This document discusses using blogs and wikis in the classroom. It defines blogs as easily created websites that allow for interactive comments, and wikis as websites that can be easily edited by groups. It provides examples of how teachers can use blogs for classroom websites, storing files, e-portfolios, and collaborative writing. Wikis can be used for group work, peer review, classroom notes, and branching stories. Specific classroom examples of blogs and wikis are also listed.
This is a power point I developped for the AMTESOL conference held in Mississippi, USA, January 18-20. It outlines some basic principles of how to use blogs as cognitive tools in teaching ESL.
Incrementando A Aula De Língua Estrangeira Com O ComputadorKelly Vieira
1. The document discusses integrating technology into a language classroom by using blogs. It outlines objectives of developing technology skills, introducing blogs, and familiarizing students with blog features and creation.
2. Blogs allow students to be authors and develop skills for future workplaces. Teachers are no longer the sole audience.
3. Setting up blogs can develop collaboration, independent learning, and new teacher and student roles. Students become responsible for their work while teachers showcase student work.
The document introduces Web 2.0 tools that can be used to personalize learning for students. It provides a scale for teachers to self-assess their familiarity with Web 2.0 tools, from not understanding what they are to being able to identify more than three and use at least two in instruction. It then lists and provides links to examples of Web 2.0 tools in different categories like presentation, photo/video, mind-mapping, polling, voice recording, and collaboration tools that can be used to go beyond static web pages and enable user-generated content and sharing.
This document discusses using blogs in education. It defines blogs and explains how they can help students by providing an audience, encouraging reflection and collaboration. The document outlines different types of blogs like tutor blogs, class blogs, and learner blogs and provides examples. It also discusses using Web 2.0 tools like Voicethread and Glogster with blogs. The key steps are to determine the purpose of the blog, choose the appropriate type, set rules, and start small by asking other teachers for advice and exploring online resources.
This document discusses the benefits of using blogs in the classroom. It notes that blogs are easy for teachers and students to use, flexible in design, and allow convenient access from anywhere. Blogs are described as a good tool for communication, motivation of students, and improving reading and writing through collaborative discussions that extend learning outside of the classroom. Specific uses mentioned include classroom management, collaboration on developing skills, online instruction and mentoring, and creating a digital portfolio of student work. Potential downsides like privacy and lack of oversight are also addressed.
This document discusses using blogs in education. It describes how blogs can be used to enhance critical reflection among teachers and build a community of practice. Blogs allow teachers to reflect on their own teaching and get feedback from others. When used in the classroom, blogs can engage students by discussing topics they are interested in and linking to relevant articles and materials. However, certain considerations around privacy and appropriate use of technology need to be taken into account before implementing blogs in the classroom.
A wiki is a website that allows users to collaboratively create and edit interlinked web pages using a simplified markup language or text editor. Wikis are commonly used for community websites, corporate intranets, knowledge management, and note-taking. They allow different levels of access control and rules for organizing content. Wikis can be used in the classroom for students to share content knowledge, edit each other's work, comment on each other's work, and develop webpages to convey their knowledge while appealing to students' interests in technology and publishing online. Students report enjoying creating work that will always be there for others like family to see, using computers, and finding the work doesn't feel like normal schoolwork as they have to learn
This document discusses using blogs and wikis in the classroom. It defines blogs as easily created websites that allow for interactive comments, and wikis as websites that can be easily edited by groups. It provides examples of how teachers can use blogs for classroom websites, storing files, e-portfolios, and collaborative writing. Wikis can be used for group work, peer review, classroom notes, and branching stories. Specific classroom examples of blogs and wikis are also listed.
This is a power point I developped for the AMTESOL conference held in Mississippi, USA, January 18-20. It outlines some basic principles of how to use blogs as cognitive tools in teaching ESL.
Incrementando A Aula De Língua Estrangeira Com O ComputadorKelly Vieira
1. The document discusses integrating technology into a language classroom by using blogs. It outlines objectives of developing technology skills, introducing blogs, and familiarizing students with blog features and creation.
2. Blogs allow students to be authors and develop skills for future workplaces. Teachers are no longer the sole audience.
