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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
Curated by Shona Whyte
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In English Digital - 4

"The fourth edition of the magazine for teachers of English in Portuguese speaking countries, with a special focus on Brazil."

 

Shona Whyte:

A digital magazine for EFL/ESL teachers with lots of short articles on different aspects of English teaching and certainly not only relevant to those in Portugal or Brazil.

 

Two articles caught my eye: one by Lynn Wilson on routines for younger learners, with lots of good ideas for classroom management and maximising authentic communication, and another by Fitch O'Connell on autonomous group work in state school language classes, which explains how to implement group work and what the benefits might be.  Adrian Tennant also lets off steam with "Six Acts of Sheep" where he urges teachers not to be seduced by fashionable notions concerning Universal Grammar, four skills, TTT, testing, pre-teaching and authentic materials.

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Podcasting Tips: Interview with Anne Fox

Anne Fox has an award winning podcast and gives tips for teachers in this short video.
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The Full Picture onThe Flipped Classroom:

The Full Picture onThe Flipped Classroom: | TELT | Scoop.it

Jackie Gerstein says:

"I have been writing about and presenting on Flipped Classroom Model: The Full Picture for about a year now. The model that I propose is one where video lectures and tutorials fall within a larger framework of learning activities. I am titling it the Flipped Classroom Model to get folks’ attention given the Flipped Classroom popularity right now. It really is a experiential cycle of learning, where the video lectures support not drive the learning process.

A major roadblock or barrier to implementing the flipped classroom is that many educators do not know what to do in the classroom with the time once spent doing lectures. For educators, who are used to and use the didactic model, a framework is needed to assist them with the implementation of the Flipped Classroom."

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Teacher Development Bibliography

Teacher Development Bibliography | TELT | Scoop.it

Shona Whyte:

The Teacher Development Special Interest Group of IATEFL (TDSIG) has this bibliography on teacher development. 

 

There are books and articles on training and teacher education, mostly directly related to language teaching (Bailey, Freeman & Richards, Woods).

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NCTE: ICT for Teaching videos

NCTE: ICT for Teaching videos | TELT | Scoop.it

The Irish National Centre for Technology in Education has 81 videos on Vimeo showing different uses of ICT in the classroom. There's a good variety of tools, topics, and learners:

- primary and secondary pupils

- maths, language, internet safety

- IWB tools and features, laptops, and online platforms.

 

Very high production values, a number of clips on FL teaching: excellent resource for teacher education.

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Does a good teacher need technology?

EFL teacher Sam Shepherd has an interesting short blog post on technology for teachers, both for the classroom and for professional development.  He concludes it's a good thing, but acknowledges this may be a personal preference.

 

Some interesting comments too.

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Collect and Curate Your Skills and Experiences Into a Personal Portfolio: Pathbrite

Collect and Curate Your Skills and Experiences Into a Personal Portfolio: Pathbrite | TELT | Scoop.it

Shona Whyte:

ePortfolios for teachers or learners?

 

Robin Good: Pathbrite is a new web service which allows you to collect, bring together and layout any kind of media content (from video clips, to images  and text) to create a visually compelling personal portfolio of skills and experiences.

 

In fact, Pathbrite can be used for any number of purposes that involve creating a good looking web presence in which one can easily bring together different types of content to create a "collection".

 

A music band video portfolio, a photographer book and list of achievements, a sport master illustrated hall of fame. 

 

From the official site: "Curate all your stuff to create beautiful portfolios.


Arrange and describe all your digital artifacts in a way that tells your whole story—tailored for any audience."

 

"Pathbrite ePortfolios are the best way to collect, track and showcase a lifetime of learning and achievements, and to get recommended pathways for continuous success."

 

Key traits: 

 

-> Aggregate everything about you in one place.

 

-> Import anything digital from any source, including a resume, documents, audio, video, recommendations. 


-> Publish and share your story on Pathbrite or with your selected social networks. 

 

-> Configure and personalize the layout of your portfolio.

 

Examples: https://beta.pathbrite.com/#!/public/Gallery/Collection%20of%20example%20portfolios ;

 

Try it out now: www.pathbrite.com 


Via Robin Good, Shona Whyte
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catherinebrooks's comment, June 25, 2012 9:45 AM
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Show and tell: Giving feedback on writing (#ELTchat summary, 13/06/12)

Show and tell: Giving feedback on writing (#ELTchat summary, 13/06/12) | TELT | Scoop.it

Shona Whyte:

Well-structured and detailed summary by Laura Patsko of Twitter discussion by EFL teachers on giving feedback on learners' writing.

