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Shona Whyte
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Michael Wilkinson: "not all translators – and especially student translators – are prepared to invest in […] software, especially if they are uncertain whether they will be using it on a large scale. One solution is to turn to a freeware program such as AntConc. The first version of AntConc was released in 2002 by Laurence Anthony. It was a simple concordance program, but since then it has undergone continuous improvement and development. The most recent “stable-release” version at the time of writing (February 2012) is AntConc 3.2.4(Anthony, 2011). AntConc can run on Windows, Macintosh and Linux operating systems, but whereas WordSmith requires additional software to run on systems other than Windows, AntConc runs on all three systems without additional software. In addition, AntConc is able to process texts in almost any language in the world, including Asian languages, such as Chinese, Japanese, and Korean. Moreover AntConc can process both UTF-8 and all legacy encodings on different systems, so it should be able to process texts saved in the operating system default encoding on all systems. Like WordSmith, AntConc comprises, in addition to the concordancer, various other features, such as a tool for generating word-lists as well as a keyword tool that can locate and identify words that occur with an unusually high (or low) frequency in a corpus when it is compared with a reference corpus. However in the following I shall focus mainly on how well the concordancer serves the needs of the translator.
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Shona Whyte
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The iTILT project has added some articles under a rubric entitled "iTILT Partner Clip Selection" which give examples of the IWB being used in language teaching for efficiency, authenticity, interaction, and learner-centred activities. You can access these from the library on http://itilt.eu, using the iTILT Partner Clip Selection button which is circled in the screenshot above.
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Shona Whyte
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Two years ago, at the start of the project, I said I wanted iTILT to help teachers to use the IWB judiciously - not everywhere, but in a number of situations. I hoped teachers could integrate the IWB into their working environment and see it as one more tool to support classroom pratice. I also hoped the project would allow us to explore other, non-teacher fronted ways of using IWB, so it is not just a glorified presentation tool. My experience of the IWB showed me that it does open up the computer screen to classroom, allowing learners to participate. For example, when you're at the board and having trouble with a specific tool, these little errors are great contexts for learning, because these very practical problems can be resolved in target language. Everyone sees and everyone can participate. In this way you get "two for one" - working on your exercise, but more language work as a bonus. I argued that the IWB can dramatically improve learner opportunities for to use the language in the classroom in a meaningful way.
Whether you’ve been using an interactive whiteboard (IWB) for years, or you’ve never turned yours on, ramp up your students’ learning with these easy-to-learn (and teach!) strategies.
Via Yuly Asencion
Thanks to Larry Ferlazzo for sharing this resource! ImageQuiz is a fantastic new website that lets users create image-based quizzes with ease. Just upload your image, choose a title, and begin tagg...
Via Todoele
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Shona Whyte
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I use Chirpstory to collect hundreds of tweets relatively quickly. [I]t lets you collect tweets in pages rather than individually. Here's how I do it.
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Shona Whyte
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Plainview: Fullscreen kiosk-style presentation content viewer.
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Shona Whyte
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iTILT (interactive technologies in language teaching) http://itilt.eu launches new website next Monday - classroom videos with teacher and learner commentaries, teaching and training materials, and a library of further resources for language teaching with the IWB.
This is a very interesting tool for analysing text and word frequency in text. It enables you to create your own mini corpus and see how words are used in context.
Via Nik Peachey, Shona Whyte
Robin Good: Urlist is a web-based collaborative tool to create, publish and share navigable lists of links. Links can be easily typed or collected with the complementary bookmarklet tool, and provided with a custom description. URList automatically collects the thumbnail for each one, and the list author decides whether individual items in the list can be commented and rated by viewers. Items in a list can be easily sorted, moved around and edited at any point and each list can be set to be "public", "private" or "hidden" from public view. Lists can be set to be collaborative so that other users can contribute to them. Every URlist can be also browsed as a sequence of viewable website links kept in context by a top-of-the-page navigation bar, which allows to move at any moment to any link in the list or to follow the list as it has been organized by the author. Features tour: http://urli.st/resources/tour Try it out now: http://urli.st/
Via Robin Good
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Shona Whyte
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Have your paper reviewed BEFORE you turn it in. Grammar and spelling check, proofreading. Free online service developed by linguists and grad students.
