great places to find classes to collaborate with on language exchanges.
As educators, we need to continue to seek professional development opportunities to keep our skills honed. Sharing our experience and knowledge with one another is an excellent way to learn about new tools, programs, and technology resources. These resources provide a wealth of new tools, research to explore, and places to meet other tech-savvy teachers to share with.
VOAnews.com provides excellent resources for ELLs on their Learning English page (shown above). The resources are divided into two levels (1 & 2) and each level has many listening comprehension and reading comprehension activities for the students. Level 2 also has Business English activities.YouTube also has thousands of videos created by language educators to explain grammar, conversation tips, speaking styles, presentation guidelines, and may other topics. Naturally, it takes some time to review and find the best videos to show your class, but some of them are very professionally done and are excellent assets for your classroom.
VOAnews.com provides excellent resources for ELLs on their Learning English page (shown above). The resources are divided into two levels (1 & 2) and each level has many listening comprehension and reading comprehension activities for the students. Level 2 also has Business English activities.The Mixxer (www.language-exchanges.org) provides a forum for students to interact with other language learners and to write short essays / blog posts in their target language and receive feedback from native or proficient users of the language. Students can also give feedback to others who are studying your student’s native language. The Mixxer is an excellent resource for language exchange (for more information about using The Mixxer, see my article in The JALTCALL Journal Dec. 2013 edition available at journal.jaltcall.org).
The Mixxer (www.language-exchanges.org) provides a forum for students to interact with other language learners and to write short essays / blog posts in their target language and receive feedback from native or proficient users of the language. Students can also give feedback to others who are studying your student’s native language. The Mixxer is an excellent resource for language exchange (for more information about using The Mixxer, see my article in The JALTCALL Journal Dec. 2013 edition available at journal.jaltcall.org). Writing Planet is a great website which provides students with very thorough feedback on their writing activities – and then follows up with links to video tutorials which address the problems uncovered in their text submissions.
The Mixxer (www.language-exchanges.org) provides a forum for students to interact with other language learners and to write short essays / blog posts in their target language and receive feedback from native or proficient users of the language. Students can also give feedback to others who are studying your student’s native language. Once students become comfortable with their partner on The Mixxer, they can take the next step to chat with their partners via text chat first and then in person using video chat (but only after they feel comfortable with their partners). The Mixxer is an excellent resource for language exchange (for more information about using The Mixxer, see my article in The JALTCALL Journal Dec. 2013 edition available at journal.jaltcall.org). VoiceThread is a great website for students to practice speaking and leaving audio recordings about a given topic / prompt. Then they can collaborate with their classmates by leaving responses to one another’s comments.
When assessing our students’ work, it is important that we measure their ability to perform tasks that have a real-world connection. When assessing my general English classes, I have created an assessment that measures the workplace skills of group work, translation, digital literacy, and information presentation. I have the students work in groups to collaborate on creating content for the university’s English-language Wikipedia site. The site was very bare three years ago when I first began this project, and now you can see by the screenshot on the right that there is a wealth of information about the university included for the many international exchange students we have to learn about our school prior to arrival. In addition to updating the university’s Wikipedia page, you can also have students update local WikiTravel articles, or create new wiki pages as a forum to share information with the public. This was presented in more detail at JALTCALL 2012 and JALT 2012 and the presentation is available by contacting the author.