 

Practical suggestions as well as reflection on practice, with links to tools and resources at the end.  Useful for pre-service and practicing language teachers.

 

 

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The Beginner's Guide to 21st Century Teaching and Learning

The Beginner's Guide to 21st Century Teaching and Learning | TELT | Scoop.it

"This e-book is meant to serve as a starting point for 21st century teaching and learning.

 

Why should you integrate the internet into your curriculum? How do you plan meaningful web-based activities? How do you build a Professional Learning Community? What free tech tools are available for teachers and students?

The Beginner's Guide to 21st Century Teaching and Learning, designed for the digital immigrant, will answer these and many more of your questions, hesitations and fears surrounding integrating the internet and technology into your curriculum. It serves as a technology handbook for teachers ready to harness technology as a teaching and learning tool.

 

Web-based instructional activities have an enormous potential to enhance and entice learning. However, integrating the internet into your curriculum in a way that has a positive impact on students' learning can seem like a daunting process. This e-book is meant to serve as a starting point for 21st century teaching and learning. It, like 21st century teaching and learning, will continue to evolve. Check back regularly for updates and new volumes."

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Build up your PLN: advice for MFL teachers

Shona Whyte:

Suggestions from experienced UK MFL practitioner on social media and network tools to help teachers take charge of their own continuing professional development.

 

I like the second-to-last slide which reads only

 

Action:

1.

2.

3.

 

Leaving space for learner contributions, be they language learners or teachers ...

 

 

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Videos on teaching, technology, and language learning: Nik Peachey

Videos on teaching, technology, and language learning: Nik Peachey | TELT | Scoop.it

Quite an eclectic collection of videos on Pinterest collected by Nik Peachey.

 

You can find talks on aspects of education and technology use in general, presentations of particular learning theories (Skinnerian behaviourism, for example), and some more closely related to language teachers' concerns about teaching and learning languages with technology.

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Networked Learning and Connectivism for English Language Teachers by Michael Griffiths on Prezi

Connectivism 101: this presentation quotes Siemens and Salmon to produce a basic overview of connectivism, though without the specific focus on language teachers I was expecting from the title.

 

Bottom line for teacher education is "drive it yourself" - it's up to teachers to choose what you they want to learn and how to go about it.  Which I find both liberating and frustrating.


Via Dr. Susan Bainbridge
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eltchat: chat summaries

eltchat: chat summaries | TELT | Scoop.it

Marisa Constantinides has set up this wiki based on weekly ELT chat sessions with interested English teachers moderated by experienced ELT professionals.

 

You can read summaries of participants' contributions to past topics, ranging from storytelling, pronunciation, motivating teenage learners, to evaluative observations and online professional development.

 

Otherwise, the PLN is http://eltchat.com/# and the Twitter hashtag #ELTchat

 

 

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"I hear what you're saying": Giving audio feedback on writing assignments

"I hear what you're saying": Giving audio feedback on writing assignments | TELT | Scoop.it
Calgary EFL instructor Nathan Hall explains why audio recorded feedback on language learners' written work can be more helpful than red ink. He gives a number of tools teachers can use for this and a step-by-step guide to recording and sharing audio files with leraners.
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EFL- ESL BLOGS WORTH FOLLOWING

EFL- ESL BLOGS WORTH FOLLOWING | TELT | Scoop.it
Shona Whyte:
A nice collection of teachers' blogs in different languages, with teaching resources, ideas and reflections
which can help other teachers.
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Nik Peachey: How I use social media for my professional development

Nik Peachey: How I use social media for my professional development | TELT | Scoop.it

The issue of how we use social media for our own development as teachers and as digitally skilled individuals is of vital importance, not just because it can enable us to keep developing as teachers through the content, ideas, resources and above all people it gives us access to, but also because the way we use digital media for our own development should guide and influence the way we use it with our students and build their digital literacies and communication skills.

