This document discusses using blogs, podcasts, and other technologies to enhance language teaching. It provides an overview of what blogs and podcasts are, why they are useful for language learning, and how to set them up. Specific tools and resources are also mentioned, such as TypePad for blogging, Audacity for recording podcasts, and iTunes for distributing them. The document aims to demonstrate how these technologies can motivate students, improve skills, and raise the profile of language departments.
This document discusses creating a spontaneous learning environment that encourages creativity and independent thinking in students. It addresses challenges in the current English education system like lack of challenge and reliance on teachers. The focus is on developing students' personal learning and thinking skills through open-ended tasks, debate, and considering different perspectives rather than just right/wrong answers. Ideas are presented for making the classroom more conducive to creativity, such as flexible seating, displays celebrating errors, and props. The document also discusses collaboration between departments and bringing an international dimension to lessons.
Creative technologies for creative contextsChris Fuller
This document discusses using creative technologies in creative contexts for language learning. It provides examples of using tools like YouTube, podcasts, games, mind maps, blogs, and more. It emphasizes finding real purposes for learning and supporting creative teaching through collaboration and sharing resources.
Developing engagement and real world learning in mflChris Fuller
This document provides suggestions for making language learning more engaging and relevant for students. It includes links and contact information for Chris Fuller to discuss ideas further or ask questions. Suggested topics include real-world units, an evolution game of rock paper scissors, and assigning inspiring work that challenges students.
This document provides a list of creative ideas for 6th form language students, including ideas for essays, online exercises, videos, podcasts, interviews, dictations, and other interactive activities. It also includes recommendations for educational websites and blogs as well as contact information for the author.
#Ililc 4 Thinking of the content and the outcomeChris Fuller
A presentation given at #ililc4 designed to encouraged teachers to rethink the content that they teach and then how to free their students to express themselves!
My supposed 7 minute presentation from TM MFL Plymouth. However, I went on a bit... it's a subject I'm passionate about- handing over control to our students!
Ann Shlapobersky
Our students were born into a new world, a new century where pen and paper are writing tools of ancients and in a millisecond they have immediate access to information. In this talk I will explore what teachers can do to bridge the gap and join the century that our students were born into.
This document discusses how digital tools can enhance primary classroom activities and language learning. It provides examples of useful tasks such as describing pictures, finding differences, and exam preparation speaking activities that can be done using free web-based and mobile apps. Examples of apps that allow creating avatars, talking pictures, video emails, and word clouds are described. Images from coursebooks can be used as prompts for student-generated videos, stories, and tours. The document aims to illustrate how technology enables personalizing learning tasks and recording student work.
Activating learning with technology in the primary classroomVicky Saumell
This document discusses how technology can be used to activate learning in primary classrooms. It provides examples of useful tasks like speaking activities, personalization tasks, and exam preparation. It then lists and describes several free digital tools that can be used for tasks like creating videos, recording audio, working with images and words. These include apps and websites like Voki, ChatterPix, Tellagami, Fotobabble, Adobe Spark Video and MailVu which allow students to record speaking activities and create multimedia content. The document concludes with the author's contact details.
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides tips for setting up blogs to share student work, using podcasts for listening practice and student-created audio, and leveraging mobile phones for recording videos and voice memos to extend learning beyond class time. Specific tools mentioned include TypePad, Blogger, Edublogs, WordPress, Audacity, GarageBand, iTunes, Podomatic, JellyCast, Google Reader, and Voki. The document encourages finding new ideas by reading other teacher blogs and provides many ideas for motivating and engaging students with these technologies.
This document discusses classroom activities that can be done using technology. It lists the equipment needed such as a computer, internet connection, microphone, and webcam. It then describes several types of speaking activities that can be done, such as describing pictures, exam preparation, and character point of view. It also lists and provides links to several free online and mobile tools that can be used for these activities, such as Voki for speaking avatars, Fotobabble and ChatterPix for talking pictures, and Adobe Spark Video and MailVu for creating videos. Examples of tasks that can be done with these tools include telling stories, creating how-to videos, and conducting interviews. The document concludes with contact details for the author.
The purpose of this professional development is to increase teacher knowledge and skills in order to better equip students with 21st Century knowledge and skills.
1. The document discusses using various Web 2.0 tools like blogging, podcasting, and mobile phones to enhance language learning. Blogs allow students to share work, comment on each other's writing, and engage in projects with international partners. Podcasts allow students to record speaking exercises and grammar explanations to practice listening and speaking skills outside the classroom. Mobile phones can be used to record videos and audio for projects while extending learning beyond lessons.
2. Concerns about using these tools include whether they will take too much time to implement and whether students will engage with the content. Child protection issues must also be considered when using student-created media online or mobile phones. The document provides examples of how different tools have
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how blogs can be used to showcase student work, increase motivation and engagement, and facilitate communication. Podcasts and iTunes are recommended for creating audio lessons and materials for students to access remotely. The document also explores moblogging and using mobile phones to record videos and voice memos as a way to extend learning beyond the classroom.