3. Setting up blogs can develop collaboration, independent learning, and new teacher and student roles. Students become responsible for their work while teachers showcase student work.
The document introduces Web 2.0 tools that can be used to personalize learning for students. It provides a scale for teachers to self-assess their familiarity with Web 2.0 tools, from not understanding what they are to being able to identify more than three and use at least two in instruction. It then lists and provides links to examples of Web 2.0 tools in different categories like presentation, photo/video, mind-mapping, polling, voice recording, and collaboration tools that can be used to go beyond static web pages and enable user-generated content and sharing.
This document discusses using blogs in education. It defines blogs and explains how they can help students by providing an audience, encouraging reflection and collaboration. The document outlines different types of blogs like tutor blogs, class blogs, and learner blogs and provides examples. It also discusses using Web 2.0 tools like Voicethread and Glogster with blogs. The key steps are to determine the purpose of the blog, choose the appropriate type, set rules, and start small by asking other teachers for advice and exploring online resources.
This document discusses the benefits of using blogs in the classroom. It notes that blogs are easy for teachers and students to use, flexible in design, and allow convenient access from anywhere. Blogs are described as a good tool for communication, motivation of students, and improving reading and writing through collaborative discussions that extend learning outside of the classroom. Specific uses mentioned include classroom management, collaboration on developing skills, online instruction and mentoring, and creating a digital portfolio of student work. Potential downsides like privacy and lack of oversight are also addressed.
This document discusses using blogs in education. It describes how blogs can be used to enhance critical reflection among teachers and build a community of practice. Blogs allow teachers to reflect on their own teaching and get feedback from others. When used in the classroom, blogs can engage students by discussing topics they are interested in and linking to relevant articles and materials. However, certain considerations around privacy and appropriate use of technology need to be taken into account before implementing blogs in the classroom.
A wiki is a website that allows users to collaboratively create and edit interlinked web pages using a simplified markup language or text editor. Wikis are commonly used for community websites, corporate intranets, knowledge management, and note-taking. They allow different levels of access control and rules for organizing content. Wikis can be used in the classroom for students to share content knowledge, edit each other's work, comment on each other's work, and develop webpages to convey their knowledge while appealing to students' interests in technology and publishing online. Students report enjoying creating work that will always be there for others like family to see, using computers, and finding the work doesn't feel like normal schoolwork as they have to learn
This is the powerpoint presentation given at a Workshop called "Using Social Software for Language Learning" at Eurocall 2007 in Coleraine, Northern Ireland. The presentation will soon be integrated with screenshots from the actual presentation.
Web 2.0 tools like blogging, RSS, tagging, and social bookmarking allow users to interact and collaborate online in new ways. These emerging technologies present opportunities for education by making it easier for students, teachers, parents, and administrators to work together. Examples of Web 2.0 tools for educational use include Google Docs for collaborative document editing, YouTube for sharing instructional videos, and Engrade for online grading of student work. While the internet continues to evolve, educators must adapt by integrating new technologies into teaching practice to prepare students for future innovations.
Web 2.0 refers to interactive web pages that allow users to collaborate online. This document discusses how various Web 2.0 tools like social networking, wikis, blogs, and media sharing sites can be used in a 4th grade classroom to keep students engaged, communicate with parents, and prepare students for the future by using technologies they are familiar with daily. It provides examples of specific tools under each category that are appropriate for 4th graders, like using Facebook and Twitter for social networking, wikis for collaborative writing, and Blogger or WordPress for student blogging.
This document provides a comprehensive list of online tools and applications that can be used for various educational purposes, organized into categories. It describes tools for creating online presentations, word clouds, timelines, and other media. It also includes tools for sharing and collaborating on documents, conducting surveys, creating animations and ebooks. Further tools are outlined for classroom innovation through flipped learning, organizing materials, and teacher professional development. Overall, the document serves as a useful reference guide to the many free and browser-based digital tools available for enhancing teaching and learning.
The document discusses various communication technologies that can be used to enhance language learning, such as blogs, Voicethread, and wikis. It provides details on how each technology can be used, including having students keep blogs to write informal responses to class topics, using Voicethread for multimedia slideshows, and creating wikis for collaborative class projects. The document also addresses considerations for integrating these technologies and gives instructions on setting up a wiki.
