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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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RealtimeBoard

RealtimeBoard | TELT | Scoop.it

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


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IMA-EDU.GR's curator insight, January 15, 2013 5:56 PM

υτό είναι ένα καταπληκτικό συνεργασίας πίνακα, όπου πολλοί χρήστες μπορούν να επεξεργαστούν μια πλακέτα πολυμέσων σε πραγματικό χρόνο. Η ιστοσελίδα σας δίνει τη δυνατότητα να εγγραφείτε και να συνδεθείτε χρησιμοποιώντας ένα λογαριασμό Google και μπορείτε να έχετε πρόσβαση και να προσθέσετε αρχεία πολυμέσων σας και στο Google Docs σας / περιοχή κίνησης καθιστώντας το μια υπέροχη συντροφιά στα σχολεία χρησιμοποιώντας το Google Apps για την εκπαίδευση. Μπορείτε να γράψετε με πληκτρολόγηση ή μπορείτε να γράψετε στο «ελεύθερο» ώστε να μπορείτε να χρησιμοποιήσετε τον διαδραστικό σας πίνακα να γράφει και να αρχειοθετήσετε το μάθημα να χρησιμοποιήσει ή να αναφερθώ αργότερα.http://ictmagic.wikispaces.com/ICT+% 26 + + Εργαλεία Web

Louise Robinson-Lay's curator insight, January 17, 2013 3:54 PM

Fantastic online collaborative board.

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Le TBI dans la classe inversée : Stéphane Côté

Le TBI dans la classe inversée : Stéphane Côté | TELT | Scoop.it

La classe inversée, c’est d’envoyer le jeune à la maison avec un clip vidéo expliquant la notion et un devoir. Rien d’expliqué en classe auparavant. L’élève peut alors regarder, mettre sur pause, réécouter des passages jusqu’à tant qu’il puisse mieux comprendre, et c’est censé faire un miracle. Et le temps de classe ensuite est utilisé pour partager, la collaboration, échanger sur les éléments compris versus ceux moins bien, plutôt que de prendre du temps pour faire regarder les élèves au tableau…

Shona Whyte's insight:

Enregistrement de vidéos de classe à l'aide du logiciel Notebook pour TBI SMART : description de pratique de classe plus résultats des élèves

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Tess Stumpfl 's curator insight, December 4, 2015 10:28 AM

Enregistrement de vidéos de classe à l'aide du logiciel Notebook pour TBI SMART : description de pratique de classe plus résultats des élèves

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The Assumption of Participation in Small Group Work: L2 Teachers’ and Learners’ Expectations

The Assumption of Participation in Small Group Work: L2 Teachers’ and Learners’ Expectations | TELT | Scoop.it

 Peer ReviewedTitle:

The Assumption of Participation in Small Group Work: An Investigation of L2 Teachers’ and Learners’ Expectations

Journal Issue:

Issues in Applied Linguistics, 16(2)

Author:

Ewald, Jennifer, Saint Joseph’s University

Publication Date:

2008

Publication Info:

Issues in Applied Linguistics, Department of Applied Linguistics, UC Los Angeles

Permalink:

http://escholarship.ucop.edu/uc/item/42j8n011


Via Phil Chappell
Shona Whyte's insight:

An interesting study of teacher and learner views of group work, showing that learners have views about how they like to work, and with whom, which may be at odds with teacher beliefs about what is best for L2 learning.

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Le web 2.0 dans la didactique des langues : Christine Develotte

Christine Develotte, de l'ENS de Lyon-Ifé, parle de la formation de (futurs) enseignants de langue à l'utilisation des technologies en classe.  Elle regrette que les contextes d'enseignement actuels ne favorisent pas toujours l'exploitation des TICE, malgré leur potentiel pour l'autonomie des apprenants et pour la collaboration entre enseignants.

Shona Whyte's insight:

L'écart entre les usages privés des TICE par les enseignants (Facebook ..) et leurs pratiques de classe est également évoqué chez les apprenants par un autre chercheur lyonnais, Nicolas Guichon http://www.scoop.it/t/telt/p/1868061811/les-usages-des-tic-par-les-lyceens-deconnexion-entre-usages-personnels-et-usages-scolaires-nicolas-guichon

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iTILT: langues secondes interactives

iTILT: langues secondes interactives | TELT | Scoop.it

Le projet européen intitulé iTILT (interactive Technologies in Language Teaching – Technologies interactive pour l’enseignement des langues). Il s’agit d’un projet européen qui dure sur deux ans, de 2011 à 2013 et qui porte sur l’apprentissage tout au long de la vie (en primaire, secondaire, à l’université ou dans les formations d’adultes) et dans 7 pays européens. 

