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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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Webinar: Interactive technologies for classroom language teaching: iTILT and the IWB | itilt.eu

Webinar: Interactive technologies for classroom language teaching: iTILT and the IWB | itilt.eu | TELT | Scoop.it

Webinar next week based on the iTILT project, for all interested language teachers.

Shona Whyte's insight:

Also check out the new forum on the iTILT website.  Come along and share your experiences, pick up tips, and connect with colleagues.

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TECHY TOOLS FOR SCHOOLS & EFL: WORDSIFT

TECHY TOOLS FOR SCHOOLS & EFL: WORDSIFT | TELT | Scoop.it

Quick and dirty way into a text for EFL reading.  Paste in your text and see a word cloud, images, and a visual thesaurus.

Shona Whyte's insight:

Lots of applications, from quick real-time introductory activity, to unplanned online check-up, to more structured learner assignments for presentations and so on.

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Colloque « Cultures de recherche en linguistique appliquée »

Colloque « Cultures de recherche en linguistique appliquée » | TELT | Scoop.it

Conférence à Nancy, novembre 2013.

 

Conférenciers pressentis

Bernd Rüschoff, Président de l’AILA 
Anne Condamines (Université Toulouse Le Mirail, CNRS, CLLE) & Jean-Paul Narcy-Combes (Université Sorbonne Nouvelle, DILTEC, AFLA) 
Fernand Carton (Université de Lorraine) 
Daniel Véronique (Université Aix-Marseille, Langage et Parole)

Shona Whyte's insight:

Propositions de communication à envoyer pour lundi prochain.

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Free webinars for language teacher education: Jürgen Wagner

Free webinars for language teacher education: Jürgen Wagner | TELT | Scoop.it

Foreign language educator Jürgen Wagner has lined up a number of webinars for teachers this month and next.  Intended for German language teachers, some are in French, German and English.

Shona Whyte's insight:

Evening webinars, free sign-up and participation.

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OECD report on Italian Strategy for Digital Schools - IWB as Trojan horse

OECD report on Italian Strategy for Digital Schools - IWB as Trojan horse | TELT | Scoop.it

"The Italian Ministry of Education launched in 2007 a National Plan for Digital Schools (Piano Nazionale Scuola Digitale) to mainstream Information Communication Technology (ICT) in Italian classrooms and use technology as a catalyser of innovation in Italian education, hopefully conducing to new teaching practices, new models of school organisation, new products and tools to support quality teaching. The Italian Ministry of Education, Universities and Research asked the OECD to review its Plan from an international perspective and to suggest improvements."

 

This OECD report shows how the Italian authorities have focused on the IWB as a vector for change (Trojan horse) and recommends concentrating on innovative teachers and classes to fuel further change.

Shona Whyte's insight:

Given my interest in IWBs, this paragraph caught my eye:

"The central device of the Italian plan is the interactive whiteboard, a technology that teachers can start using without facing high entry costs and whose possible uses fit all existing modes of teaching and learning – from the more traditional to the more innovative. For this reason, the interactive whiteboard has proven very popular among teachers internationally. IWBs are consistently found, in international research, to act as a “Trojan horse” in drawing the vast majority of teachers to increase their use of ICT tools for work-related purposes (Lee, in press; Somekh, Haldane, et al., 2007): once they have an IWB in their classroom, teachers do not necessarily change their preferred mode of classroom interaction, but can be expected to increase their use of the internet and the personal computer for lesson planning (by browsing for digital resources) and for interacting with colleagues."

 

The conclusion to the report is also interesting:

"The plan uses its very modest funding to implement a convincing and ambitious vision of innovation at the margin. It rightly concentrates on schools and teachers eager to initiate change, favours tools that are not disruptive to current teaching practices, tries to create a demand that can engage other stakeholders to contribute to the plan, focuses on pedagogic uses of technology rather than merely on equipment, and addresses the importance of professional development and of expanding the availability of digital pedagogic resources. It exploits synergies with other ICT policies and has successfully involved regions in its implementation and scale up strategy."

 

 Francesco Avvisati, Sara Hennessy, Robert B. Kozma, Stéphan Vincent-Lancrin (2012)

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Mentormob playlist for educators

Mentormob playlist for educators | TELT | Scoop.it

"Great Minds Share Alike: MentorMob's online learning platform allows anyone with a passion for what they do to curate websites, videos, blogs, and more into Learning Playlists.

So instead of searching alone, people all around the world can work together to show off what they know and learn from each other."