Rafael Scapin presented the top 32 Web 2.0 tools for teachers at Dawson College's 2012 Pedagogical Day. The tools included Google Drive for document creation and editing, Dropbox for file syncing, and CloudMagic for fast search across email and file storage services. Many tools allowed creating presentations, websites, eBooks and infographics as well as capturing and editing videos and screenshots. Tools like Evernote, LiveBinders and Join.me supported note taking, organizing and screen sharing. Polls, discussions and student work could be facilitated using tools like Poll Everywhere, VoiceThread and Gnowledge.
A presentation for the 7th Casa Thomas Jefferson Seminar in Brailia-DF-Brazil. Having been teaching EFL for 20 years, after I learned more about Web 2.0 and the use of technology in the classroom I suddenly realized all I had learned throughout the years was nothing but a PIECE of SKy. I used the movie YENTL as the main source of inspiration because its central idea is the fact that NOTHING is impossible.
The document discusses using blogs and wikis in education, including:
- Setting up blogs and populating them with resources like videos and widgets to enhance learning
- Wikis allow collaboration by allowing all users to edit pages and include links and files
- Examples given of blogs used by geography teachers and students to collaborate, such as on field trip summaries and lesson content
The document provides an overview of various web 2.0 tools that can be used for instruction including tools for diagrams, digital storytelling, online posters, whiteboards, photo editing, presentations, bookmarks, and wikis. It also discusses tools for mobile learning using cell phones and apps like Twitter and PollEverywhere. The wiki site listed additionally contains links to math websites suitable for elementary and secondary classrooms.
The document discusses the integration of Web 2.0 tools into teaching and learning. It describes how digital natives have different needs and preferences than digital immigrants. Web 2.0 allows for participatory and social learning through tools like wikis, blogs, podcasts, document sharing, web conferencing, and open educational resources. Examples are provided of various collaborative tools that support communication, content creation and sharing, project development, and online learning environments. The document advocates adopting these tools to make learning more engaging, interactive, and relevant for today's students.
This document provides a lightning-fast introduction to various online tools that teachers and students can use in and out of the classroom, including blogs, RSS feeds, vlogs, wikis, podcasting, Flickr, social bookmarking, and more. It discusses what each tool is, provides examples of how they are used, and encourages reflection on how these emerging technologies could be implemented in the classroom.
Classroom digital portfolios can make learning more accessible, provide assessment beyond grades, and allow feedback and reflection. They enable teachers to identify areas needing attention and show learning over time. Digital portfolios also increase engagement, promote continuous learning conversations, and allow students to showcase skills not on tests.
This document discusses the evolution of social networking and how Web 2.0 tools can be used to enhance teaching and learning. It provides examples of how blogs, wikis, RSS feeds, media sharing sites, social networks, and virtual worlds can be incorporated into courses. The document advocates blending these tools to engage students, connect them to current issues, and differentiate instruction. Examples from educators are provided on the benefits students have experienced from using these technologies.
This document discusses Web 2.0 tools that can be used in social studies classrooms. It begins by defining Web 1.0 as a read-only web and Web 2.0 as a read/write web where people are both consumers and producers. It then lists 10 Web 2.0 tools - Prezi, Blabberize, Glogster, Podomatic, ToonDoo, TypePad, VoiceThread, Wikispaces, Xtimeline, and ZeeMaps. For each tool, it provides a brief description and examples of how it could be used for social studies lessons and student projects. The document encourages teachers to start small with Web 2.0, develop student experts, and be prepared before moving lessons
This document discusses using digital storytelling tools in the K-8 world language classroom. It provides an overview of several free online tools students can use to create digital stories, including wikis, blogs, VoiceThread, Voki, and Story Jumper. It also describes resources like CARLA and CLEAR that offer professional development for teachers and allow students to submit audio and video assignments through digital dropboxes. The document emphasizes that digital storytelling promotes language skills while allowing for collaboration between students.
