Think mobile-think-more.-pre con-etai 2014

Parakrijaya astro Pen Name Parakri

The powerpoint from my Think Moblie! Think More! workshop from the ETAI summer conference PCE, 7 July 2014

By the end of this workshop you will:
have a greater awareness of the potential of mobile technology & Web
2.0 tools for enhancing the language learning experience in the
classroom
have used some simple ‘thinking routines’ to encourage thinking and
student participation in all four skills
have experienced some simple digital tools and reflected on how to
integrate them into your lessons
have analyzed a lesson plan that integrates traditional ELT pedagogy
with digital tools and mobile devices
be ready to engage and motivate your students to read, write and
speak more English inside and outside of the classroom

1. Put the pictures
in what you think
is the right
chronological
order
2. Together create a
2 minute story of
my life based on
what you see in
the pictures. (use
the past simple
and time
expressions)
http://scrumblr.ca/Storyme

Thank you for your participation.
This workshop will be published on my blog:
‘Route ELT to CPD’
http://janecohenefl.edublogs.org
Follow me:
Twitter: @JaneCohenEFL
LinkedIn: JaneCohenEFL
Contact me:
janeco@openu.ac.il

A virtual classroom provides several benefits for teaching English as a second or foreign language (ESL/EFL). It allows for an enjoyable and interesting learning experience through online lessons and resources that are accessible to both teachers and students. Virtual classrooms offer a wide variety of hardware and software options depending on the specific teaching context. Teachers are able to incorporate different technologies and online tools, such as Skype, to effectively teach English language skills regardless of their context or environment.

1 task1 call1_gabrielafernandez_osvaldorosales_elizabethmanjarrez240811-1

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EVO 2012 - Classdigitools - Speaking skills

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This document contains summaries of two lesson plans that use digital tools to enhance students' speaking skills. The first lesson is for 10-11 year olds and uses Screenr and Voxopop to practice describing daily routines. The second lesson is for 13-14 year olds and uses Educreations to tell about their best holiday, then share on Edmodo for comments. Both lessons aim to improve speaking, listening, and digital skills through homework recordings shared in class. Access issues may require offline alternatives like digital recorders or Windows Live Movie Maker.

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The document discusses the implementation of digital classrooms in schools. It explains that digital classrooms improve learning outcomes through a teacher-led educational solution that allows students to learn at their own pace using interactive content. Key components of the digital classrooms include computers, projectors, UPS devices, networking equipment, and printers. Sample lesson plans are provided showing how teachers can integrate digital content such as videos and assessments into their classroom teaching. Best practices for digital classrooms include viewing content before class, pausing videos for discussion, and using online teacher forums to share resources. The goal is to prepare students for the 21st century with technology-enabled learning.

Integration of technology for english language learners

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This document discusses the importance of integrating technology into classrooms for English language learners (ELLs). It recommends using document cameras, iPads, and digital cameras to help ELL students learn vocabulary, work cooperatively, demonstrate skills, and assess their learning. The technology engages students and enhances learning by allowing them to take pictures, create slideshows and movies, and record their voices. When used appropriately, technology is an excellent tool to maintain student interest while helping ELLs understand concepts and gain proficiency in English.

School technology survey

Wakakoakamine

The school has a website maintained by the district. Each teacher has their own classroom website accessible to anyone. There are three computers in the classroom but they are not used often. The class goes to the computer lab once in a while. The school has desktops, a projector, iPads, and iPhones. Kindergarten teachers use learning software for letters, numbers, songs. Teachers use the internet for learning games during circle time using an iPad. Teachers get training through technology meetings to learn how to use available resources. Students enjoyed using iPhones for individual learning games during technology class.

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SASMITA BASA-DM

Smart classes are classrooms that use projectors and computers instead of blackboards to discuss topics on screen. This allows for the use of multimedia like animations and 3D modules to improve teaching methods and student learning. Smart classrooms aim to make learning more engaging and interactive through tools like the interactive whiteboard, simulation, and worksheets. They provide benefits like flexibility, an enhanced learning experience, access to online information, and the ability to record classes. The presentation argues that smart classrooms are better than traditional classrooms as they gain students' full attention and make evaluation quicker and more accurate.

This document outlines the educational technologies used by the author at different stages of their education: Elementary: Pencils, paper, books, blackboards, visual aids like posters, typewriters, TVs and VHS players were used. High School: Overhead projectors, transparencies, cellphones were utilized. Computers were introduced, making research and reports easier. College: PowerPoint presentations with image projectors, whiteboards, digital cameras, scientific calculators, laptops, flash drives, broadband, laboratory equipment and apparatus were key educational technologies.

