Usingtechnology To Teach Reading And Writing T
•Download as PPT, PDF•
1 like•377 views
The document discusses using technology to teach reading and writing to students with learning disabilities. It outlines the processes of learning to read, common reading difficulties, and the process of learning to write. It then describes different software that can be used, including Microsoft Movie Maker, Audacity, Google Documents, and ProProfs Quiz. Two lesson plans are provided that use these tools to teach a reading lesson on Frosty the Snowman and a subsequent writing lesson to review and practice the story.
Report
Share
Report
Share
![Process of Learning to Read ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Stage 12 - 1.9
The document outlines the weekly lesson plans for an English class. It includes four lessons that focus on analyzing different elements of writing such as language techniques in reviews, key features of speeches, imagery and tone used in speeches, and writing a commentary on a specific text. Each lesson lists the objectives, materials, activities, homework, and reflects on the language skills practiced.
Tamk Conference Finished 2008
This document introduces an effective slide design for presentations in foreign language classrooms. The slide design follows principles of rhetoric, psychology and human factors. It includes a headline, assertion, images and important words to support the point. Using this design improves the quality of student presentations and allows them to transfer presentation skills to other subjects. Faculty report students have better communication skills when they graduate as a result of using this slide design approach in foreign language courses.
Using Digital Technologies to Teach Writing in the Classroom
This document discusses using digital technologies to teach writing in the classroom. It lists pros such as helping students become college and career ready, being motivating for students, allowing for easy editing, giving writing an authentic purpose, and making it easy to publish, collaborate, and involve parents. Potential cons discussed include technology not always working and privacy/protection concerns, but the document rebuts that the risks are worth the rewards. It asks the reader if their initial opinion on using technology to teach writing has changed after considering the pros and cons.
How blogs, wikis and video help teach writing
Blogs, wikis, and videos follow the same five-step writing process as traditional pen-and-paper writing: brainstorming/prewriting, drafting, revising, editing, and publishing. However, electronic writing requires additional considerations like determining the appropriate technology to use and where the content will be published. While blogs allow for more informal writing, wikis and videos involve outlining content and crafting narratives or storyboards before publication online. Overall, these technologies motivate students and provide alternatives for those who struggle with traditional writing by engaging skills like planning, creating, and sharing content electronically.
A13 teach writing with tech
This document discusses using blogs, wikis, and other web tools to teach writing. It provides examples of student blogs and wikis, and tips for getting started. Suggestions include setting up class and student blogs on platforms like Blogger, using wikis like Wikipedia for collaborative writing projects, and exploring other digital tools like Glogster, Twitter, and Google Docs that support writing. The presenter encourages teachers to experiment with these tools and ask for help from educational technology experts.
Outlining and brainstorming
This document provides guidance on brainstorming and outlining techniques for writing an MLA short essay. It discusses freewriting and idea mapping as brainstorming methods, and recommends generating ideas without editing to develop topics. Outlining involves dissecting the thesis into main points and subpoints, then organizing these thoughts coherently with a numeric or alphabetical system. An example thesis is provided to demonstrate creating an outline.
Why Teach New Media Writing
A presentation from day two of TCU's New Media Writing Summer workshop for faculty from multiple disciplines.
Designing a seminar on how to teach writing
The document outlines the objectives and procedures of a seminar on teaching writing skills. The seminar includes 4 tasks: 1) identifying reasons students struggle with writing and solutions; 2) ordering jumbled paragraphs about ancient Egypt; 3) matching statements to topic sentences; 4) identifying the think, pair, share phases of writing. Participants work in groups and provide feedback. The seminar aims to help teachers develop students' writing abilities and determine the teacher's role. It concludes by thanking the special guest and listing the group members.
Recommended
Stage 12 - 1.9
The document outlines the weekly lesson plans for an English class. It includes four lessons that focus on analyzing different elements of writing such as language techniques in reviews, key features of speeches, imagery and tone used in speeches, and writing a commentary on a specific text. Each lesson lists the objectives, materials, activities, homework, and reflects on the language skills practiced.