The document introduces several free Web 2.0 tools that can be used for language learning, including Writeboard for collaborative writing, Google Wave for online discussions, Wikispaces for creating wikis, and Wordle for generating word clouds from texts. It also discusses how teachers can evaluate student participation and work done using these tools, with a focus on completion, content, presentation method, and clarity rather than grammar. Teachers are encouraged to visit Classroom 2.0 to learn from other educators about integrating Web 2.0 tools into classroom instruction.
Using Social Media to support learning - webinar Nov 2013Jisc Scotland
This document discusses using social media tools for learning and teaching. It provides an overview of popular social media tools like YouTube, Twitter, Facebook and blogs. It also discusses how these tools are currently being used for academic purposes based on a survey. Key findings were that YouTube is the most commonly used tool, while Facebook, blogs and wikis lag behind. Considerations for using social media pedagogically include complementing existing teaching methods, evolving practices, and meeting student expectations around technology use. Different types of social media applications like blogs, microblogs, wikis and social bookmarking/curation are also described in terms of their educational benefits.
This document discusses social media tools for educators, including Twitter, Delicious, Edmodo, Stixy, and Moodle. Twitter allows teachers to track news, connect with others, and strengthen local connections. Delicious allows bookmark tagging and sharing. Edmodo creates online classrooms for assignments and grades. Stixy offers interactive note-taking boards that can be private or public. Moodle provides online access to instructors and student progress tracking. The author found Twitter overwhelming for work but enjoyed Stixy's ease of use and potential applications.
This is the powerpoint presentation given at a Workshop called "Using Social Software for Language Learning" at Eurocall 2007 in Coleraine, Northern Ireland. The presentation will soon be integrated with screenshots from the actual presentation.
Web 2.0 tools like blogging, RSS, tagging, and social bookmarking allow users to interact and collaborate online in new ways. These emerging technologies present opportunities for education by making it easier for students, teachers, parents, and administrators to work together. Examples of Web 2.0 tools for educational use include Google Docs for collaborative document editing, YouTube for sharing instructional videos, and Engrade for online grading of student work. While the internet continues to evolve, educators must adapt by integrating new technologies into teaching practice to prepare students for future innovations.
Web 2.0 refers to interactive web pages that allow users to collaborate online. This document discusses how various Web 2.0 tools like social networking, wikis, blogs, and media sharing sites can be used in a 4th grade classroom to keep students engaged, communicate with parents, and prepare students for the future by using technologies they are familiar with daily. It provides examples of specific tools under each category that are appropriate for 4th graders, like using Facebook and Twitter for social networking, wikis for collaborative writing, and Blogger or WordPress for student blogging.
This document provides a comprehensive list of online tools and applications that can be used for various educational purposes, organized into categories. It describes tools for creating online presentations, word clouds, timelines, and other media. It also includes tools for sharing and collaborating on documents, conducting surveys, creating animations and ebooks. Further tools are outlined for classroom innovation through flipped learning, organizing materials, and teacher professional development. Overall, the document serves as a useful reference guide to the many free and browser-based digital tools available for enhancing teaching and learning.
The document discusses various communication technologies that can be used to enhance language learning, such as blogs, Voicethread, and wikis. It provides details on how each technology can be used, including having students keep blogs to write informal responses to class topics, using Voicethread for multimedia slideshows, and creating wikis for collaborative class projects. The document also addresses considerations for integrating these technologies and gives instructions on setting up a wiki.
Rafael Scapin presented the top 32 Web 2.0 tools for teachers at Dawson College's 2012 Pedagogical Day. The tools included Google Drive for document creation and editing, Dropbox for file syncing, and CloudMagic for fast search across email and file storage services. Many tools allowed creating presentations, websites, eBooks and infographics as well as capturing and editing videos and screenshots. Tools like Evernote, LiveBinders and Join.me supported note taking, organizing and screen sharing. Polls, discussions and student work could be facilitated using tools like Poll Everywhere, VoiceThread and Gnowledge.
A presentation for the 7th Casa Thomas Jefferson Seminar in Brailia-DF-Brazil. Having been teaching EFL for 20 years, after I learned more about Web 2.0 and the use of technology in the classroom I suddenly realized all I had learned throughout the years was nothing but a PIECE of SKy. I used the movie YENTL as the main source of inspiration because its central idea is the fact that NOTHING is impossible.