Thinking Outside The Classroom Box Language Show 2008joedale
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how blogs can be used to showcase student work, increase motivation and engagement, and facilitate communication. Podcasts and mobile recordings can allow students to practice language skills independently. When integrated thoughtfully, these tools can make language learning more relevant and extend it beyond traditional classroom walls.
ICT- thinking outside the classroom box at Language Show 2008Chris Fuller
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how blogs can be used to showcase student work, increase motivation and engagement, and facilitate communication. Podcasts and mobile recordings can allow students to practice language skills independently. When integrated thoughtfully, these tools can make language learning more relevant and extend it beyond traditional classroom walls.
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how blogs can be used to showcase student work, increase motivation and engagement, and facilitate communication. Podcasts and iTunes are recommended for creating audio lessons and materials for students to access remotely. The document also explores moblogging and using mobile phones to record videos and voice memos as a way for students to document projects and language use outside of class.
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how blogs can be used to showcase student work, increase motivation and engagement, and facilitate communication. Podcasts and iTunes are suggested as ways for students to listen to language lessons again outside of class. The document also explores using mobile phones to create audio recordings, videos and projects that extend learning beyond school.
The document discusses technology integration strategies for 21st century classrooms. It recommends that teachers leverage students' personal technology like cell phones in the classroom instead of banning them. It provides examples of digital tools the author uses in their classroom like interactive whiteboards, document cameras, and audio enhancement systems. It also lists online resources for teaching and learning like educational websites, streaming services, and learning management systems.
This document discusses preparing students for 21st century learning. It outlines key elements of 21st century learning like emphasizing core subjects, learning skills, using modern tools, teaching content and skills in real world contexts, and assessing 21st century skills. The document provides examples of how teachers can integrate technology into traditional approaches through tools like blogs, podcasts, videos, and animations to develop students' communication, collaboration, creativity and critical thinking skills.
Presentation for Exeter University and A.L.L.Chris Fuller
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how these tools can be used, including having students create podcasts to practice grammar explanations or record mobile videos giving directions around the school. The document emphasizes that these tools can increase student motivation, engagement, and independence by allowing learning to extend beyond traditional classroom exercises.
The document discusses various uses of mobile phones for learning including:
1) Using text messaging to conduct surveys and communicate information to students about classes, tests, and events.
2) Downloading materials like presentations, worksheets, and quizzes to phones for offline use.
3) Creating podcasts and videos and sharing pictures to support learning on mobile devices.
4) Engaging in mobile blogging and microblogging using a phone's internet and communication abilities.
Digital Tools for Teachers' Toolboxes, Version 2.1Clif Mims
More than 3,000 teachers were recently informally surveyed about the Web 2.0 tools that they and their students most commonly used. This presentation will provide a hands-on introduction to these tools along with teacher-created and student-created examples. Strategies for implementation will be shared.
Notes and resources at http://bit.ly/mims153
Thinking outside the classroom box- IoW conferenceChris Fuller
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how teachers can use blogs to share resources, showcase student work, and facilitate communication. Podcasts and mobile devices allow recording audio and video to supplement learning beyond lessons. Overall, the document advocates for leveraging familiar technologies to increase student engagement and extend the classroom experience globally.
1. The document provides an overview of various Web 2.0 tools and technologies for educational use, including social networking, sharing, and collaboration tools like blogs, wikis, podcasts, and Google Docs.
2. Examples of specific tools mentioned include Ning, Skype, YouTube, TeacherTube, SurveyMonkey, Photopeach, Flip Video, Delicious, and Google Calendar.
3. The document encourages teachers to incorporate these technologies to engage students in more meaningful learning activities and exploration of topics that interest them.
According to the 2016 ECAR survey, 96% of undergraduates in the U.S. now own a smartphone and the trend is on the rise. How can educators design learning so as to improve access for the smartphone learner?
Language world thoughful contexts, thoughtful learners webChris Fuller
This document provides guidance and ideas for teaching foreign languages more creatively and engagingly. It discusses potential topics to cover such as house and home, daily routine, and holidays. It offers suggestions for incorporating intercultural understanding, linguistic creativity, spontaneity, and skill development into lessons. Some example lessons are provided, such as one about the Chilean earthquake covering house and home. The document encourages generating vocabulary lists and using word mats in lessons. It discusses exploiting dual language texts and using videos to add cultural context. Homework ideas involve continuing online debates.
Developing engagement (and hopefully a bit of spontaneity) amongst boysChris Fuller
A presentation given to help develop thinking about how we can help build greater levels of engagement amongst boys in MFL. And hopefully get them producing language a bit more spontaneously.