Tamk Conference Finished 2008
This document introduces an effective slide design for presentations in foreign language classrooms. The slide design follows principles of rhetoric, psychology and human factors. It includes a headline, assertion, images and important words to support the point. Using this design improves the quality of student presentations and allows them to transfer presentation skills to other subjects. Faculty report students have better communication skills when they graduate as a result of using this slide design approach in foreign language courses.
Using Digital Technologies to Teach Writing in the Classroom
This document discusses using digital technologies to teach writing in the classroom. It lists pros such as helping students become college and career ready, being motivating for students, allowing for easy editing, giving writing an authentic purpose, and making it easy to publish, collaborate, and involve parents. Potential cons discussed include technology not always working and privacy/protection concerns, but the document rebuts that the risks are worth the rewards. It asks the reader if their initial opinion on using technology to teach writing has changed after considering the pros and cons.
How blogs, wikis and video help teach writing
Blogs, wikis, and videos follow the same five-step writing process as traditional pen-and-paper writing: brainstorming/prewriting, drafting, revising, editing, and publishing. However, electronic writing requires additional considerations like determining the appropriate technology to use and where the content will be published. While blogs allow for more informal writing, wikis and videos involve outlining content and crafting narratives or storyboards before publication online. Overall, these technologies motivate students and provide alternatives for those who struggle with traditional writing by engaging skills like planning, creating, and sharing content electronically.
A13 teach writing with tech
This document discusses using blogs, wikis, and other web tools to teach writing. It provides examples of student blogs and wikis, and tips for getting started. Suggestions include setting up class and student blogs on platforms like Blogger, using wikis like Wikipedia for collaborative writing projects, and exploring other digital tools like Glogster, Twitter, and Google Docs that support writing. The presenter encourages teachers to experiment with these tools and ask for help from educational technology experts.
Outlining and brainstorming
This document provides guidance on brainstorming and outlining techniques for writing an MLA short essay. It discusses freewriting and idea mapping as brainstorming methods, and recommends generating ideas without editing to develop topics. Outlining involves dissecting the thesis into main points and subpoints, then organizing these thoughts coherently with a numeric or alphabetical system. An example thesis is provided to demonstrate creating an outline.
Why Teach New Media Writing
A presentation from day two of TCU's New Media Writing Summer workshop for faculty from multiple disciplines.
Designing a seminar on how to teach writing
The document outlines the objectives and procedures of a seminar on teaching writing skills. The seminar includes 4 tasks: 1) identifying reasons students struggle with writing and solutions; 2) ordering jumbled paragraphs about ancient Egypt; 3) matching statements to topic sentences; 4) identifying the think, pair, share phases of writing. Participants work in groups and provide feedback. The seminar aims to help teachers develop students' writing abilities and determine the teacher's role. It concludes by thanking the special guest and listing the group members.
Presentation jessica white
The document discusses the pros and cons of using digital media to teach writing. Some of the key pros mentioned are that digital technology engages students, students are familiar with social media, and it easily links to Common Core State Standards. However, some cons are that the resources needed for digital technology are initially expensive and require updates, students may rely too heavily on spell and grammar checks, and low-income areas have less access to digital media. The document concludes that educators need to prepare students for the digital age by teaching them to properly use digital media, despite the challenges.
How we teach writing in Poland
In Poland, teaching writing focuses first on simple exercises in grades 1-3 like filling in blanks or rearranging words. In grades 4-6, students learn more complex text types like stories, descriptions, and letters. Teachers first present rules for each type, have students read examples, fill in blanks, and put events in order using provided words before writing independently. When checking, teachers focus on spelling, grammar, proper form, and content of the text.
The pros and cons of using technology in the classroom to teach writing
The document discusses the pros and cons of using technology in the classroom. It notes that technology provides student choice, engages students, makes the writing process easier, and allows writing to be more creative. However, it also lists challenges like lack of reliable internet, not enough devices, lack of teacher training, and issues with finding time to incorporate technology into lessons. The document concludes that both advocates and critics of classroom technology make valid arguments, and that technology is now a regular part of life that should be used in moderation in classrooms, with the teacher still playing the most important role.