The document discusses using blogs and wikis in education, including:
- Setting up blogs and populating them with resources like videos and widgets to enhance learning
- Wikis allow collaboration by allowing all users to edit pages and include links and files
- Examples given of blogs used by geography teachers and students to collaborate, such as on field trip summaries and lesson content
The document provides an overview of various web 2.0 tools that can be used for instruction including tools for diagrams, digital storytelling, online posters, whiteboards, photo editing, presentations, bookmarks, and wikis. It also discusses tools for mobile learning using cell phones and apps like Twitter and PollEverywhere. The wiki site listed additionally contains links to math websites suitable for elementary and secondary classrooms.
The document discusses the integration of Web 2.0 tools into teaching and learning. It describes how digital natives have different needs and preferences than digital immigrants. Web 2.0 allows for participatory and social learning through tools like wikis, blogs, podcasts, document sharing, web conferencing, and open educational resources. Examples are provided of various collaborative tools that support communication, content creation and sharing, project development, and online learning environments. The document advocates adopting these tools to make learning more engaging, interactive, and relevant for today's students.
This document provides a lightning-fast introduction to various online tools that teachers and students can use in and out of the classroom, including blogs, RSS feeds, vlogs, wikis, podcasting, Flickr, social bookmarking, and more. It discusses what each tool is, provides examples of how they are used, and encourages reflection on how these emerging technologies could be implemented in the classroom.
Classroom digital portfolios can make learning more accessible, provide assessment beyond grades, and allow feedback and reflection. They enable teachers to identify areas needing attention and show learning over time. Digital portfolios also increase engagement, promote continuous learning conversations, and allow students to showcase skills not on tests.
This document discusses the evolution of social networking and how Web 2.0 tools can be used to enhance teaching and learning. It provides examples of how blogs, wikis, RSS feeds, media sharing sites, social networks, and virtual worlds can be incorporated into courses. The document advocates blending these tools to engage students, connect them to current issues, and differentiate instruction. Examples from educators are provided on the benefits students have experienced from using these technologies.
This document discusses Web 2.0 tools that can be used in social studies classrooms. It begins by defining Web 1.0 as a read-only web and Web 2.0 as a read/write web where people are both consumers and producers. It then lists 10 Web 2.0 tools - Prezi, Blabberize, Glogster, Podomatic, ToonDoo, TypePad, VoiceThread, Wikispaces, Xtimeline, and ZeeMaps. For each tool, it provides a brief description and examples of how it could be used for social studies lessons and student projects. The document encourages teachers to start small with Web 2.0, develop student experts, and be prepared before moving lessons
This document discusses using digital storytelling tools in the K-8 world language classroom. It provides an overview of several free online tools students can use to create digital stories, including wikis, blogs, VoiceThread, Voki, and Story Jumper. It also describes resources like CARLA and CLEAR that offer professional development for teachers and allow students to submit audio and video assignments through digital dropboxes. The document emphasizes that digital storytelling promotes language skills while allowing for collaboration between students.
The document introduces several free Web 2.0 tools that can be used for language learning, including Writeboard for collaborative writing, Google Wave for online discussions, Wikispaces for creating wikis, and Wordle for generating word clouds from texts. It also discusses how teachers can evaluate student participation and work done using these tools, with a focus on completion, content, presentation method, and clarity rather than grammar. Teachers are encouraged to visit Classroom 2.0 to learn from other educators about integrating Web 2.0 tools into classroom instruction.
Using Social Media to support learning - webinar Nov 2013Jisc Scotland
This document discusses using social media tools for learning and teaching. It provides an overview of popular social media tools like YouTube, Twitter, Facebook and blogs. It also discusses how these tools are currently being used for academic purposes based on a survey. Key findings were that YouTube is the most commonly used tool, while Facebook, blogs and wikis lag behind. Considerations for using social media pedagogically include complementing existing teaching methods, evolving practices, and meeting student expectations around technology use. Different types of social media applications like blogs, microblogs, wikis and social bookmarking/curation are also described in terms of their educational benefits.