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This document discusses the use of technology in language learning. It begins by explaining how technology can be used as a teaching resource or to enhance language learning experiences. It then provides examples of how technology can be used in the classroom as an instructional tool, for delivering content, or as the content itself. The roles of both the teacher and students in a technology-integrated classroom are outlined. The document also discusses benefits of multimedia and computer-assisted language learning (CALL) programs. It examines the effectiveness and advantages of technology in language learning, including examples like Duolingo and FluentU, before concluding by discussing potential disadvantages.

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This document contains a survey assessing educators' use of information and communication technologies (ICT) in their teaching activities. It is divided into three parts: respondent demographics, frequency of use of different ICT tools, and level of implementation of ICT according to the SAMR model of substitution, augmentation, modification and redefinition. The survey collects data on educators' age, years of teaching experience, and computer proficiency. It then lists various ICT tools and asks how often each is used for teaching activities. Finally, it lists actions representing different levels of the SAMR model and asks how often each is implemented.

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tara0517

The document discusses strategies for integrating technology into sheltered instruction for English language learners. It outlines three classroom scenarios where tools could support ELLs: 1) using apps to build vocabulary; 2) having students follow along on computers with visual handouts; and 3) having students work together in groups to develop language skills. It then describes several technologies that can demonstrate concepts, provide feedback, and help build vocabulary, such as SightWords, LinguPinguin, Computer-Assisted Pronunciation Training, LittleFox, and Learn English.

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This document provides guidance for using technology to support English language learners (ELLs) in the classroom. It recommends using images, multilingual books, and applications like Rosetta Stone, podcasts, and blogs to help ELL students build vocabulary and language skills. Specific strategies discussed include using software programs individually on laptops to learn at each student's own pace, having students blog daily assignments of 100 words, and creating PowerPoint presentations for country reports to aid oral presentation skills. The document emphasizes that technology can individualize instruction, promote cooperation, and increase engagement for ELL students.

PLT One - Netbooks and eLearning

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This document provides an overview of the Year 9 and 10 1:1 Netbook Program at the school. It outlines the timeline for distributing netbooks to students and developing related policies. It discusses storage, security, and classroom considerations for incorporating the netbooks. It emphasizes developing consistent classroom rules and using the netbooks to enhance learning rather than replace or entertain. Potential applications are mentioned to help teachers plan how to integrate the technology into their teaching. The final PLT meeting will focus on specific applications to explore.

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The document summarizes the key differences between traditional and smart classrooms. In traditional classrooms, teaching methods are teacher-centric, schedules and class sizes are fixed, collaboration is limited, and evaluation and recording of classes is not possible. Smart classrooms, on the other hand, use technology like videos and presentations to make learning more engaging. Schedules are flexible, heterogeneous groups of global students are supported, learner-centric and collaborative teaching is enabled, and classes can be automatically evaluated, recorded and reviewed. The document also provides pricing details for hardware, content and annual maintenance of a smart classroom setup.

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1) The document discusses a pilot course that used Web 2.0 tools like online voice recording, mind mapping, and vocabulary development to promote reading skills among first-year veterinary students. 2) Most students fulfilled the course requirement of commenting on 3 articles, with voice recording being the most popular tool. Mind mapping was the least popular due to its technical difficulty. 3) Student feedback was generally positive about the convenience of voice recording and vocabulary learning, but some felt there was too much homework. Technical challenges remain in making mind mapping and vocabulary tools easier to use.

Sheltered instruction technology integration plan

nbyrom1

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Using technology in the 21st century classroom

sragasa

The document discusses how technology is used in a classroom to enhance teaching and learning. It highlights that students use computers daily to take Accelerated Reader tests, visit the computer lab weekly to learn computer skills and play educational games, and use iPads for reading centers. The teacher integrates technology like PowerPoints, websites, and ELMO projectors into lessons to keep students engaged and help them learn vocabulary and concepts, especially English language learners.

Synthesis Presentation

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This document summarizes William Whitehead's synthesis presentation for ITEC 299. In 3 sentences: It discusses his motivations for taking the class, his learning preferences, and how he explored technological learning through games, apps, and social media. He learned that employing your learning style is important, technology can augment learning, and mastering how you learn best is key to success in school and career. The presentation concluded that he can now take better notes, study using his preferred styles, and better utilize technology for learning.

Learning resources and assessment in Language

Sadiqua Khan

This document discusses the use of libraries and technology resources for language learning. It describes how English teachers can utilize the library to develop students' vocabulary, listening, speaking, reading, and writing skills. The role of the teacher is to inspire a love of reading and encourage extracurricular reading. Technology resources like e-books, YouTube, Facebook, podcasts and language learning software/apps can also support language acquisition. The document outlines advantages and disadvantages of computer-assisted language learning and discusses using tools like podcasts, online tests and language labs to assess listening, speaking, reading and writing skills through information and communication technologies.