Brainstorming.outlining.structuring
This document provides guidance on effective brainstorming, outlining, and structuring papers. It discusses various brainstorming tactics such as listing, clustering, and freewriting to help organize ideas. Outlines should include claims supported by evidence and warrants. Body paragraphs are structured using the Toulmin method of presenting a claim, evidence, and warrant. Introductions include a hook, thesis, and roadmap. Conclusions summarize main points without repetition and leave the reader with questions for further discussion. Reverse outlining allows writers to evaluate a paper's logical flow and progression of ideas.
Using Story Bird to Teach Writing to all Learners
Story Bird is a website that allows students to create stories using artwork to generate ideas. Teachers can assign stories and view student submissions. Students can write independently or collaboratively, sharing their stories via social media. The site offers a way for all learners to engage in writing at their own level.
How to teach writing for exams
This document provides guidance on teaching writing for exams. It discusses the basic features of writing tests, different writing tasks, types of writing, key skills assessed, and how to assess student writing and provide feedback. It emphasizes practicing the full writing process from brainstorming to revising, using rubrics, and giving students opportunities to provide peer feedback before submitting final drafts to the teacher. The goal is to train students on the skills and processes required to perform well on writing exams.
What Can Journalists Teach Developers About Writing Source Code?
Today's programs are more complicated than ever. Overwhelming detail threatens to prevent developers from writing code that can be understood and safely changed. Exactly how to organize all this detail is a significant challenge. Luckily there is something that developers can learn from journalists.
The Inverted Pyramid is a writing style that journalists use to organize the details in newspaper articles. It provides two important benefits for readers. First, readers can leave an article at any point and understand it, even if they do not have all the details. Second, for those readers who wish to proceed, it conducts them through the article details.
Writing 6 brainstorming and planning
This document provides guidance on brainstorming and planning for an essay. It discusses that brainstorming is an important early step that helps develop a provisional writing plan. This process can help uncover a central theme and focus research questions. Having an initial plan can prevent being overwhelmed by information later on. The document also provides an example of turning a thesis statement into a more detailed provisional outline. It stresses that the provisional plan will likely need revision after further research. Guidance is offered on finding and evaluating sources, taking notes, knowing when to stop research, and revising the initial plan based on new information. Finally, it covers writing a first draft and checklist for editing.
How to teach writing
This document discusses the reasons for and benefits of writing. It outlines the main steps in the writing process as prewriting, drafting, editing/revising, and presenting. The benefits of using the writing process in classrooms include creating a final product, teaching purposeful communication and research skills, and allowing for student collaboration and feedback. However, some drawbacks are that it takes time, may lose student interest, requires teaching writing stages, and restricts spontaneity.
Writing Process
Writing is a task that no two people do the same way. However, there are some logical steps that every writer seems to follow in the creation of a paper. The process described here outlines those basic steps.
Writing in the 21st Century
This presentation examines the pros and cons of using digital technologies to teach writing. Some of the pros discussed include access to endless information sources, ease of technology incorporation due to student expertise, and increased student engagement. However, cons include unreliable information sources, students' skill levels surpassing teachers', and increased opportunities for off-task behavior. The presentation provides solutions to these issues, such as teaching students how to evaluate sources, providing teacher training, and planning meaningful collaborative activities. Overall, the conclusion is that including digital technologies benefits students, and there are solutions to most problems that may arise.
Brainstorming Techniques
The document provides techniques for brainstorming, including input exercises to focus on aspects of the problem. It discusses generating lists around audiences affected, behaviors that may change, and descriptive words for central objects. Other techniques include idea webs to connect ideas, changing perspectives, breaking into small groups, and using story structures with setups, conflicts and resolutions to inspire ideas. The overall goal is to stimulate creative thinking around solving problems through various exercises.
Generating Ideas
This document provides techniques for generating new ideas, including brainstorming, adaptation using SCAMPER, attribute listing, analogy, and constructive discontent. It encourages applying these techniques to redesign a computer mouse by mapping attributes, thinking of similar objects, analyzing ways to improve it, and using a 2D grid to think creatively.