This document discusses social media tools for educators, including Twitter, Delicious, Edmodo, Stixy, and Moodle. Twitter allows teachers to track news, connect with others, and strengthen local connections. Delicious allows bookmark tagging and sharing. Edmodo creates online classrooms for assignments and grades. Stixy offers interactive note-taking boards that can be private or public. Moodle provides online access to instructors and student progress tracking. The author found Twitter overwhelming for work but enjoyed Stixy's ease of use and potential applications.
The document discusses how the IDEC organization can improve collaboration and knowledge sharing by leveraging modern Internet tools. It notes that IDEC previously relied on in-person meetings and mail but that the Internet now enables more dynamic sharing. It proposes that IDEC set up a wiki, blogs, bookmark sharing, and book sharing to facilitate online discussion and knowledge creation among members. The author offers to help others set up collaborative online projects and provides contact information.
Direct evidence such as eyewitness testimony or video footage provides first-hand proof of a fact without inference, while circumstantial evidence relies on inferences to connect it to a conclusion of fact. Documentary evidence includes written records, contracts, or official documents that are relevant to a case. Demonstrative evidence uses objects, reenactments or diagrams to help explain or clarify facts or conclusions.
The Use and Impact of Podcasting in Higher Educationahornton
This presentation was presented at the 2009 Creating Futures Through Technology Conference. The presentation covers the implementation and ongoing evaluation of podcasting at The University of Southern Mississippi.
HSN28 Brugge 2014 Nederlands en Onlinegeletterdheid Jeroen Clemens
Presentatie op HSN-conferentie 15 november 2014. Stroom Onderwijsinnovatie.
Nederlands en onlinegeletterdheid. Stand van zaken, wat kunnen en willen wij doen. Oproep samen ontwerpen.
Literacy in a digital age: a challenge for language teachers? Turku Finland A...Jeroen Clemens
3rd Baltic Sea – 17th Nordic Literacy Conference14−16 August 2016 − Turku/Åbo, Finland Making meaning – literacy in action
Workshop Literacy in a digital age: a challenge for language teachers?
This document discusses using technology like weblogs and wikis to improve educational goals like collaborative learning and international perspectives. It provides two examples of using weblogs in literature lessons and wikis for international collaborative projects. Key lessons from these experiences include the importance of teacher involvement, how student reflections and interactions improve over time, and tips for beginners like combining technology with curriculum goals and getting experience yourself before having students use it.
Engaging And Motivating Writers with Wiki ePortfoliosCassie P
Web 2.0 facilitates communication and collaboration through web-based communities. Edutopia and THE Journal provide educational resources for teachers. EduHound is an educational directory. EDUCAUSE promotes the intelligent use of information technology in higher education. Today's digital students are more engaged by media and technology, so it should be used for learning. Wikis allow collaborative editing and are an example of how to engage students through technology.
The document discusses web-enhanced learning and its advantages and disadvantages. It describes web-enhanced learning as using internet technology to create student-centered learning environments. Web-enhanced learning is organized into four categories: information access, networked instruction, interactive learning, and materials development. Some advantages include improved access to education and interactions between students and instructors, while some disadvantages include ease of cheating and bias towards more tech-savvy students. Various online collaboration tools that can be used for web-enhanced learning are also outlined, such as blogs, forums, wikis, and media galleries.
This document discusses web-enhanced learning and online collaboration tools. It defines web-enhanced learning as using internet technology to create student-centered learning environments. Oliver et al. organized web-enhanced learning into four categories: information access, networked instruction, interactive learning, and materials development. Some key advantages of web-enhanced learning include improved access to education, better integration for non-full time students, and acquisition of technological skills. The document also discusses online collaboration tools like blogs, forums, wikis, media galleries, and Skype that can be used to facilitate collaboration.
This document provides an overview of a workshop about modeling digital age technology and learning. It includes an introduction to the facilitator and standard being addressed. The facilitator demonstrates several Web 2.0 tools that can be used to address the standard, including Corkboard.me for anonymous participant responses and a wiki for sharing resources. Google Apps and wikis are presented as tools for collaboration, communication, and modeling technology use in the classroom. Participants provide examples of how they might use various apps and tools in their teaching.
