The iceberg and the whale (rscon)
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This document discusses ways to help teachers have "WOW moments" through connecting with other teachers online. It notes that many teachers are unaware of or afraid to join online communities due to lack of access, language barriers, or other factors. The author proposes that iTDi, a safe, affordable, and accessible online community for teachers, can help address these issues by allowing teachers to work with mentors, share experiences, and improve together from anywhere in the world. The goal is to give all teachers an equal chance to grow professionally through connection.
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Me and those English-speaking Elites: Uncovering the Identity of One ELL in S...
A presentation at the 2013 Joint SELF Biennial International Conference and Educational Research Association of Singapore (ERAS) Conference on 10 September 2013.
Me and those English-speaking elites: Uncovering the identity of one minority ELL in Singapore
The minority English language learner (ELL) in Singapore is one who does not have English as a home language nor considers English as one’s first language even though Singapore’s education system and virtually every aspect of civic life uses and promotes English as a first and official language. Using the narrative inquiry method, I explore one minority ELL’s (“Rachel”) past and present schooling experiences in learning English.
Through the lens of primary and secondary Discourses (Gee, 2012), I examine how social relationships and investment (Norton Peirce, 1995; Norton, 2000) have contributed to Rachel’s identity as an ELL. In her foundational school years, Rachel’s English language learning experiences were marked by judgment and humiliation. While her secondary school experience saw more positive experiences through safe houses such as the school band, the fear of using English among English-proficient users remained. At the post-secondary level, Rachel was motivated to improve her English through cumulative successes and a desire for school success. Coming from a working-class background, Rachel’s investment in learning English increased as she saw herself as a future financial provider for her family. Nonetheless, Rachel’s identity as an ELL and the process of gaining cultural capital continue to be at odds with her primary Discourse as a predominantly Mandarin-speaker.
The implications of this research include encouraging similar ELLs to tap on positive identities for language learning, as well as helping them come to terms with tensions between their primary Discourse and the secondary Discourse of school.
References
Gee, J. P. (2012). Social linguistics and literacies: Ideology in discourse (4th ed.). Oxford: Routledge.
Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31.
Norton, B. (2000). Fact and fiction in language learning. Identity and language learning: Gender, ethnicity and educational change (pp. 1–19). London: Longman/Pearson Education.
Leveraging digital leadership ECET2NJPA
Explore strategies and tips lead learners can use to help create change in school and learning environments
Social Media and Professional Development too!
This document discusses how social media can be used for professional development opportunities for teachers. It provides examples of various social media platforms like Twitter, Facebook, blogs, YouTube and podcasts that teachers can use to actively learn and collaborate with other educators. Specific accounts and hashtags are recommended for finding online communities of educators working with English language learners. Benefits of using social media for professional learning networks include access to resources, networking, and sharing best practices.
Elearning two point zero
Presentation by Tiina Sarisalmi and Brian Holmes on learning using web 2.0 technologies at the eTwinning annual conference, Budapest, 1 April 2011
Elon Univ Presentation
This document discusses personal learning networks (PLNs) for faculty development. It introduces PLNs and their potential for connecting faculty through open and social tools online. Key topics covered include a brief history of faculty development; limitations of traditional models; how PLNs focus on place, people, practice; examples of microblogging, social bookmarking and networking tools; and making learning visible and sharing information through enhanced PLNs. The document poses questions about how PLNs may shape faculty development and what skills/challenges they present.
The pros and cons of using facebook in ELT
The document discusses the pros and cons of using Facebook in education. Some potential benefits include promoting collaboration, engaging shy students, creating a learning community, and facilitating communication between teachers, students, and parents. However, there are also downsides such as privacy issues, blurring of personal and professional relationships, distraction due to overuse, and not all students being active on Facebook. The document raises the question of whether Facebook and other social media should be integrated into education and asks for readers' opinions on the topic.
Internet Schools East
This document discusses collaboration in various contexts. It begins by defining collaboration and providing examples of collaboration in the real world like Amazon, Yelp, and CNN iReport. It then discusses how collaboration has evolved online from Web 1.0 to 2.0 to 3.0. Two presenters then discuss collaboration in academic and school library settings and the challenges of collaborating between teachers and librarians. The final presenter discusses collaboration in a communications office setting and how their goals are to promote their school's brand and engage users through various online platforms and user-generated content.