How to teach narrative text writing
The document provides four tips for teaching 9th grade students narrative text writing: 1) Have students work in groups to write short stories but edit individually, 2) Allow students to choose working individually or with friends on children's bedtime stories, ensuring outlines and drafts are checked, 3) Provide pictures and starting sentences to guide individual story writing, 4) Organize group work where each adds a sentence to a collective story that is passed between groups.
TEACH Academy Collaborative Writing
Collaborative writing involves multiple individuals working together to create written works rather than individually. This allows for real-time or asynchronous editing and reviewing of documents by collaborative groups who can draw on the strengths of all members. Effective collaborative writing requires good communication, defined roles for group members, and clear expectations and assessment criteria from instructors. Theorists recommend starting small collaborative assignments and giving student groups flexibility in their methods while connecting projects to real-world contexts.
Teaching Digital Composition with Blogs
A guest lecture on teaching digital composition with blogs that I delivered to Prof. Richard Beach's graduate seminar on Teaching Digital Writing.
Note: It originally included a student podcast on the "Podosphere Blues" slide; the mp3 is not included here.
9/25/07
Writing workshop pd for middle school 2
The document provides an overview of writing workshop, which is a framework for writing instruction that allows students to write frequently and at length about self-selected topics. It discusses the necessary foundations and components of writing workshop, including mini-lessons, independent writing time, conferring, mid-workshop interruption, partnership sharing, and whole-group sharing. The document also summarizes the Common Core writing standards, 6+1 Traits writing rubric, and resources to support writing instruction.
Academic Writing Workshop
Morning workshop presentation, given to a group of English teachers and teachers-in-training in Ledesma, Argentina
Using Technology To Teach Reading And Writing T
This is a presentation for graduate level Computer Assisted Language Learning class focused on using technology to teach reading and writing to ELL / SPED elementary level students.
Using newspaper-photographs-to-teach-writing
This document provides several suggestions for using newspaper photographs to teach writing skills:
1) Have students choose photos that evoke strong emotions and respond to them in journals.
2) Write descriptions comparing two individuals in selected photos.
3) Have students write how a selected photo represents themselves metaphorically.
4) Use obituary photos to generate writings about history and heritage.
Blended Learning Technology Access
This presentation shows how to enhance language competencies with the use of internet. Practice links are provided for beginners so that they can rehearse listening, reading, lexical, and accuracy skills.
Integrating Tutors And Call In Efl
This document summarizes an English program at a Japanese junior college that integrates tutors and computer-assisted language learning (CALL). It describes several components of the program: academic advising with tutors, conversation classes with international tutors, an English lunch program, a writing lab with tutors, and ideas for using video analysis and online tools to enhance oral skills development and self-reflection. Problems and solutions are discussed for each component, with a focus on how CALL can be used to improve scaffolding, feedback and goal setting for students.
More Related Content
Viewers also liked
Presentation jessica white
The document discusses the pros and cons of using digital media to teach writing. Some of the key pros mentioned are that digital technology engages students, students are familiar with social media, and it easily links to Common Core State Standards. However, some cons are that the resources needed for digital technology are initially expensive and require updates, students may rely too heavily on spell and grammar checks, and low-income areas have less access to digital media. The document concludes that educators need to prepare students for the digital age by teaching them to properly use digital media, despite the challenges.
How we teach writing in Poland
In Poland, teaching writing focuses first on simple exercises in grades 1-3 like filling in blanks or rearranging words. In grades 4-6, students learn more complex text types like stories, descriptions, and letters. Teachers first present rules for each type, have students read examples, fill in blanks, and put events in order using provided words before writing independently. When checking, teachers focus on spelling, grammar, proper form, and content of the text.
The pros and cons of using technology in the classroom to teach writing
The document discusses the pros and cons of using technology in the classroom. It notes that technology provides student choice, engages students, makes the writing process easier, and allows writing to be more creative. However, it also lists challenges like lack of reliable internet, not enough devices, lack of teacher training, and issues with finding time to incorporate technology into lessons. The document concludes that both advocates and critics of classroom technology make valid arguments, and that technology is now a regular part of life that should be used in moderation in classrooms, with the teacher still playing the most important role.