One note class notebook examples

The document discusses using OneNote for classroom instruction and organization. It describes setting up a OneNote Class Notebook with three main sections: 1) a collaboration space for shared content, 2) a content library for course materials, and 3) individual student sections. The document also references videos and guides for using OneNote features like recording audio assignments, providing feedback with highlighters, and setting up the class notebook structure.

One note class notebook examples

1. The document discusses using OneNote for a Year 8 class notebook, including setting it up with sections for collaboration, content, and individual student work. 2. It recommends a 2 minute YouTube video on classroom uses and describes options for students to record and submit audio assignments. 3. Setup instructions and guides are provided on configuring OneNote class notebooks with different sections, using highlighters for feedback, and accessing help guides online.

Computer-Assisted Language Learning

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This document discusses computer-assisted language learning (CALL). CALL uses information and communications technology to teach and learn foreign languages. It ranges from early drill-and-practice programs to more recent applications like virtual learning environments and mobile-assisted language learning. Computers can serve as tools, tutors, facilitators, and stimuli for language learning. Computer-mediated communication allows for synchronous and asynchronous communication. Computer-aided assessment can evaluate listening, reading, and to a limited extent, speaking and writing skills. CALL supports language research through databases and search engines. It also aids in teaching and developing listening, speaking, reading, writing, pronunciation and translation skills.

Icts based pedagogical porposal

FlickaMc Herrera

The document outlines an ICT-based pedagogical proposal for an English as a foreign language class. The proposal aims to use tools like blogs, wikis and YouTube videos to encourage students' interest in learning English and reinforce new education strategies. Over multiple classes, students will learn about and use different ICT tools to create and share content like videos and reports in English. The goal is to enhance students' English skills through interactive virtual learning environments that promote self-esteem and confidence.

educ-266-Group-4-Handouts.pdf

The document contains responses to questions about technology and teaching: 1. Some challenges of teaching with technology include lack of internet access, technical difficulties, and keeping up with rapid changes. 2. Technology is applied globally through online learning tools, social media for collaboration, and access to open educational resources. 3. To be a globally competent teacher requires skills like digital literacy, cultural awareness, and facilitating international connections through technology. 4. Common educational tools used by teachers are interactive whiteboards, learning management systems, and multimedia tools which engage students and bring lessons to life. 5. To prepare students for the modern world, teachers focus on skills like critical thinking, problem solving, and digital literacy through

educ-266-Group-4-Handouts.pdf

Technology plays an important role in education by helping teachers become multi-skilled, multi-literate and multi-specialists. It allows them to utilize various tools like interactive whiteboards, websites, blogs, audio/video, computers and more to engage students. Free internet tools for education include software for online classes, assessment tools, and apps for content creation. Technology aided instruction benefits teachers by increasing student engagement, enabling collaboration, improving digital literacy, automating grading, and allowing paperless teaching among other advantages.

Educ 266 Topic #4 Group Output.pptx

Polo National High school

The document discusses technology tools for K-12 and 21st century teachers. It describes how teachers are expected to be multi-skilled, multi-literate, and multi-specialists due to technology demands. Examples of technology that can help teachers include projectors, interactive whiteboards, websites, blogs, audio/video, computers, tablets, and social networks. Free internet tools for education are also discussed along with online teaching tools like video conferencing software, assessment tools, and content creation apps. The benefits of technology-aided instruction for teachers include increased engagement, collaboration, digital literacy skills, automated grading, and more.

l-ward-ed554-unit-plan-template-7-25-2015

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This two-lesson unit plan uses technology to teach second grade students writing and storytelling skills. Lesson one is a flipped lesson where students listen to a podcast and make story webs using Kidspiration software. Lesson two has students write stories based on a prompt and create digital stories using the Adobe Voice app by adding pictures, recording narration, and publishing online. Both lessons integrate principles of universal design for learning and can be adapted for diverse learners including ESL students. The unit addresses state writing standards and technology standards.

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This document contains a summary of Demetra King's graduate coursework portfolio. It includes 14 sections summarizing 11 courses taken over 2 years, focusing on instructional technology, online learning, and instructional design. The courses covered topics like using Microsoft Office, integrating technology into teaching, virtual worlds in education, and online course design. Assignments included projects like wikis, blogs, and multimedia productions. The final section describes a culminating project and capstone portfolio where Demetra compiled and reflected on her work, demonstrating the knowledge and skills gained throughout her master's program in learning technologies and instructional design.

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The document outlines the mission, vision, and course overview for the "Internet and Multimedia Resources" class at the Universidad Técnica de Ambato in Ecuador, including the competencies, learning outcomes, and level to be achieved in the course which utilizes internet resources and multimedia tools to develop English language teaching skills. It provides elements on citing sources to avoid plagiarism, bookmarking websites, applying the ABC method in lesson plans, using blogs for assessment, and creating a virtual learning environment using tools like Voki.

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