The Self Organised Learning Environment (SOLEs) - Does it work in the languag...
This document summarizes a Self Organized Learning Environment (SOLE) experiment conducted at International House London. Teachers tried giving students open-ended questions to research independently in groups for 40-50 minutes each lesson over 4 weeks. Students' English proficiency and confidence improved according to student and teacher feedback. However, the SOLE method lacked error correction, language input, and focus on skills like pronunciation. More research is needed on its effectiveness at different levels and settings.
Beyond the looking glass - What Online teachers need to do to be successful
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Indonesian students' readiness to undertake project-based language learning via social networking sites
Creating Global Networks #cpstt
Lucy Gray gave a presentation on creating global learning networks at the Chicago Public Schools Tech Talk on February 1, 2013. She discussed the benefits of connecting classrooms globally, providing examples of organizations and tools that facilitate collaboration between educators and students worldwide. Gray emphasized building professional relationships through social media participation and joining existing global projects in order to develop students' 21st century skills through authentic, globally-connected learning experiences.
Internet Schools east 2010
The document discusses collaboration in different contexts. It describes how collaboration works in the real world using examples like Amazon, Yelp and CNN. It then discusses how collaboration has evolved online from Web 1.0 to 3.0. Several parts of the document focus on collaboration in educational settings like K-12 schools and discuss how tools like Google Docs, Twitter and blogs can facilitate collaboration between teachers, librarians and communications offices.
#VRT10 - Bring the World in: Blogging with Your Students
This document discusses the benefits of blogging with students in the classroom. It outlines how blogging can help motivate students, build community, and connect learning to real audiences. Blogging gives students confidence and helps develop writing and reading skills. When implemented properly with internet safety guidelines and parent involvement, blogging creates a meaningful learning environment where all students can engage and find joy in learning.
The FDOL journey so far presented at NW ALT SIG 12 Dec 13 with Neil Withnell
This document provides an overview of the Flexible, Distance and Online Learning (FDOL) open courses #FDOL131, #FDOL132 and plans for #FDOL141.
#FDOL131 had 80 participants in Problem-Based Learning groups, while #FDOL132 had 107 registrations and groups of 6-8 participants each. Both courses used a simple COOL FISh approach for autonomous and collaborative learning. Participant feedback highlighted the value of community, facilitator support, and applying skills to practice.
#FDOL141 is planned to start in February 2014 with streamlined COOL FISh activities, 10 volunteer facilitators, and a course leader role. It aims to further support
[RELO] Creating A Caring Classroom
Presented by Senior English Language Fellow Debra Burgess and English Teacher Lourdes Talavera. Please find the webinar recording of this presentation in this address http://youtu.be/6V5RkP7QiKU
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What the heck is a PLN? - Personal Learning Networks for Educators
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Me and those English-speaking Elites: Uncovering the Identity of One ELL in S...
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Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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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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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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The iceberg and the whale (rscon)
- 1. The Iceberg and the Whale: WOW Moments in Teacher Growth Barbara Hoskins Sakamoto Program Director, iTDi @barbsaka
- 2. What are your WOW moments?
- 3. Realizing that I’m not alone Flickr: loufi
- 5. Discovering the power of connection Flickr: MTSOfan
- 6. Trying new things Flickr: Robbie G1
- 7. Teaching in new ways
- 10. Why aren’t more teachers in online teacher communities?
- 11. Awareness Confidence Access Language Lack of awareness Fear Lack of access Language limitations
- 12. Why aren’t teachers aware? What are teachers afraid of? Why don’t teachers have access? Why is language ability important? Flickr: doctorius
- 13. What can we do to help? Flickr: Paul J Everett
- 15. Safe, private, nurturing community Accessible for low bandwidth Affordable Simple English The idea
- 16. Teachers work online with Mentors and other teachers from around the world
- 17. Sharing is the magic ingredient
- 19. Every teacher deserves an equal chance to improve
- 20. Why a whale? Image: Wwelles14
Editor's Notes
- Nina
- 136-237 (beginning primary to experienced upper secondary) OECD