Brainstorming.outlining.structuring
This document provides guidance on effective brainstorming, outlining, and structuring papers. It discusses various brainstorming tactics such as listing, clustering, and freewriting to help organize ideas. Outlines should include claims supported by evidence and warrants. Body paragraphs are structured using the Toulmin method of presenting a claim, evidence, and warrant. Introductions include a hook, thesis, and roadmap. Conclusions summarize main points without repetition and leave the reader with questions for further discussion. Reverse outlining allows writers to evaluate a paper's logical flow and progression of ideas.
Using Story Bird to Teach Writing to all Learners
Story Bird is a website that allows students to create stories using artwork to generate ideas. Teachers can assign stories and view student submissions. Students can write independently or collaboratively, sharing their stories via social media. The site offers a way for all learners to engage in writing at their own level.
How to teach writing for exams
This document provides guidance on teaching writing for exams. It discusses the basic features of writing tests, different writing tasks, types of writing, key skills assessed, and how to assess student writing and provide feedback. It emphasizes practicing the full writing process from brainstorming to revising, using rubrics, and giving students opportunities to provide peer feedback before submitting final drafts to the teacher. The goal is to train students on the skills and processes required to perform well on writing exams.
What Can Journalists Teach Developers About Writing Source Code?
Today's programs are more complicated than ever. Overwhelming detail threatens to prevent developers from writing code that can be understood and safely changed. Exactly how to organize all this detail is a significant challenge. Luckily there is something that developers can learn from journalists.
The Inverted Pyramid is a writing style that journalists use to organize the details in newspaper articles. It provides two important benefits for readers. First, readers can leave an article at any point and understand it, even if they do not have all the details. Second, for those readers who wish to proceed, it conducts them through the article details.
Writing 6 brainstorming and planning
This document provides guidance on brainstorming and planning for an essay. It discusses that brainstorming is an important early step that helps develop a provisional writing plan. This process can help uncover a central theme and focus research questions. Having an initial plan can prevent being overwhelmed by information later on. The document also provides an example of turning a thesis statement into a more detailed provisional outline. It stresses that the provisional plan will likely need revision after further research. Guidance is offered on finding and evaluating sources, taking notes, knowing when to stop research, and revising the initial plan based on new information. Finally, it covers writing a first draft and checklist for editing.
How to teach writing
This document discusses the reasons for and benefits of writing. It outlines the main steps in the writing process as prewriting, drafting, editing/revising, and presenting. The benefits of using the writing process in classrooms include creating a final product, teaching purposeful communication and research skills, and allowing for student collaboration and feedback. However, some drawbacks are that it takes time, may lose student interest, requires teaching writing stages, and restricts spontaneity.
Writing Process
Writing is a task that no two people do the same way. However, there are some logical steps that every writer seems to follow in the creation of a paper. The process described here outlines those basic steps.
Writing in the 21st Century
This presentation examines the pros and cons of using digital technologies to teach writing. Some of the pros discussed include access to endless information sources, ease of technology incorporation due to student expertise, and increased student engagement. However, cons include unreliable information sources, students' skill levels surpassing teachers', and increased opportunities for off-task behavior. The presentation provides solutions to these issues, such as teaching students how to evaluate sources, providing teacher training, and planning meaningful collaborative activities. Overall, the conclusion is that including digital technologies benefits students, and there are solutions to most problems that may arise.
Brainstorming Techniques
The document provides techniques for brainstorming, including input exercises to focus on aspects of the problem. It discusses generating lists around audiences affected, behaviors that may change, and descriptive words for central objects. Other techniques include idea webs to connect ideas, changing perspectives, breaking into small groups, and using story structures with setups, conflicts and resolutions to inspire ideas. The overall goal is to stimulate creative thinking around solving problems through various exercises.