The document discusses wikis and their uses for education. It begins with common questions about wikis, explaining that they are websites that allow anyone to easily create and edit pages without technical skills. It then outlines several benefits of wikis for classrooms, including facilitating collaboration on group projects, serving as platforms for discussion boards and study guides, and allowing students to create online stories and glossaries together. The document also provides step-by-step instructions for setting up wikis using the Pbwiki platform and introduces other related web 2.0 tools like blogs, podcasts, and social bookmarking.
This document discusses using wikis in the classroom. It defines wikis and Web 2.0 as collaborative online tools that allow users to actively create and edit content. The document provides examples of how teachers can use wikis for class materials, assignments, projects and communication. It also introduces other Web 2.0 tools like Voki, GoAnimate and DoInk that can be used alongside wikis to create more engaging lessons. Overall, the document promotes using wikis and Web 2.0 applications to encourage student collaboration, interaction and participation.
This document discusses using Web 2.0 tools to address modeling digital age technology and learning standards. It introduces wikis as a tool that can demonstrate, collaborate, communicate and model. Examples of educational wikis are provided. The facilitator demonstrates using Corkboard.me for anonymous participant responses and Google Apps for collaboration. Participants provide ideas for using tools like wikis and Google Apps in their classrooms. Resources on digital literacy and educational technology standards are referenced.
The document discusses bringing technology into the English language classroom. It introduces several Web 2.0 tools that can be used, including blogs, wikis, Twitter, YouTube, Flickr and podcasts. It provides examples of how these tools can be used pedagogically, for example having students create podcasts or set up a private Facebook group. It also discusses both the advantages and disadvantages of incorporating technology and learning tools into the classroom.
''Collaborative Blended Language Learning using WikiQuests: learning Italian as a FL''
ThoughtFest 2009
Pontydysgu - University of Salford
Manchester , UK
5-6 March 2009
The document discusses various Web 2.0 tools that can be used in classrooms, including blogs, wikis, podcasts, and social networking/bookmarking. It provides examples of how teachers have integrated these tools into their curriculum to engage students and encourage collaboration. Real-world skills like problem-solving are developed through these interactive digital platforms.
The document discusses active learning and how it can be facilitated through online tools. It defines active learning as anything other than passive listening, and emphasizes learner-centered and collaborative approaches. It then provides examples of active learning tools like wikis, discussion forums, and the Moodle platform. It encourages shifting away from purely content-focused e-learning towards more social and collaborative models of c-learning.
Weblogs & Wikis in the classroom. Skopje Macedonia jan 15 2010Jeroen Clemens
This document discusses the author's experience using various social media tools in education over the past 25 years. It describes how the author has transitioned from more traditional teaching roles to adopting new technologies like blogging, wikis, and online collaboration. Specific examples provided include having students blog about literature and comment on each other's posts, developing an international wiki project between schools, and tips for educators starting to use these tools. The overall message is that social media can deepen student engagement and reflection when integrated thoughtfully into the curriculum.
Exploring Web 2.0. Tools in Teaching of LiteratureNutan Kotak
This document discusses using Web 2.0 tools like blogs, wikis, and podcasts to teach literature. It argues that these tools make learning more interactive, constructive, and learner-centered by allowing students to engage with literary works in new audio-visual ways. Some specific uses mentioned include having students comment on literature blogs, completing assignments through blogs, editing wiki pages about literary works, creating their own podcasts analyzing poems/plays, and using mind maps to explore creativity. The document concludes that overcoming infrastructure challenges, these modern tools can successfully be introduced to literature classes to refresh teaching methods.
The document discusses different technology tools that can be used in a 7th-12th grade history classroom, including wiki software, a SmartBoard, and the Turnitin website. It provides details on how each tool works and its benefits for educational use. Wiki software allows collaborative editing of web pages and can be used to create class websites or track group projects. A SmartBoard is an interactive whiteboard that allows lessons to be presented interactively and recorded for absent students. Both tools encourage student engagement and collaboration.