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Shona Whyte
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Scooped by
Shona Whyte
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A video converter converts one kind of video file to another. Here are several free video converter software programs and online video converters.
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Shona Whyte
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Check out these three ways to download video from Web sites like YouTube and Vimeo. Read this article by Sharon Vaknin on CNET.
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Shona Whyte
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The iTILT-training handbook offers a set of criteria to be used when designing IWB materials for foreign language lessons. One of the criteria focuses specifically on the efficiency of the IWB: ‘’When designing IWB-based activities teachers should measure the personal cost of integrating the IWB against its return and its efficiency. In other words, they should ask themselves whether the same activity could not be implemented more easily via other means’’ (page 14). From collecting video data and interviewing the teachers and learners for the iTILT project it became apparent that many valued the efficiency of the IWB in a variety of different ways. Below are some ways in which teachers stated that the IWB improved the efficiency of their language lessons. Whilst the majority of following clips are examples of Welsh video clips you will be able to find the majority of these examples across the other countries on the website.
"A Cleaner Internet is an extension for Chrome, Safari, and Firefox. The extension allows you to search YouTube and view YouTube videos without viewing the "related" content, advertisements, and comments that appear on YouTube."
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Shona Whyte
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Videochat is a videoconferencing system designed for the specific needs of small group work for oral production among language students. Videochat is just on...
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Shona Whyte
from ICTmagic
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This is an amazing collaborative whiteboard where multiple users can edit a multimedia board in real time. The site allows you to signup and sign in using a Google account and you can access and add your files and media on your Google Docs/Drive area making this a fabulous companion to schools using Google Apps for education. You can write by typing or you can write in 'freehand' so you can use your interactive whiteboard to write and archive the lesson to use or refer to later.
http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Via ICTmagic
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Shona Whyte
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In his recent paper in TESL-EJ, Brian Hutchison outlines the main features of Google+ and says "Google+ is a feature rich social networking service that provides students with the opportunity to interact with their teachers and classmates outside of class through both asynchronous and synchronous communications. In terms of synchronous communication, the Hangout feature can be used by groups of up to ten students to communicate via text, voice, and video in order to complete such tasks as group discussions, debates, and surveys. Videos of the Hangout sessions can be uploaded to YouTube and viewed by classmates to extend the activities or by teachers for feedback and evaluation. In terms of asynchronous communication, students can share online content they find interesting and useful (such as links to websites and videos) as well as their own personal photos and writings. Once shared, other users are then able to extend a thread or multiple threads of asynchronous communication through the comments they post. Along with connecting current classmates, Google+ is capable of providing students with access to communities of language learners and educators that exist outside the traditional classroom. These virtual communities are environments that will persist long after an individual class or even an entire course finishes. Instructors can remain in contact with graduating students, students can remain in contact with their classmates, and classmates can be welcomed as new members in an expanding circle of class alumni."
News about research data from the iTILT project (http://itilt.eu). Website going live soon - over 250 examples of language classroom interaction with the IWB.
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Shona Whyte
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"8 quick and simple ideas to create lesson activities for your Interactive whiteboard" Shona Whyte: Danny Nicholson is a UK teacher trainer who maintains the Whiteboard Blog. Some ideas for IWB teaching aimed at reassuring teachers: "With all these activities, remember that you don’t need to use all the whistles and bells of your IWB software to make engaging activities. It doesn’t need a degree in computer science to move away from using your IWB as just a screen to show videos or powerpoint."
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![How to use the IWB to ... [Library | itilt.eu] | TELT | Scoop.it](http://img.scoop.it/MOM1RsqIV8ZuiBL_dvDAxTl72eJkfbmt4t8yenImKBVaiQDB_Rd1H6kmuBWtceBJ)