Generating Ideas
This document provides techniques for generating new ideas, including brainstorming, adaptation using SCAMPER, attribute listing, analogy, and constructive discontent. It encourages applying these techniques to redesign a computer mouse by mapping attributes, thinking of similar objects, analyzing ways to improve it, and using a 2D grid to think creatively.
How to teach narrative text writing
The document provides four tips for teaching 9th grade students narrative text writing: 1) Have students work in groups to write short stories but edit individually, 2) Allow students to choose working individually or with friends on children's bedtime stories, ensuring outlines and drafts are checked, 3) Provide pictures and starting sentences to guide individual story writing, 4) Organize group work where each adds a sentence to a collective story that is passed between groups.
TEACH Academy Collaborative Writing
Collaborative writing involves multiple individuals working together to create written works rather than individually. This allows for real-time or asynchronous editing and reviewing of documents by collaborative groups who can draw on the strengths of all members. Effective collaborative writing requires good communication, defined roles for group members, and clear expectations and assessment criteria from instructors. Theorists recommend starting small collaborative assignments and giving student groups flexibility in their methods while connecting projects to real-world contexts.
Teaching Digital Composition with Blogs
A guest lecture on teaching digital composition with blogs that I delivered to Prof. Richard Beach's graduate seminar on Teaching Digital Writing.
Note: It originally included a student podcast on the "Podosphere Blues" slide; the mp3 is not included here.
9/25/07
Writing workshop pd for middle school 2
The document provides an overview of writing workshop, which is a framework for writing instruction that allows students to write frequently and at length about self-selected topics. It discusses the necessary foundations and components of writing workshop, including mini-lessons, independent writing time, conferring, mid-workshop interruption, partnership sharing, and whole-group sharing. The document also summarizes the Common Core writing standards, 6+1 Traits writing rubric, and resources to support writing instruction.
Academic Writing Workshop
Morning workshop presentation, given to a group of English teachers and teachers-in-training in Ledesma, Argentina
Using Technology To Teach Reading And Writing T
This is a presentation for graduate level Computer Assisted Language Learning class focused on using technology to teach reading and writing to ELL / SPED elementary level students.
Using newspaper-photographs-to-teach-writing
This document provides several suggestions for using newspaper photographs to teach writing skills:
1) Have students choose photos that evoke strong emotions and respond to them in journals.
2) Write descriptions comparing two individuals in selected photos.
3) Have students write how a selected photo represents themselves metaphorically.
4) Use obituary photos to generate writings about history and heritage.
Viewers also liked (20)
The pros and cons of using technology in the classroom to teach writing
The pros and cons of using technology in the classroom to teach writing
What Can Journalists Teach Developers About Writing Source Code?
What Can Journalists Teach Developers About Writing Source Code?
Similar to Usingtechnology To Teach Reading And Writing T
Blended Learning Technology Access
This presentation shows how to enhance language competencies with the use of internet. Practice links are provided for beginners so that they can rehearse listening, reading, lexical, and accuracy skills.
Integrating Tutors And Call In Efl
This document summarizes an English program at a Japanese junior college that integrates tutors and computer-assisted language learning (CALL). It describes several components of the program: academic advising with tutors, conversation classes with international tutors, an English lunch program, a writing lab with tutors, and ideas for using video analysis and online tools to enhance oral skills development and self-reflection. Problems and solutions are discussed for each component, with a focus on how CALL can be used to improve scaffolding, feedback and goal setting for students.
Leveraging on ict in el 2010 final version 8 august 2010
The document discusses leveraging ICT in English language teaching and learning. It describes using e-videos to reinforce skills and allow self-directed learning. Chroma key technology and green screens allow students to create digital stories. Pbworks is proposed as a collaborative platform to provide instruction, assignments, feedback and student engagement through wikis on various English language topics like writing, oral exams, and project-based learning.
Developing online listening exercises for natural English
This presentation discusses developing online listening exercises for English using speech recognition technology. It addresses challenges like getting text from audio, creating exercises for different devices, and tracking student progress. Speech recognition software like Dragon and Dictanote can extract text from audio with varying accuracy. The presenter suggests combining audio and text by having students speak into speech recognition software to generate text they can read along with. Multimedia exercises created with Hot Potatoes can embed audio and video to allow students to practice listening comprehension.
