Internet 2013
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Internet 2013
Foreign and second language teachers exploring the web (first in 2012, now in 2013), mulling the integration of technology, musing on how that relates to language learning and teaching, plus our own professional development as educators.
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Babies Read Lips While Learning to Speak, Researchers Find

Babies Read Lips While Learning to Speak, Researchers Find | Internet 2013 | Scoop.it

Education Week ... in the news ... 

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Rich Internet Applications (RIA) for language learning & language teachers

Rich Internet Applications (RIA) for language learning & language teachers | Internet 2013 | Scoop.it

The goal of the RIA project is to create tools that are informed by language acquisition research, and engage language learners in active learning.

 

RIAs are Tools: The RIA programs should be used as tools. There is no content in them, there is only functionality.The same tool can be used by an advanced Spanish teacher, an introductory Japanese teacher, and a remedial ESL teacher.

 

In the same vein, the same tool can be used to support a variety of language teaching methodologies. One teacher might want to use the interactive exercise creator SMILE to build grammar-translation quizzes. Another might want to have students work together in teams to create games, for the whole class to play together later. The tool simply provides the interactivity. How it is used is up to the teacher.

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A is for Affordance

A is for Affordance | Internet 2013 | Scoop.it

 "... Which made me think: we invest a lot in the learning opportunities afforded by conversation (it’s a core tenet of the dogme approach, after all). Yet conversations in classrooms are necessarily constrained, both by the relative immobility of the participants and by the lack of the kind of stimuli you get simply by taking a walk. ..."

In short, classroom talk (as Leo van Lier has frequently observed) is challenged in terms of contingency and affordances. By contingency, I mean a sense of connectedness – where everything that is said is connected both to what has already been said, and to the context in which it is said – taking context to mean everything from the ‘here-and-now’ to the ‘then-and-there’, i.e. the knowledge and experience that the speakers have in common.
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