Victoria Boobyer explains how English language teachers can use e-books in the classroom.
Patricia Daniels's insight:
Some practical tips here from Victoria Boobyer in relation to e-books and the ELT classroom. I also appreciate the interactive elements and of course the mobile convenience of being able to carry a library around with you. I'm looking forward to seeing what technological developments will bring us with e-books. Most likely more enhanced interactive elements, sharing possibilities, data tracking and learning analytics. Let's see.
In my teaching context, tools like Padlet and Lino.it (online canvases) can be implemented for numerous purposes and I'm pleased that they are so accessible. The ideas in this slideshare are just a few of the ways that you can make use of these tools with your students. These tools provide a virtual space where your students can become active and express and share their ideas and projects.
"Concerns around BYOD usually involve privacy and legal issues, but one of the primary points of BYOD is allowing students to access content and curriculum directly via devices they’re familiar with. The following 11 apps can be used in a BYOD classroom to help keep the focus on content and publication, rather than the aforementioned digital fences that academic institutions can sometimes get distracted by."
Some useful applications here. I regularly use Evernote, Google Drive and You Tube with my students. Instead of Padlet we use Linoit as a creative space for posting material and uploading multimedia for a variety of activities.
The EFL SMARTblog, by David Mainwood, has plenty of links, games and quizzes and activities for those learning English. Both teachers and students can make use of this site which is aimed at a variety of levels and includes young learners. The activities are multimedia rich which should cover the needs of most learners.
Additionally he can be found here on Scoop.it curating other topics relating to language learning such as,' Reading News for IELTS'.
This interactive digital literacies toolkit has been developed by the University of Southampton and covers topics such as ownership of digital content, digital identity and managing your online presence, and use of tools for learning etc. It's a toolkit that can be used as a basis to design your own lessons relating to these topics, or as a resource that students can work through on their own. Certainly worth taking a moment to browse through.
This is a handy post. The author has selected five different social media tools and included a brief glossary for each. Language teachers this might be of interest to you, as well as those who are knew to social media and are finding the terminology a bit overwhelming.
I've just downloaded this and had a play and it really is quite useful. As the image shows, you can work with a split screen or have multiple windows open. Very helpful when researching various media and then taking notes and uploading them to dropbox. They have a link to Google Reader which is no longer in use, so that's perhaps something they can delete and when downloading the app it asks you whether you're over 17 due to the links which you can then access. Nevertheless, it has its uses. Very nifty.
A scoop for myself here. This is a very useful guide to infomation literacy teaching. Easy to dip into and has a search function so you don't have to scroll through every page. Some very useful tips and links to tools that can be put to use in the language classroom e.g. QR codes, Prezi or social tools such as Slideshare. Examples of lesson plans are provided as are benefits and issues to consider when introducing students to digital media.
I'm scooping this one up for myself. I've previously blogged about curation for my students and as someone who curates content, can see the potential it has for educational purposes. The paper here is certainly worth a read.
This really is a practical tool and could be put to use for numerous activities for language learning and other disciplines as well. Very simple to use. Copy and paste some text into the box and a coloured word cloud will appear underneath. When you click on a single word, defintions are provided as well as a visual thesraurus map. The latter can be dragged around. Vocabulary can also be filed into categories. Needless to say this could serve as the basis for a number of writing and speaking activities on an individual and collaborative basis. Try it out for yourself to evaluate whether it's suitable for your students' needs or not. Only takes a minute.
English lesson plans: Free EFL/ESL lesson handouts (479 so far), online activities and handouts for teaching and learning listening.
Patricia Daniels's insight:
Short podcasts with lesson plans attached. A range of topics from A-Z. These would also be useful for prompting discussions. Additionally, students could expand on the scripts and record their own for sharing in class. Useful in this manner for peer and self-assessment. Be creative and see where it takes you.
An interactive walking and reading experience inspired by Brisbane city
Patricia Daniels's insight:
Another scoop for myself here relating to a project that used QR codes. Brisbane City Council ( Queensland, Australia), hosted this in September this year, 'a physical choose your own adventure story around Brisbane.' If you click on maps you'll be able to view and download the pdf that was made available as an extra resource just in case any technical issues occurred which prevented people from reading the QR codes that were placed around town ( always good to have a plan B).
I think this kind of idea has enormous potential for special school project or exhibition days where interacitivity and engagement are desired. I'm sure families would love taking part in this kind of activity. And what a way to motivate students i.e. being able to create content for a project where their family members can participate.
As a teacher who gives English lessons via Skype and in immersive environments such as Second Life, I value the options available for creating virtual working and meeting spaces for students and myself.