Web Casting Fd –
The document provides resources for teachers to use podcasting and digital storytelling projects with students. It lists necessary equipment like cameras, microphones, and audio editing software that are inexpensive or free. It also shares several websites that teachers can use as examples for student projects, to find media files to incorporate into projects, and to publish student work online. The document emphasizes planning, coordination, and continued development of these digital media projects.
Pawlp 2010
The document provides a list of technology tools and resources that can be used to integrate technology into the language arts classroom. It includes word cloud generators like Wordle and Tagxedo that allow students to visualize words. It also lists websites for creating blogs, wikis and voice recordings. Discovery Education is mentioned as a source for language arts videos, songs and articles searchable by grade level. Flickr and the National Park Service are included as sources of images. Polleverywhere.com and word cloud generators are suggested for student polls and spelling practice.
Socialawareness
The document discusses five key skills areas for language learning - reading, writing, grammar, listening, and speaking - and how educational technologies can support each area. Technologies like Microsoft Word, grammar drill software, digital videos and mp3s can help with reading, writing and grammar. For listening, tools like YouTube, podcasts and videoconferencing provide input. Speaking can be developed through videoconferencing, voice boards and digital recordings. While technologies offer advantages like individualized learning, some students may feel less pressure to communicate online. Good teaching still requires time and effort despite technological aids.
Computer Assisted Language Learning - CALL by AYLİN AYDIN, Uludag University
ULUDAG UNIVERSITY ENGLISH LANGUAGE TEACHING DEPARTMENT/ CALL- Technology Based Language Teaching by
AYLİN AYDIN / English Teacher
Carmelina fede – flipping the classroom
This document describes a flipped classroom model for teaching grammar. In a traditional grammar lesson, a new concept is introduced, notes are taken, and exercises are completed for homework. In the flipped model, exercises are completed in class with individual assistance, and a composition exercise requiring deeper understanding is assigned. The flipped model involves recording lessons and posting them online for students to access from home to free up class time for active learning activities like peer tutoring and exercises with teacher guidance. Potential pros are reusable resources, opportunities for tutoring and guidance, and less work taken home, though cons include time to prepare recordings and student access to technology.
Suggestions for SUNY Consortium Video Conferencing
This document discusses plans and considerations for using video conferencing technology across multiple locations. It addresses preparing teachers in using equipment, determining roles for teachers and technicians during sessions, example uses for language courses, guest lectures, and continuing education, and qualities of teachers and students that would ensure successful implementation. Technical support is recommended at each location to avoid issues that could negatively impact the student learning experience.
Workshop finalpghs
This document summarizes an assessment task given to Year 9 students that integrated technology. The task involved students creating a role play video, sources collage and bibliography, and written task. Feedback from students showed the video and collage parts were most popular while writing was less so. The feedback informed changes to improve the task, such as splitting it into two parts and providing more explicit instructions. The experience highlighted the potential of technology to engage students but also that tasks need scaffolding and connections between components clarified.
DLL-G6-Q1-WEEK-2.docx
This document provides details of an English lesson plan for a Grade 6 class. The objectives are to analyze sound devices like personification, compose sentences using correct grammar structures, describe film techniques, and practice politeness. Throughout the week, students will analyze texts, discuss idioms and irregular nouns, describe elements of filmmaking, and role play polite scenarios. The teacher will use group work, videos, readings, exercises and discussions to engage students and assess learning. Strategies that worked well included collaborative activities and student eagerness. The teacher seeks help addressing issues like unavailable technology or lack of student interest.
Ppt call
This document provides guidance on using CDs, DVDs, and computer-assisted language learning to teach English. CD-ROMs and DVDs can be used to provide interactive multimedia lessons with text, images, audio, and video. CD-ROMs have less storage than DVDs but both can be used to deliver language lessons. The document then offers suggestions for classroom activities using CD-ROMs and DVDs, such as having students work in pairs to complete grammar exercises from the CD-ROM while others do paper-based activities, or projecting CD-ROM or DVD content for whole-class viewing and discussion.