Shona Whyte's insight:

Entretien de décembre 2011 qui fait partie d'un reportage SMART sur l'utilisation de tableaux interactifs à l'Université de Nice. J'ai pu parler de notre projet européen iTILT http://itilt.eu dont le site sera ouvert lundi 14 janvier.

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Shona Whyte's curator insight, April 12, 2013 6:13 AM

Entretien avec SMART, fabricant de TBI.

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ELT blog posts: Rachel Roberts' selection

ELT blog posts: Rachel Roberts' selection | TELT | Scoop.it
For the New Year I wanted to collect together some of the blog posts which have either inspired my posts over the last year, or that would be great follow up reading. In a few weeks, I will celebra...
Shona Whyte's insight:

A rich list of EFL/ESL teachers' blog posts, organised by category (group work, writing, methodology).

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Compleat Lexical Tutor

Compleat Lexical Tutor | TELT | Scoop.it
A complete website for learning and learning about English words. You can test your vocabulary level, then work on the words at the level where you are weak.
Shona Whyte's insight:

As recommended by vocabulary researcher Paul Nation.

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Video Diaries for Teacher Support in the iTILT Project - ATELIER 24, DIDACTIQUE ET ACQUISITION DES LANGUES (ARDAA) | Colloque SAES 2013

Video Diaries for Teacher Support in the iTILT Project - ATELIER 24, DIDACTIQUE ET ACQUISITION DES LANGUES (ARDAA) | Colloque SAES 2013 | TELT | Scoop.it

Shona Whyte and Julie Alexander

 

Interactive whiteboard (IWB) research shows variation in classroom interactivity (Beauchamp & Kennewell, 2010) and a need for sustained teacher support (Cutrim Schmid & Whyte, 2012).  iTILT (interactive Technologies in Language Teaching), a 2-year European project on the IWB for communicative language teaching, was conceived partly in response to these findings and as an opportunity for further research. The project has produced a website for language teachers featuring over 250 short video clips of IWB-supported classroom practice, supplemented by relevant teacher and learner comments, created by filming 44 teachers in 81 classes involving different languages, ages, and levels of proficiency in primary, secondary, university and vocational contexts in 7 European countries. 

 

The present study focuses on data from 9 French EFL teachers in three educational sectors who participated in a dedicated online support space set up for the duration of the project.  The data are participants' contributions to the limited stream of a Google+ circle including teachers and researchers.

 

Results show variation in contributions across the 9 teachers, and reveal a number of areas of general concern, but also allow the isolation of specific interactions which affected classroom practice, with implications for teacher education in languages with technology.

 

Beauchamp, G., & Kennewell, S. (2010). Interactivity in the classroom and its impact on learning. Computers & Education, 54(3), 759-766.


Cutrim Schmid, E., & Whyte, S. (2012). Interactive Whiteboards in State School Settings: Teacher Responses to Socio-Constructivist Hegemonies. Language Learning & Technology, 16(2), 65-86.

Shona Whyte's insight:

Our paper on iTILT teachers in France has been accepted for the SAES conference in Dijon in May 2013.

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ESL WOW

ESL WOW | TELT | Scoop.it

Online ESL writing workshop

Shona Whyte's insight:

Clear and concrete advice in oral and written form for getting ready to write, developing ideas, revising, editing, and polishing work, plus an instructor guide, help avoiding plagiarism, and links to external resources.  Suitable for low-intermediate learners and beyond.

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Intégrer le TBI dans l'enseignement des langues : iTILT sur ludovia.com

Intégrer le TBI dans l'enseignement des langues : iTILT sur ludovia.com | TELT | Scoop.it

Un projet européen iTILT (Interactive Technologies In Language Teaching ou l’Intégration des Technologies Interactives en Langues - Tice), dont l’objectif est « d’intégrer le tableau blanc interactif dans une approche communicative pour l’enseignement des langues étrangères ». 

Cette volonté d’encourager les pratiques interactives autour du TBI en classe de langue se traduit par la création d’un site internet où retrouver des conseils et ressources pour la formation des enseignants en langue, des vidéos montrant d’usages en classe, des informations sur la bonne utilisation du TBI dans l’enseignement des langues, et un réseau d’échange et d’entraides pour les enseignants et les établissements.

Shona Whyte's insight:

Ouverture officielle du site http://itilt.eu lundi prochain, le 14 janvier.  Plus de 250 exemples de pratique de classe avec le TBI pour apprendre une langue étrangère ...

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Shona Whyte's curator insight, April 12, 2013 6:14 AM

Retour d'expérience pour eInstruction, fabricant de TBI.

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EUROCALL 2012 Proceedings

EUROCALL 2012 Proceedings | TELT | Scoop.it

Google Books full view of the proceedings of the 2012 EUROCALL Conference.