The education list includes

- Web 2.0 for schools

- Flipped Classroom

- Free web tools for educators

Shona Whyte's insight:

Blog post about Mentormob here

http://www.onlineuniversities.com/blog/2013/02/mentormob-ready-become-wikipedia-how-to/

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Liverpool Online | The 47th Annual International IATEFL Conference & Exhibition

Liverpool Online | The 47th Annual International IATEFL Conference & Exhibition | TELT | Scoop.it
Shona Whyte's insight:

Follow this conference for English language teachers online, live or later.

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Teaching English with Technology (TEwT): 2013 issues

Teaching English with Technology (TEwT): 2013 issues | TELT | Scoop.it

"An online peer-reviewed journal that seeks to disseminate work mainly focussed on how technology is being used, or could be used, in TESOL."

 

Volume 13 Issue 2, 2013

FROM THE EDITOR by Jarosław Krajka

 

BETWEEN DEFERENCE AND DEMEANOR: THE OUTSTANDING MIND IN ONLINE COLLABORATION CONTEXTS. SOME INSIGHTS BASED ON THE FIVE-FACTOR MODEL OF PERSONALITY TRAITS by Anna Turula 

  

USING WIKIS IN AN ENGLISH FOR SPECIFIC ACADEMIC PURPOSES (ESAP) CONTEXT: UNIVERSITY STUDENTS’ PERCEPTIONS AND REFLECTIONS by Salomi Papadima-Sophocleous and Christina Yerou

  

COMPUTER-ASSISTED ASSESSMENT: HIGHLIGHTS AND CHALLENGES by Soheila Tahmasebi and Ali Rahimi 

  

ONE-TIME TREATMENT FOR INCIDENTAL VOCABULARY LEARNING: CALL FOR DISCONTINUATION by Stan Bogdanov

  

SOFTWARE REVIEW OF U.S.A. LEARNS reviewed by Abir El Shaban

  

 

Volume 13 Issue 1, 2013

FROM THE EDITOR by Jaroslaw Krajka

 

 

THE EFFECTS OF USING TECHNOLOGY AND THE INTERNET ON SOME IRANIAN EFL STUDENTS’ PERCEPTIONS OF THEIR COMMUNICATION CLASSROOM ENVIRONMENT by Nabi.A Ebrahimi, Zahra Eskandari and Ali Rahimi 

 

DROPBOX BRINGS COURSE MANAGEMENT BACK TO TEACHERS by Thaddeus M. Niles

 

SELECTING AN E-(TEXT)BOOK: EVALUATION CRITERIA by Mariusz Marczak 

 

DISCOURSE FUNCTIONS AND VOCABULARY USE IN ENGLISH LANGUAGE LEARNERS' SYNCHRONOUS COMPUTER-MEDIATED COMMUNICATION by Ali Farhan AbuSeileek and Ghaleb Rabab'ah

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Preferred Vocabulary Self-Collection Strategies of EAP Reading Students: Randy Rebman

Preferred Vocabulary Self-Collection Strategies of EAP Reading Students: Randy Rebman | TELT | Scoop.it

Slides and handout from at TESOL 2013 presentation discussing an action research project looking at vocabulary learning techniques with EAP students.

Shona Whyte's insight:

Other posts on vocabulary from learner, teacher and researcher perspectives: http://www.scoop.it/t/telt?q=vocabulary

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Learning with 'e's: What the flip?

Learning with 'e's: What the flip? | TELT | Scoop.it

Steve Wheeler argues that a "flipped classroom" based on video delivery of content is no different from traditional distance education, and does not address the question of supporting learners.  He suggests flipping the roles of teacher and learners instead, with learners producing and presenting content.

 

Image by Sneebly

Shona Whyte's insight:

More grist for the e-learning mill

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Scholarship and Literacies in a Digital Age - Call for Papers

Scholarship and Literacies in a Digital Age - Call for Papers | TELT | Scoop.it
This is the December 2012 call for papers for a Special Issue of Research in Learning Technology, the Journal of the Association for Learning Technology.
Shona Whyte's insight:

Deadline for full papers 1 May 2013.  The journal Research in Learning Technology is peer-reviewed and open access since Jan 2012.