Podcasts for Postgrads
The document examines using blended learning and student-edited podcasts to improve engagement and retention of part-time postgraduate students. It discusses using free and open-source audio editing software like Audacity to create podcasts summarizing lectures. Students incorporated their views into podcasts and provided feedback, expressing enthusiasm for the podcasts. The approach showed potential to support learning and may help with recruitment in the future.
Confessions of a webinar virgin
This document summarizes the experiences of a teacher conducting their first webinar sessions for older learners with little technology experience. Key points include: the learners struggled with technology concepts; webinars provided real-time interaction and sharing capabilities with little equipment needed; teacher training focused on content backup and ensuring technology worked; and conducting practice sessions was important to work out issues like microphone and camera use, internet access, and optimal session length. Overall, webinars were found to be a useful resource for delivering content remotely.
How to live stream a classroom
When it comes to "live streaming a classroom" the first thing you should consider is privacy. Do you want the entire world to be able to see your live stream or just your students? Here is a shortlist of education online communication types you could consider:
School-Wide Announcement (ideal for live stream)
Public School Meeting (ideal for live stream)
Grade Wide Online Session (ideal for private live stream)
Private Classroom Lesson (ideal for online meeting technology)
Small Breakout Sessions (only available with video conferencing software like Zoom)
One on One Meeting (ideal for online meeting technology)
As you can see, the list above goes from public-facing live streams to private online meetings. It's important to start by considering your audience and the type of live stream or online meeting you want to host.
Design of an Assistive Technology Online Class
The document summarizes the creation of an online class to train students and lab assistants on assistive technology. Previous training methods like one-on-one sessions were time-consuming. The new class was created in WebCT Vista using video tutorials to demonstrate software like screen readers despite technical challenges. It has a pre-/post-test structure and covers topics like screen enlargement, voice recognition, and mobility impairments. Future plans include updating content and addressing issues like software updates.
7 Things You Need to Know About Recorded Lectures
1. Camtasia is software used to record screen actions and narrate presentations. Instructors at UW-Stout use Camtasia to create video lectures and tutorials. A quiet room is available for recording.
2. Several instructors from different departments like Education, Chemistry, Physics, and Biology use Camtasia to create video content for their online and face-to-face courses.
3. Recorded lectures can be broken into smaller chunks and include captions for accessibility. Student surveys showed positive responses to the use of recorded lectures.
Makin Movies Made Simple.Key
Digital Storytelling doesn't have to be complicated. In fact, you may be surprised at how easy it can be! Jennifer Gingerich breaks it down for you and shows how you and your students can achieve incredible results using tools you most likely have access to already!
Drive Series
-Use of high frequency vocabulary
-Themed units with graded topic-based vocabulary
-Wide variety of activities to build English language skills
-Review units and sample practice tests included for each skills
-A free app is included to practice vocabulary
-Full-color original illustrations accompanying all fiction passages and activities
-Full-color photographs accompanying all nonfiction passages and activities
-Audio CD included with all passages for listening and speaking
-Accompanying workbook included
-A full complement of online resources are available free of charge from our homepage
Similar to Usingtechnology To Teach Reading And Writing T (20)
Leveraging on ict in el 2010 final version 8 august 2010
Leveraging on ict in el 2010 final version 8 august 2010
Developing online listening exercises for natural English
Developing online listening exercises for natural English
Computer Assisted Language Learning - CALL by AYLİN AYDIN, Uludag University
Computer Assisted Language Learning - CALL by AYLİN AYDIN, Uludag University
Suggestions for SUNY Consortium Video Conferencing
Suggestions for SUNY Consortium Video Conferencing
Recently uploaded
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
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
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdLeveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Benner "Expanding Pathways to Publishing Careers"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
Recently uploaded (20)
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Usingtechnology To Teach Reading And Writing T
- 1. Using Technology to Teach Reading and Writing to Students with Learning Disabilities Gabi and Jean EFL537
- 7. Microsoft Movie Maker Snowman Interactive Vocabulary Video