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Social Bookmarking Explained for Teachers ~ Educational Technology and Mobile Learning

Social Bookmarking Explained for Teachers ~ Educational Technology and Mobile Learning | L2 Teaching with Digital Collaborative Tools | Scoop.it

"Social bookmarking is a new concept that has seen the light with the emergence of bookmarking services like the ones I cited below.Semantically speaking, ' social bookmarking' is made up of the the term " social " which is related to society and general interactions between people, and the verb " to bookmark " (used here as a gerund ending in ing) which has to do with recording and/or saving content for both later use and quick access. Weaving the semantic reference of the two words results in social bookmarking as we know it today : a collaborative and collective saving and sharing of web content."


Via Gianfranco D'Aversa, Lynnette Van Dyke, Evdokia Roka
Jeeyoung Min's insight:

Great tools help learners to have interactions more easily. 

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L2 Teaching with Digital Collaborative Tools
Teaching EFL/ESL learners with a diversity of technology tools
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Rescooped by Jeeyoung Min from TEFL & Ed Tech
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Social Bookmarking Explained for Teachers ~ Educational Technology and Mobile Learning

Social Bookmarking Explained for Teachers ~ Educational Technology and Mobile Learning | L2 Teaching with Digital Collaborative Tools | Scoop.it

"Social bookmarking is a new concept that has seen the light with the emergence of bookmarking services like the ones I cited below.Semantically speaking, ' social bookmarking' is made up of the the term " social " which is related to society and general interactions between people, and the verb " to bookmark " (used here as a gerund ending in ing) which has to do with recording and/or saving content for both later use and quick access. Weaving the semantic reference of the two words results in social bookmarking as we know it today : a collaborative and collective saving and sharing of web content."


Via Gianfranco D'Aversa, Lynnette Van Dyke, Evdokia Roka
Jeeyoung Min's insight:

Great tools help learners to have interactions more easily. 

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No comment yet.
Rescooped by Jeeyoung Min from Social Networks for Educators
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Flipped Learning Network Ning

Flipped Learning Network Ning | L2 Teaching with Digital Collaborative Tools | Scoop.it

This site is devoted to teaching educators how to use screencasting and the flipped classroom.

This Community of Practice is for sharing best practices. Looking for more information? The Flipped Learning Network™ is the source of information for emerging and established educators at all grade levels and subjects who are employing the flip in a single unit, an individual class, an entire department, or the whole school.


Via Shamblesguru
Jeeyoung Min's insight:

Social networking is also a good source for teachers to exchange information.

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Shamblesguru's curator insight, June 1, 2013 4:21 AM

Over 12,000 members

Rescooped by Jeeyoung Min from iGeneration - 21st Century Education
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4 New Ways to Use a Google Docs Forms with Students

4 New Ways to Use a Google Docs Forms with Students | L2 Teaching with Digital Collaborative Tools | Scoop.it
Now you can embed live YouTube video right into a form to create a guided video lesson for students. Consider using this type of activity as a homework assignment to provide students with a common starting point for learning in the classroom.

Via Tom D'Amico (@TDOttawa)
Jeeyoung Min's insight:

Teachers and Students can enjoy collaborating with Google Docs in real-time.

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Rescooped by Jeeyoung Min from Wikis for Education
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Education World: Got Wikis? Grab Great Project Ideas

Education World: Got Wikis? Grab Great Project Ideas | L2 Teaching with Digital Collaborative Tools | Scoop.it
If you're not already using wikis in class, learn about how these online collaborative writing tools add another dimension to learning.

Via Stephanie Sandifer
Jeeyoung Min's insight:

Wiki is "quick and simple," but "versatile."

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Rescooped by Jeeyoung Min from Using Social Bookmarking in Education
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Classroom Collaboration Using Social Bookmarking Service Diigo (EDUCAUSE Quarterly) | EDUCAUSE.edu

Classroom Collaboration Using Social Bookmarking Service Diigo (EDUCAUSE Quarterly) | EDUCAUSE.edu | L2 Teaching with Digital Collaborative Tools | Scoop.it
EDUCAUSE Review Online

Via Deborah Judah
Jeeyoung Min's insight:

Social Bookmarking is a kind of a shortcut to a new information world.

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Deborah Judah's curator insight, June 26, 2013 5:38 AM

Great insight into use of Diigo

Rescooped by Jeeyoung Min from Metaglossia: The Translation World
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Speaking skills « Oxford University Press – English Language Teaching Global Blog @OUPELTGlobal

Speaking skills « Oxford University Press – English Language Teaching Global Blog @OUPELTGlobal | L2 Teaching with Digital Collaborative Tools | Scoop.it

Following his first post on giving the learners a ‘pragmatic shock’, Arizio Sweeting returns with more voice-based activities to get your students speaking in English.

In this second voiced-based post, I would like to share with you two activities to help learners become more aware of the power of their voice.

I have called these activities: Intonation Gap and Voiceover, respectively.

The first activity, Intonation Gap, aims to encourage learners to notice what their voice sounds like when expressing emotions such as fear, shock, excitement, and so on in their speech.

The activity works like this:

Divide the class into two groups: A and B.
First, give the learners some nonsense sounds on the board e.g. piupiu, etc.
Tell the learners that they are going to ask a question using the nonsense sounds.
The questions must be short, preferably one-word questions e.g. piupiu? Demo what to do.
On the board, write up some adjectives such as afraid, surprised, angry, pleased, excited, questioning, etc.
Using the nonsense sounds, learners practise asking questions expressing the emotions on the adjectives on the board. If you have small mirror, give these to the learners so they can see the facial expressions or mouth articulations. The same procedure is repeated for answers.
Give each learner the name of a suburb. Alternatively, you could use shop names, street names etc.
Tell the learners to mingle and ask each other questions to find someone with the same information, trying to communicate the emotions that would go with the adjectives on the board. This time, they should use real words e.g. Marble Arch? And short answers such as Yes and No.
Learners should respond in the same way, paying close attention to the emotion being expressed before giving an answer.


Via Charles Tiayon
Jeeyoung Min's insight:

Blogging is a good way for teachers to teach L2.

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