Shona Whyte's insight:

5-page papers on computer-assisted language learning based on this summer's conference presentations.  Last but not least: Perceptions of the IWB for second language teaching and learning: the iTILT project, by Shona Whyte, Gary Beauchamp, and Emily Hillier.

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ELTPics: CC photos by teachers for teachers

ELTPics: CC photos by teachers for teachers | TELT | Scoop.it
Shona Whyte's insight:

Use the images for teaching, and/or contribute to the growing collection.

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Professional Development for Now and the Future (Inspired by @michaelegriffin)

Professional Development for Now and the Future (Inspired by @michaelegriffin) | TELT | Scoop.it
I was reading one of my favourite blogs this morning, ELT Rants, Reviews and Reflections by Mike Griffin. All of his posts stand out, but one particularly stood out, called Next Step(s) in Professi...
Shona Whyte's insight:

Ideas for continuing professional development in ELT.

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Academic Word List: vocabulary exercises for EFL/ESL learners

Academic Word List: vocabulary exercises for EFL/ESL learners | TELT | Scoop.it
Vocabulary Exercises for the AWL

 

This site now contains 285 gap-fill exercises to review and recycle the general word families contained within the AWL. These exercises can be found on each Sublist page. Gap-fill exercises are an excellent way to recycle vocabulary through different contexts and can be used to broaden the student's understanding of the range of meaning of vocabulary. The online format of the exercises allows students to get immediate feedback on their answers. Students can work throughfive different exercises for each word family in the AWL. Many of these exercises include different derivations (parts of speech) for the given word. Students are encouraged to complete the exercises for a given level before proceeding to the next level.

Shona Whyte's insight:

Gerry Luton at the University of Victoria in Canada has a special interest in vocabulary acquisition.

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COURS PARTICULIERS's curator insight, February 17, 2013 3:27 AM

Anglais : exercices pour revoir et apprendre du vocabulaire

Miguel Ángel García's comment, February 17, 2013 4:21 AM
IT is a really good site to learn vocabulary. Different levels!
Ellen Johnston's curator insight, March 6, 2014 9:14 PM

http://www.uefap.com/vocab/select/awl.htm

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Video showcase of iTILT on Web2LLP website

Video showcase of iTILT on Web2LLP website | TELT | Scoop.it
The iTILT project
The iTILT project, interactive Technologies In Language Teaching, aims to promote communicative language teaching with the interactive whiteboard (IWB) in the framework of a two-y
Shona Whyte's insight:

Some meta-project discussion of social media strategies for European projects: how the iTILT project on IWB in foreign language teaching has used social networks to create and sustain interest in the project in preparation for the website launch Monday 14 January.

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Free downloads from Language Teaching

Free downloads from Language Teaching | TELT | Scoop.it

Top 10 most downloaded articles in 2012

Shona Whyte's insight:

If you missed this in December, it seems you can still download the 10 most downloaded articles last year.  A good range from well-known names, most since 2010 but a few older.  Only the Dörnyei link from 1998 doesn't seem to work.

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iTILT podcast: EU project on interactive technologies for languages

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.

Shona Whyte's insight:

Hear project teachers and researchers talk about this EU project: how we chose our classroom clips, what training the teachers have had, and how they view this professional development experience ...

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Heads Up English | ESL Lessons - A (Mostly) Complete Glossary for ESL EFL Teaching

Glossary of ESL EFL terms for easy reference.
Shona Whyte's insight:

Worth a look for basic acronyms, methods and key concepts.

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Research into practice: Vocabulary (Nation, 2011)

Research into practice: Vocabulary (Nation, 2011) | TELT | Scoop.it

This article is a personal view of the application of research on vocabulary to teaching and how there are three different types or categories of relationship between that research and the teaching to which it is applied: first, where the research is not applied or not applied well, second, where it is reasonably well applied, and third, where it is over-applied. For each of these three categories, I look at what I consider to be the most important areas of research and suggest why they fit into that category. The topics covered include planning vocabulary courses, distinguishing high frequency and low frequency words, extensive reading, the deliberate learning of vocabulary, academic vocabulary and vocabulary teaching.

Shona Whyte's insight:

Here are my bullet points from reading this article which summarises recent research into L2 vocabulary acquisition for language teachers.