 


Via Alenka Andrin
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Laura Montenegro's curator insight, September 10, 11:05 PM
Talking about professional development, it is important to look always for ways in order to improve our study and profesional skills as teachers and as digital individuals. With this social media can provides us athentic input and materials such as articles, games, books, etc. For our own development and it is also proved that it can guide and influence students perseptions and interests. The autor divided social media into three different sections: Information in ( the input, links and places where to find information), information processing ( the process of learning and capture more and more information) and finally, information out (when you share what you've learned). In my opinion it is very important to share our results because in this way we are going to realize what we really learn and ow we did it, also to understand how our learning process works and how it does not.
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Poetry and the Art of Teaching Practice

Poetry and the Art of Teaching Practice | TELT | Scoop.it

"Have you forgotten the way to my hut?
Each evening, I wait for the sound of your footsteps
But they are never there."

EFL teacher and trainer Anthony Gaughan describes a rewarding writing lesson based on the above haiku poem.

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Professional development through action research: David Nunan

The what, how and why of action research for teachers' professional development by David Nunan.
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Improving teacher talk through a task-based approach: ELT Journal article

Improving teacher talk through a task-based approach: ELT Journal article | TELT | Scoop.it

This is a short video by the authors of a 2011 ELT Journal paper: Moser, J., Harris, J. and Carle, J. (2012).  ‘Improving teacher talk through a task-based approach.'

 

Abstract:

This article reports on a teacher-talk training course for Japanese primary school teachers, who are preparing to teach ‘communicative English’ for the first time. The article argues that teacher-talk training is important for communicative classes with young students because most of the input and interaction is by default teacher centred. In our course, through a task-based approach including the use of digital recorders for self-transcribing, teachers were able to practise providing rich comprehensible input as well as scaffolding in English through role-playing classroom tasks. The before and after performances of two teachers doing a listen-and-draw task is analysed to demonstrate the importance of training in teacher talk. In concluding the article, we review the participants’ survey feedback for the course. Our hope is that the article provides a convincing argument for teacher-talk training as well as offering a model for similar courses.

 

Shona Whyte:

The authors describe how they set up a task-based training module for Japanese primary teachers.  They recommend Slattery and Willis' 2004 handbook English for Primary Teachers. The authors used Ana Maria Pinter's 4 suggestions for teacher talk in the second language classroom:

1. adjusting speed

2. modifying language

3. repeating language

4. adding gestures

They added a fifth recommendation:

5. managing visual aids

 

You can access the full article if you have a subscription to ELT Journal

http://eltj.oxfordjournals.org/content/66/1/81.abstract

 

Photo http://flic.kr/p/bymxe9 @pterolaur

 

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Collaborative video enquiry: video-stimulated reflection by pre-service EFL teachers

Shona Whyte:

Interesting study of improving pre-service teacher observation sessions via focused feedback on selected episodes of classroom practice.

 

Collaborative video enquiry in MA TESOL coursework: "Working together to improve ourselves" Laura Baecher (Hunter College, CUNY).

 

In ELTED (English Language Teacher Education and Development):

"English Language Teacher Education and Development (ELTED) - ISSN 1365-3741 - is an annual peer-reviewed journal for the worldwide ELT community which is produced within the English Language Learning, Teaching, and Assessment (ELLTA) Research Group of the Centre for Applied Linguistics, University of Warwick. It seeks to provide a medium for the exchange of ideas and information on theoretical and applied issues pertaining to English language teacher education. The journal is targeted at all those involved in English language teacher education and development worldwide, for whom, at present, there are few published journals dealing specifically with English language."

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The foreign language flip class stages: Part 1 | Reflipping the flipped

The foreign language flip class stages: Part 1 | Reflipping the flipped | TELT | Scoop.it

Shona Whyte:

Spanish teacher Emilia Carrillo shares her reflections and experience of the flipped classroom (content delivery at home, language practice in class).  This is the first of a four-part series on how language teachers can go about flipping their classrooms, beginning with things to take into consideration before you start.

 

This article includes links to other posts on Emilia Carrillo's technology blog and to presentations by other teachers.  This is the Harvesting Stage (Washing, peeling, chopping, Let’s get cooking Stage and Digesting to follow).


Via Yuly Asencion
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Scrible for teacher development and language learning

Scrible for teacher development and language learning | TELT | Scoop.it

Shona Whyte:

Nik Peachey has found an online tool for annotating webpages, and shows how this can be used for teachers' own development of digital skills, and for direct use with language learners.

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