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Manifestations Avril - GERES (espagnol)

Manifestations Avril - GERES (espagnol) | TELT | Scoop.it

Manifestation :Journée de formation pour professeurs d’espagnol

Date :6 avril 2013

Thème :Programme divers à orientation didactique

Organisateurs :Université Lumière Lyon 2 et EDINUMEN

Lieu :Lyon (France)

Web:www.profele.es/jornadaslyon

Informations :jornadaslyon@profele.es

 

 

Manifestación:II Jornadas de lingüística hispánica

Fecha:15 y 16 de abril de 2013

Tema:Lingüística hispánica

Organizadores:Facultad de letras de la Universidad de Lisboa

Lugar:Lisboa (Portugal)

Inscripción:http://jornadas-de-linguistica-hispanica.campus.ul.pt

Más información:jornadasdelinguistica@fl.ul.pt

 

 

Manifestación:XXXI Congreso de AESLA

Fecha:Del 18 al 20 de abril de 2013

Tema:Comunicación, cognición y cibernética

Organizadores:Universidad de la Laguna

Lugar:San Cristóbal de La Laguna (España)

Inscripción:http://aesla2013.tucongreso.es/es/presentacion

Más información:AESLAXXXI@ull.es

 

 

Manifestación:XIII Jornada Pedagógica para Profesores de Español

Fecha:20 de abril de 2013

Tema:Formación para profesores de español

Lugar:Bruselas (Bélgica)

Inscripción:http://www.educacion.gob.es/belgica/actualidad/2013/04/belgica-20-4-2013

Más información: asesoriabelgica.be@educacion.es

Shona Whyte's insight:

Formación para profesores de español

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Conclusions on iTILT: Podcast on IWB for language teaching with young learners

Conclusions on iTILT: Podcast on IWB for language teaching with young learners | TELT | Scoop.it

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.

Shona Whyte's insight:

Looking back now, I stand by what I saw then as the main affordances of the IWB and my goals for the project.  Used well the IWB can transform teaching and learning opportunities in FL classrooms.

 

What strikes me now is how the project moved beyond the tool itself to take on range of other - mainly pedagogical - issues.  What kind of interaction do we see around the board?  What makes an activity communicative?  How can materials and teachers support FL interaction? 

 

And of course, how can we now exploit the iTILT website (http://itilt.eu): the training manual, the teaching resources, and our over 250 video examples of classroom language teaching with the IWB?

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Dropbox et GoogleDrive : webinaire Fabrice Gély

Shona Whyte's insight:

Conférence en ligne sur les outils de stockage, organisée par Jürgen Wagner de Saarbrücken.

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Ludique, numérique et apprentissages en 1re année du primaire

Ludique, numérique et apprentissages en 1re année du primaire | TELT | Scoop.it
Le 6 avril dernier, j'ai été invitée à participer au forum du site Educavox, à la Cité des Sciences et de l'industrie de Paris. Ce fut pour moi une chance extraordinaire de mieux connaître les fond...
Shona Whyte's insight:

"applications et de logiciels permettant de soutenir l’apprentissage dans un contexte ludique et numérique" - des exemples avec TBI et iPad chez les jeunes apprenants

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UNI-Collaboration | Online Intercultural Exchange

UNI-Collaboration | Online Intercultural Exchange | TELT | Scoop.it

Two videoclips on telecollaboration.

Shona Whyte's insight:

Deuxième clip en français : Elke Nissen et François Mangenot.

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Grenoble workshop on telecollaboration and uni-collaboration.eu

Grenoble workshop on telecollaboration and uni-collaboration.eu | TELT | Scoop.it

Via Robert O'Dowd
Shona Whyte's insight:

EU project on university-level telecollaboration.

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Robert O'Dowd's curator insight, April 8, 2013 6:25 AM

The second of the INTENT project's four regional workshops on telecollaboration and using the www.uni-collaboration.eu platform took place on Friday 5 April at the University of Grenoble in France. Over 35 participants from France, Switzerland, Belgium and Morocco took part in the event. Find out about our two remaining workshops in Poland and the UK here: http://intent-project.eu/?q=node/36

sarspri's curator insight, April 12, 2013 10:51 AM

Steve mentioned the uni-collaboration.eu project during his talk yesterday at MIIS.  More info: www.uni-collaboration.eu 

 

See also the INTENT project (the source of this Scoop, via Robert O'Dowd!)

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Journées internationales de linguistique de corpus : sept 2012, Bretagne

Journées internationales de linguistique de corpus : sept 2012, Bretagne | TELT | Scoop.it

Les 7e Journées Internationales de Linguistique de Corpus auront lieu à Lorient les 5 et 6 septembre 2013. Elles sont organisées par l'équipe LiCoRN de l'Université de Bretagne Sud. 

 

Ces Journées sont organisées en collaboration avec l'Association Française de Linguistique Appliquée. Elles réunissent des chercheurs venus d'horizons divers qui s'intéressent à l'utilisation de l'informatique pour l'analyse des faits de langues.

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Listening quiz: Quia & Rhinospike

Listening quiz: Quia & Rhinospike | TELT | Scoop.it

An easy listening game about British painters, using learning apps, Quia and Rhinospike.