Your choice will be influenced by your teaching / learning environment and your students' needs and preferences. In addition to the proposed tools in this post, in my context (ELT), I find Voxopop very useful as an asynchronous space for audio communication and speaking activities. It is browser based, private rooms can be created and content can be archived for analysis and assessment.
Google Drive works well for written work and presentations and is great for individual and collaborative work. When I am working with students here, we use Skype to communicate, but otherwise the chat box is very handy for simple interactions.
Linoit is just one of many canvas type spaces for creative work. I often upload videos, texts, writing and speaking prompts, images and so on, for extra work and as a space where students can feel free to play and experiment with language, using multimedia resources to stimulate creativity.
Before setting up spaces all over the place, think carefully about what is going to be appropriate and compatible with your students' devices.
Resources to learn the English language for ESL, EFL, ESOL, and EAP students and teachers.
Patricia Daniels's insight:
UsingEnglish.com is a site that has resources for both teacher and students such as handouts for various language levels, lesson plans, an active forum site, langauge tests, quizzes, a text analyser tool etc. The resources are quite extensive and worth browsing through. You can register for free which enables you to have access to all the resources and forum site or you can chosse to make use of what is available without signing on.
What is Google Drive? A complete guide how to use it. Cloud (storage), Creation, Collaboration, Communication How to access Google Drive, including from Google+ Cloud storage: Left hand bar options Uploading files or folders from your computer Looking under the drop downs: Drive content and More Shared with you: you can add these docs to your Drive too Choosing how to 'sort' the content Changing from grid to list view Changing display in settings Searching within Drive e.g. searching for PDFs and keywords How to add a new folder and add files into it How to enter a folder and remove files by dragging them out 'Checking' a folder/file to show more options e.g. move a folder Choosing multiple files, or selecting 'all' from a folder How to remove a folder/file - i.e. put into trash Adding colours to a folder Adding stars Introduction - sharing a file How to open a file; or choosing 'open with' How to preview a file Selecting several images to preview in a lightbox Moving a selection of files Creation: Choosing to create documents, files, presentations etc Naming the document Files save automatically How to download as e.g. a PDF - taking it out of Drive Collaboration: Taking comments and changes Changing the language How to give access to people Seeing who has access already Adding in email address Choosing nature of access e.g. ability to edit a document Emailing the person with whom you are collaborating Changing from 'private' to e.g. only people with the link or making it public. Giving access to a team/circle of people Sharing the link to that group Deciding whether to send them an email Individuals icons will appear in upper right
Using a Google Hangout with the Google Drive app Communication: 'Share icon' - appearing in several places Same box as previously, but now can share it to several social networks You can just choose 'view' How to send out via Twitter How the presentation becomes embedded within the message The form/presentation etc. can be viewed from the Google+ post Then 'share' Sharing images from Drive to Google+ Changing the editing rights Sending the image into a community How to 'publish to the web' How to embed that file's code into a website, including the size of the presentation How to 'stop publishing' The four elements: Cloud, Creation, Collaboration, Communication
A useful video tutorial here, just over 16 minutes long. It runs through the basics of using Google drive and how you can use it to collaborate with others. It also touches on Google Hangout.
I use Google Drive with my students as a writing space because I teach English via Skype. It suits our needs perfectly. Students create several folders e.g. some are homework spaces; collaborative areas such as wikis; creative writing pages and as a virtual space that we can jump into during the lesson to work on activities. It works for us. As a teacher I can dip into shared spaces at any time and guide and support learning which is a real advantage.
This is an one example of shared practice i.e. using QR codes in the classroom. As with any technological innovation you don't have to use them and certainly don't want technical issues hindering the learning process, but some tools really do help to enrich this process. If used effectively I think QR codes are one of those that can engage and motivate students, which is a positive benefit in itself, but they can also be implemented for inquiry and problem based activities which are situated in the area of higher-order thinking skills.
ShellyTerrrel shares how she manages digital spaces and work flow when hosting her Digital Storytelling MOOC. I work fully online with my students and can relate to this reflection.
In my context it's essential to have spaces that enable, an efficient workflow, collaborative work, creativity, communication, free to experiment spaces, peer and self-assessment, artefacts to be archived and some kind of homebase. What you require will de dependent on your context and students' needs.
Some useful tips here. The first point is worth taking notice of. Don't get all excited and upload a ton of apps that you may never use. Take the time to reflect and ask others in your field about the strengths and weaknesses of particular apps. The SMAR model highlights some key points that I feel we should be considering when we implement technology in the classroom. Perhaps you have some other tips to share?
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