 

- there two types of vocabulary: high frequency and low frequency (Zipf's law - there is no middle ground).  ESL learners need to meet high frequency words often, and learn strategies to tackle low frequency words

 

- extensive (rather than intensive) reading with graded readers works for high frequency words; learners can be encouraged in this if initial class time is devoted to a "proper extensive reading program" (p. 532)

 

- bilingual word cards - "deliberate decontextualised rote learning of vocabulary" - is effective for long-term learning and acquisition of implicit knowledge (p. 533)  though should be viewed as a "support" rather than an "alternative to communicative learning"

 

- although deliberate learning is effective, deliberate teaching does not mean deliberate learning - studies often show less than half of taught words were learned via vocabulary exercises

 

Nation recommends paying attention to vocabulary learning via extensive graded reading and independent learning with bilingual word cards, rather than devoting class time to intensive reading and vocabulary exercises.

 

He recommends this research paper:

Elgort, I. (2011). Deliberate learning and vocabulary acquisition in a second language. Language Learning, 61.2, 367–413.

 

and this website: The Compleat Lexical Tutor http://www.lextutor.ca/

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Curating vs. Collecting on Twitter for the Education Professional

Curating vs. Collecting on Twitter for the Education Professional | TELT | Scoop.it

Via Robin Good
Shona Whyte's insight:

Discussion of the utility of online curation for oneself and others; importance of tagging (also important on Scoop.it): "I am carefully thinking about future keywords I might be searching for in order to recall a particular tweet (s)."

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YK Chau's curator insight, January 8, 2013 9:05 PM

 

Silvia Rosenthal Tolisano has an interesting and highly visual post on collecting vs. curating with Twitter, and on the curation potential Twitter has in store for those involved in education.

 

She quotes Mike Fisher writing: "Collecting is what kids do when asked to find resources for a particular topic. Usually, it represents the first 3 or 4 hits on a Google search, without meaning, discernment, or connections.

 

Curating is different. It’s the Critical Thinker’s collection, and involves several nuances (see Figure 1) that separate it as an independent and classroom-worthy task."

 

 

Useful. Resourceful. 7/10

 

Full article: http://langwitches.org/blog/2013/01/03/twitter-as-a-curation-tool/# 

 

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Robin's curated posts hits it on the nail with the distinct differences and although I like the visual aspects of the post, I struggle with referring to Twitter as a curating tool.

 

It is certainly a critical tool for collecting, researching and having the conversations. I think there is a challenge on how to effectively curate with Twitter. I know many use Storify to do this which is often a re- representationof the tweets.

 

 I am very interested in how Twitter will use Summnify aand Posterous in the field of curation.

 

As a result, I really likw the distinctions made and the logic the author takes us through. I would  perhaps be a little more cautious with referring  Twitter as a curation tool.

 

Useful 6/10

Curated by Shirley Williams.

 

 

Monica S Mcfeeters's curator insight, January 8, 2013 10:03 PM

 

Silvia Rosenthal Tolisano has an interesting and highly visual post on collecting vs. curating with Twitter, and on the curation potential Twitter has in store for those involved in education.

 

She quotes Mike Fisher writing: "Collecting is what kids do when asked to find resources for a particular topic. Usually, it represents the first 3 or 4 hits on a Google search, without meaning, discernment, or connections.

 

Curating is different. It’s the Critical Thinker’s collection, and involves several nuances (see Figure 1) that separate it as an independent and classroom-worthy task."

 

 

Useful. Resourceful. 7/10

 

Full article: http://langwitches.org/blog/2013/01/03/twitter-as-a-curation-tool/# 

 

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Robin's curated posts hits it on the nail with the distinct differences and although I like the visual aspects of the post, I struggle with referring to Twitter as a curating tool.

 

It is certainly a critical tool for collecting, researching and having the conversations. I think there is a challenge on how to effectively curate with Twitter. I know many use Storify to do this which is often a re- representationof the tweets.

 

 I am very interested in how Twitter will use Summnify aand Posterous in the field of curation.

 

As a result, I really likw the distinctions made and the logic the author takes us through. I would  perhaps be a little more cautious with referring  Twitter as a curation tool.

 

Useful 6/10

Curated by Shirley Williams.

 

 

Baptiste Morch's curator insight, January 9, 2013 7:49 AM

 

Silvia Rosenthal Tolisano has an interesting and highly visual post on collecting vs. curating with Twitter, and on the curation potential Twitter has in store for those involved in education.

 

She quotes Mike Fisher writing: "Collecting is what kids do when asked to find resources for a particular topic. Usually, it represents the first 3 or 4 hits on a Google search, without meaning, discernment, or connections.

 

Curating is different. It’s the Critical Thinker’s collection, and involves several nuances (see Figure 1) that separate it as an independent and classroom-worthy task."

 

 

Useful. Resourceful. 7/10

 

Full article: http://langwitches.org/blog/2013/01/03/twitter-as-a-curation-tool/# 

 

 

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Google+: A CALL resource for English Language Learners

Google+: A CALL resource for English Language Learners | TELT | Scoop.it

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