A website to support Reflection in Education K-16 The following technologies can support reflection: web logs (‘blogs’) as reflective journals, wikis as collaborative websites, digital storytelling/podcasting, Twitter and social networks.
The activities will help teachers to explore the role of creativity in the classroom both in the sense of helping students to express their unique creative identity and also by helping them to think about and use language in a creative way. The activities are suitable for a broad range of students from young to old and from low to higher levels and can be used alongside your existing syllabus and course materials to enhance your students’ experience of learning English.
"Below is a selection of some good text to speech iPad apps that you can use with your students. Text to speech apps can be used for teaching all the four skills: listening, writing, reading, and speaking. They are also good for language learners and for special education students. You can also access the web version of text to speech tools here. Enjoy"
This is a delightful read, which attempts to provide an introduction to latest thinking in 1982 on a wide range of humanistic topics. These included defining humanistic values in ELT; community language learning; computer simulations; ‘suggestopedy’; and the Silent Way. The chapters are accessible, with references to the authors’ own teaching experiences. There are occasional humorous or waspish comments, all of which increase the enjoyment for the reader. The volume ends with profiles of the authors.
When learning is personal, teaching and learning changes. Teachers' and learners' roles change. Last January, we created a chart comparing Personalization vs Individualization vs Differentiation and a report that explained the difference between these three terms including teacher-centered vs. learner-centered approaches. This chart has been downloaded tens of thousands of times from all over the world and prompted discussions around some of these questions:
> What does personalized or personal learning mean to you?
> How do you see teachers' and learners' roles changing?
> How does a school or district know they are Ready to Transform learning?
> What is Assessment AS Learning?
> Can personalization help close the achievement gap?
> Where are the conversations, models, and examples of personalizing learning?
These questions were part of an interview from Patricia Gomes, a reporter from Porvir in Brazil who wrote an article August 12, 2012 about the chart and resulted in an article and infographic in Portuguese.
But here’s the thing: the history of social media actually goes back a lot further, and its roots can be found in blogging, Google, AOL, ICQ, the beginnings of the world wide web and, perhaps surprisingly, CompuServe.
The dramatic adaptation of ICT has in turn called for education reforms at various levels with a view to creating an enabling educational environment for next generations to effectively function in the digital era. Therefore, teachers’ capacity of integrating ICT into their teaching practices plays a critical role in achieving the goals of the education reform. In this regard, teacher education institutions (TEIs) have made great efforts to develop a new ICT curriculum (or course) or incorporate ICT components into their existing curriculum.
" Dr Ian Green from the School of Education here at Adelaide and I [Allan Carrington] have used Padagogy 101 (introduction to iPad in HE) and Padagogy 201 (more advanced use for L&T) to train over 600 faculty from universities in Australia. During my research I saw lots of great work done by others using Bloom’s Taxonomy including the Revised Taxonomy which has now become the Bloom’s Digital Taxonomy. However when I discovered the excellent pioneer work done by Kathy Schrock with “Bloomin’ Apps” I got the idea for the Padagogy Wheel. Dare I say it but it is the next version for mobile learning of the ongoing importance of Bloom’s Taxonomy. Bloom’s is still fundamental to good teaching and learning."
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