This document discusses the implications of Web 2.0 technologies for learning and teaching. It defines Web 2.0 as technologies that facilitate sharing and social creation of knowledge through user interaction and participation. Some key Web 2.0 technologies discussed are wikis, blogs, and social networking sites. Wikis allow collaborative creation and editing of content while blogs are authored by an individual but can still foster discussion. The document explores how these tools can empower student-centered and collaborative learning when used for activities like joint research projects, reflective writing, and negotiating course content.
Reinventing Writing April 2015 Edition #ucet15Vicki Davis
Writing has been reinvented in 9 power ways. Learn how this has happened and how it can impact your classroom. Every teacher should be familiar with how to integrate electronic writing in their classroom. Make it simple... reinvent writing. Shared at #ucet15 in Utah in April 2015. Evernote, One Note, Dropbox, wikis, blogs, Twitter, Diigo, One Drive and so much more!
Transforming Information Literacy for NowGen StudentsBuffy Hamilton
This slidedeck supports a virtual presentation by Buffy Hamilton about the Media 21 project given February 28, 2010 at 7:00 PM as part of the CRSTE (The Capital Region Society for Technology in Education) 2010 Cyberconference. Additional supporting materials are available at http://theunquietlibrarian.wikispaces.com/crste2010-media21.
Similar to Turku2010 Collaborative Learning Online Social Software and (Literacy) Education (20)
Critical Internet Literacy: “synthetic media“, “lateral reading“ and beliefs ...Jeroen Clemens
Presentation European Conference on Literacy Dublin, July 2022 Representation, evaluation and production: how information design, online critical reading and computational thinking can help teachers to be future-ready with Web 3.0 strategies
Digital Literacy, Rethinking literacy and learning. A big challenge for educa...Jeroen Clemens
Digital literacy skills are becoming increasingly important as reading online is more complex than traditional print literacy but many students and teachers lack these skills; new definitions of literacy are needed along with redesigning curricula to explicitly teach skills like evaluating online sources, searching, and synthesizing across documents; professional development for teachers and designing learning tasks that motivate students can help improve digital literacy in schools.
Digital Literacy and the Role of the Language Teacher Cyprus May2021Jeroen Clemens
4th International Conference Literacy and Contemporary Society: Transitions in Digital Learning Digital Literacy and the Role of the Language Teacher May 2021
On December 11, 2020, I held a Keynote at the 6th International Conference in Moskou. Reading and Literacy in Education and Culture: Letters in Digits, organized by The Reading Association of Russia.
01/2020 Tallinn European Conference on Literacy Digital Literacy and the spec...Jeroen Clemens
This document discusses the importance of digital literacy and the role of language teachers in teaching it. It argues that online reading requires new skills beyond traditional print literacy like evaluating, synthesizing, and communicating information online. It also presents a new definition of literacy that includes these online comprehension skills. The document then discusses how digital literacy can be integrated into the language curriculum, such as teaching online reading strategies and having students write different types of online texts. It advocates for teachers to start developing digital literacy lessons now rather than waiting for national programs.
Vilnius Lithuania 20-01-17 Digital Literacies and the challenge for Language ...Jeroen Clemens
Jeroen Clemens is a language teacher, researcher, consultant, and blogger with 39 years of experience in education. In his presentation, he discusses the differences between print and online reading, noting that online texts are nonlinear, connected, multimodal, flexible, interactive, and often lack a clear author. While digital natives are frequent users of technology, many students still lack the new skills and strategies needed to effectively evaluate and synthesize information online. He advocates expanding definitions of literacy to include online reading comprehension and updating national curricula and assessments accordingly. Teacher development programs should focus on related terminology and collaborating to create new learning materials.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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.
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.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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.
A Strategic Approach: GenAI in EducationPeter Windle
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.
Turku2010 Collaborative Learning Online Social Software and (Literacy) Education
1. Collaborating online Social Software and (Literacy) Education WIKI and Weblogs in the classroom practice http://www.slideshare.net/jeroencl/turku2010
2. Internet & interactivity Web 1.0 < 2005 3 R’s Reading Receiving Researching One way street Web 2.0 > 2005 3 C’s Contributing Collaborating Creating Two way street