Via Renee Maufroid, Esther, Shona Whyte
Shona Whyte's insight:

Nice use of online tools to create listening exercises.  Learners could do this too for speaking practice with the goal of creating quizzes for other learners.

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Shona Whyte's curator insight, April 8, 2013 10:06 AM

Listen to audio descriptions of paintings and painters, then choose from a list of answers.

sarspri's curator insight, April 12, 2013 10:49 AM

Be sure to click to open the audio portion of the activity.

 

If you like this type of resource, you might want to follow Shona Whyte's topic,"Learning technologies for EFL"

http://www.scoop.it/t/learning-technologies-for-efl

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To read better, improve your pronunciation?

To read better, improve your pronunciation? | TELT | Scoop.it

ELT blogger Rachel Roberts: "To read better, improve your pronunciation…. from a talk by Catherine Walter."

Shona Whyte's insight:

According to Roberts, Walter's research suggests we "sub-vocalise and record the sound of what we are reading," and so "we would be better off teaching [learners] to improve how they ‘mentally represent spoken language’ than teaching comprehension skills."


The original article: Walter, C. (2008). Phonology in second language reading: not an optional extra.TESOL Quarterly, 42(3), 455-474. (http://www.hpu.edu/Libraries_HPU/Files/TESOL/TQD/VOL_42_3.pdf#page=102)

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Touchstone From Corpus to Course Book

So how does the Cambridge English Corpus actually help us create course books? Mike McCarthy tells us how they used it for the creation of Touchstone
Shona Whyte's insight:

McCarthy, M. (2004). Touchstone: From corpus to course book. Cambridge University Press.

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From Computer Assisted Language Learning (CALL) to Mobile Assisted Language Use (MALU)

From Computer Assisted Language Learning (CALL) to Mobile Assisted Language Use (MALU) | TELT | Scoop.it

In this recent TESL-EJ articles, Jarvis and Achilleos review different  terminology for connecting technology and SLA (TELL, WELL, NBLL).  On the basis of questionnaire data showing EFL users' preferences for mobile technology, they suggest changing two letters in the CALL (Computer Assisted Language Learning) acronym: Computer becomes Mobile and Learning become Use in MALU (Mobile Assisted Language Use).

 

The authors conclude that "MALU now needs to be our defining point of reference in keeping TESOL at the vanguard."

Shona Whyte's insight:

Which I suppose is fine if English is your frame of reference.  If the field is to include other languages, it's not so easy to make the argument.

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Triadic Interaction in Young Learner EFL Classrooms: Virtual Windows of Opportunity : Asian EFL Journal

Triadic Interaction in Young Learner EFL Classrooms: Virtual Windows of Opportunity : Asian EFL Journal | TELT | Scoop.it

Timothy Brockley's 2012 MA thesis (Anaheim, directed by K Bailey):

"There are scores of young EFL learners who struggle with English all across the globe. One approach to resolving this problem is to engage these learners in triadic interaction. As defined in this thesis, triadic interaction is the interaction between teacher, learners and audio-visual, computer-based activities presented on a screen. An attempt is made to document, analyze and interpret this form of interaction in a Korean young learner EFL context using a competitive game lesson format. Further, the learners themselves were consulted, employing a questionnaire, in order to elicit their opinions regarding triadic interaction and competitive games. While the results are mixed regarding actual observed triadic interaction, the learners in this study expressed positive views in terms of engaging in computer screen competitive game lessons. Further research models are suggested and concluding remarks on the complexity of the research model are offered."

 

Free registration to Asian EFL Journal required for access to PDF.

Shona Whyte's insight:

Interesting application of Meskill's 2005 analytical framework for analysing teacher-learner-computer interactions, involving triadic scaffolding and triadic discourse (http://llt.msu.edu/vol9num1/meskill/default.html)

 

Brockley looked a large-screen work with young Korean EFL learners.

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How ESL and EFL classrooms differ

How ESL and EFL classrooms differ | TELT | Scoop.it
In her first guest post for OUP, Kate Bell, a writer and researcher, talks us through some of the practical differences between ESL and EFL classrooms. You may think that teaching English is teachi...
Shona Whyte's insight:

Little to argue with here (unless it's "understanding culture is an invaluable step towards fluency")

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Finding Current Research Using Free Online Resources | Smithsonian Libraries Blog

Finding Current Research Using Free Online Resources | Smithsonian Libraries Blog | TELT | Scoop.it
Shona Whyte's insight:

A number of places to look for open access and subscription resources, and tips for tweaking your searches.

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