This document provides information about minutes lost during lessons due to late pupil arrival and other factors. It notes that the teacher's lesson started at 10:30 but pupils arrived at 10:34, wasting 4 minutes. Further minutes are lost to the first learning task and throughout the term and school year, totaling up to 540 minutes or 9 missed lessons over the course of an academic year. The document advocates for not losing any minutes of lesson time.
Exeter pgce voting with their feet, why vote mfl slideshareChris Fuller
The document discusses three main issues facing MFL teachers: lack of time, lack of self-belief, and lack of standing compared to other subjects. For the issue of lack of time, it provides numerous ideas for classroom activities that can help make the most of limited time, such as using word games, images, dictations, and technology tools. For lack of self-belief, it emphasizes the importance of giving students opportunities to communicate authentically in the language and express themselves creatively. Regarding lack of standing, it suggests making lessons more skills-based like other subjects, incorporating debates and higher-order thinking tasks, and focusing on real-world content to increase the perceived value of learning languages.
This document contains a collection of ideas and resources for teaching modern foreign languages. It includes suggestions for classroom activities to promote intercultural understanding, revision games, ways to incorporate technology like Skype and podcasting, and links to external websites with additional teaching materials. The document is intended as a springboard for ideas to keep language learning fun and engaging for students.
Creative technologies for creative contextsChris Fuller
This document discusses creativity in language teaching and provides many online resources for creative activities and tools. It explores what creativity means in education and how it can facilitate discussion, spontaneity, and learning beyond just vocabulary. Various websites and technologies are recommended for creative writing, videos, games, podcasting, mind mapping, blogging and more. The goal is to create contexts for authentic, engaged learning.
Thinking again about the I, the C and the TChris Fuller
This document discusses rethinking how ICT (Information and Communication Technology) is used in the classroom. It emphasizes that ICT should be used as a tool to support pedagogy and learning, not drive the curriculum, as technology changes rapidly but good teaching practices remain the same. Some ideas presented for using ICT creatively in the foreign language classroom include having students find words in a text, write titles and paragraphs, use word clouds to learn vocabulary, collaboratively map concepts, create stories and animations, and engage in blogging. When used appropriately, ICT has the potential to provide instant training, communication, and assessment to support student learning.
West of england Conference 2011 #BristallChris Fuller
This document provides suggestions for engaging language learners from key stage 3 through post-16 education. It emphasizes developing skills like debate, speculation and collaboration through activities like group discussions, character roles, podcasts and wikis. The goal is to encourage independent learning and better prepare students for exams by starting to build these skills earlier rather than waiting until post-16 education.
To GCSE- and beyond? Keynote, Brookfield Chris Fuller
A 45 minute keynote presentation designed to encourage delegates to not become blinded by the controlled assessment requirements of the GCSE but to keep focusing on the need to develop learners for post-16 as well.
Creative technologies for creative contextsChris Fuller
A presentation given for Neil Jones' Lead Practitioner Seminar at Canary Wharf, December 2010, designed to encourage an appropriate use of technology to facilitate creativity in language teaching.
Encouraging teachers to think about the way we're delivering content- do we have to stick with the old or can we add interest and cognitive challenge, focusing on structures rather than vocab!
This document discusses ways to promote spontaneity in language learning. It begins by noting that speaking is often the least developed skill for students. It then discusses creating a spontaneous environment through table layouts, performance opportunities, and props. It introduces the "Group Talk" model used at Wildern School, where students interact in small groups prompted by a stimulus. Examples of "Group Talk" cards and activities are provided to support opinion, debate, and spontaneous responses. Overall, the document focuses on practical strategies for teachers to develop students' confidence and ability to speak spontaneously in a foreign language.
This document discusses ways that information and communication technologies (ICT) can be used in education. It provides examples of blogging, podcasting, making videos, and using social media like Twitter to engage students in creative projects. The document emphasizes allowing student creativity, using technology as a tool, and focusing on producing lasting work to share with others. Safety considerations are mentioned for blogging and sharing student work online.
This document discusses alternative approaches to assessment that focus on feedback rather than marks. Traditional assessment involves pupils receiving criticism and a mark with little time for reflection. Alternative methods discussed include using success criteria to guide pupil reflection and progression, peer assessment based on shared criteria, thumb ratings of skills and knowledge, and the "two stars and a wish" approach where teachers or peers note two strengths and an area for improvement. The goal is to promote pupil reflection and understanding over simply correcting errors. Web tools like Edmodo and wikis can also provide feedback and support learning beyond the classroom. The key questions are determining what we want students to achieve and how to help them get there.
A brief demonstration that moblogging doesn't have to be about using cutting-edge technologies, but it's about how we can get our pupils thinking and creating actively outside of the classroom, rather than all their learning being passive, especially on trips.