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Explore

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  1. eTools for Language Teachers

  2. Web2 - 4 Languages Teachers


  3. 5 Fantastic, Fast, Formative Assessment Tools

  4. Technology Integration-Edutopia

  5. The Teacher’s Guides To Technology And Learning-Edudemic

  6. 25 Free Online Language Learning Tools -Focus is learning English but applicable to other languages

  7. iEARN, where educators can find students from around the world who are working on a project similar to the one the teacher is planning for his students.

  8. Vocaroo. This free website is simple to use, so it doesn’t require much instruction. Everything you need to know to get started is covered in this screencast. Students click a button to start and stop the recording. They can replay and re-record until they are satisfied with the outcome. Then they can save the files as MP3s or QR codes and embed them in blog posts, use them in presentations, email them to teachers or parents, or share them in a digital invitation to a school event.




Here are a couple of ways to use videoconferencing in the classroom:
  • Mystery Skype. Probably the most popular videoconferencing activity is Mystery Skype. This is when two classrooms connect over a videoconference and the students ask each other questions to figure out where the other class lives. This is a great way to connect speaking and listening skills or to teach geography and culture in a fun way.

Excerpts from "Put me in, coach! I’m ready to teach with technology"

Internet4teachers.com, Microsoft, Lynda.com, or Google or Apple's tutorials for educators are great starting places.

If the teacher wants to support information gathering, ask:
  • To complete the learning task, do students need to gather information to draw conclusions and create knowledge?
  • How will students be assessed on their ability to gather useful, relevant information?
If the teacher wants to support information organization, a coach could ask:
  • Is the task shaped in ways that require students to organize the information they have gathered?
  • Are they required to analyze the information in any way?
  • When they report their findings, does the task require them to synthesize their data into meaningful applications?
And if the teacher wants to support student expression, a coach could ask:
  • Are students demonstrating their learning by sharing their solutions with authentic audiences?
  • Does the task encourage students to present their work in creative ways that are meaningful to them?
  • Is the ability to include images, video, music or dialogue important to expression?