The document discusses bringing technology into the English language classroom. It introduces several Web 2.0 tools that can be used, including blogs, wikis, Twitter, YouTube, Flickr and podcasts. It provides examples of how these tools can be used pedagogically, for example having students create podcasts or set up a private Facebook group. It also discusses both the advantages and disadvantages of incorporating technology and learning tools into the classroom.
Teaching English Through The Web 2 Cinganotto CuccurulloLetizia Cinganotto
This document discusses how Web 2.0 technologies and social media can be used to teach English as a foreign language. It covers key aspects of Web 2.0 like user-generated content, social networking, and folksonomy. Specific tools are discussed, including blogs, wikis, digital storytelling, social networks like YouTube and Flickr, and how they can be used collaboratively to engage students and promote language learning.
This document summarizes a presentation about using personal learning networks (PLNs) and social media for professional development. It encourages attendees to explore various online tools like blogs, Twitter, and LinkedIn to build their PLN and engage in ongoing learning. Examples of activities include subscribing to education blogs, participating in a MOOC, following experts on Twitter, and connecting with colleagues on LinkedIn. The goal is to help educators individualize their own learning and encourage students to take ownership of their learning through connected learning networks.
Introduction to Web2.0 & Language Learning, LaProf Summer School 2010Maria Perifanou
This document discusses various Web 2.0 tools and how they can support language learning. It describes tools like blogs, wikis, microblogging, podcasting, social networking, and virtual worlds. It provides examples of uses for these tools in language education, such as encouraging reflection, exploring culture, and increasing target language practice. Research examples are given of wikis and blogs being used successfully in foreign language classes for collaboration, composition practice, and project management.
This document provides an overview of using blogs, wikis, and podcasts in language teaching. It discusses how these tools can engage and motivate digital native students. Blogs allow students to publish their work online and build e-portfolios. Wikis facilitate collaborative writing. Podcasts combine audio with online publishing. The document provides guidance on setting up blogs, wikis and podcasts for educational purposes and examples of their implementation in language classes.
A quick introduction to these Social Media technologies: blogs, Delicious, SlideShare, podcasts, YouTube and Twitter.
Some suggestions / examples for their possible use in teaching and learning
How could you use them in your teaching?
This document discusses Web 2.0 tools that can be used in social studies classrooms. It begins by defining Web 1.0 as a read-only web and Web 2.0 as a read/write web where people are both consumers and producers. It then lists 10 Web 2.0 tools - Prezi, Blabberize, Glogster, Podomatic, ToonDoo, TypePad, VoiceThread, Wikispaces, Xtimeline, and ZeeMaps. For each tool, it provides a brief description and examples of how it could be used for social studies lessons and student projects. The document encourages teachers to start small with Web 2.0, develop student experts, and be prepared before moving lessons
Social Bookmarking was a presentation offered by Evelyn Izquierdo (UCV-Avealmec founder member) and Jennifer Verschoor (President of ARCALL, the Argentinian CALL Association) as part of "21st Century Learning in the EFL Class", a blended course currently carried out by Professor Doris Molero at Universidad Rafael Belloso Chacín (Maracaibo-Venezuela). The course is supported by Webheads in Action and Integrating Technology for Instruction and Learning, a virtual community for ESL/EFL teachers.
1. The document discusses using new technologies like websites, blogs, podcasts, and wikis to enhance geography teaching and learning. It provides examples of how a school geography department developed an online portal called "GeoBytes" for sharing resources.
2. The document outlines various features and functions of virtual learning environments and how they can support students and teachers. Examples of using blogs, podcasts, and wikis for collaborative learning are also discussed.
3. Potential future uses of technologies like video blogging and virtual field trips are explored, alongside child safety considerations for using the internet and new technologies.
This document summarizes a presentation about using Web 2.0 tools for school administrators and board members. It defines some common Web 2.0 terms like wikis, blogs, and podcasting. It encourages the use of these tools to engage students and communicate with communities. Specific tools demonstrated include Google Docs, Google Forms, Jing, and Skype for collaborating and creating multimedia content more easily.
This document discusses the use of blogs in language teaching. It defines blogs as publicly accessible personal journals on the web. It outlines three types of blogs that can be used: tutor blogs run by teachers, class blogs for collaborative discussion, and learner blogs for students' personal writing. Potential educational uses are described, including as a course site, professional website, or for publishing student work. Reasons why blogging is beneficial in language learning are provided, such as encouraging reading, writing, and community. Examples of blogs are shown and popular hosting platforms like Blogger are introduced. The document concludes by encouraging readers to start their own blog.
The document lists and describes 43 different Web 2.0 tools that are useful for education. Some of the tools highlighted include Blogger for blogging and collaboration, Skype for bringing in guest speakers virtually, Poll Everywhere for interactive polling, Edmodo as a Facebook-like platform for educational content and assignments, and VoiceThread for multimedia storytelling and collaboration. The tools cover a wide range of uses including communication, content creation, project-based learning, and interactive activities.
Web 2.0 refers to the transition from static web pages to dynamic, user-generated content and web applications. It allows information to be shared and remixed across the internet through technologies like blogs, wikis, photo sharing, video sharing, social networking, and other collaborative online platforms. Educators should learn to incorporate these Web 2.0 technologies in the classroom in flexible, creative ways to enhance learning and foster two-way knowledge exchange between teachers and students.
This document discusses various Web 2.0 tools that can be used in language classrooms, including blogs, wikis, social bookmarking, speaking tools, writing tools, listening tools, online games, and tools for vocabulary acquisition. It provides examples of specific websites for each tool type, how they can be used, and tips for integrating them into language learning.
The presentation discusses how social networking is impacting society and education, provides examples of popular social networking applications such as Facebook and Twitter, and explores how social networking can be used within eLearning through tools like blogs, wikis, social bookmarking, and networking platforms.
This document discusses applying new technologies in education and provides examples of various Web 2.0 tools that can be used, including social networks, blogs, wikis, podcasts, and more. It then discusses how these tools can benefit education by encouraging student engagement, participation, collaboration, and extending learning outside the classroom. Teachers are also encouraged to continue learning and adapting their teaching methods to meet the needs of today's students.
This document discusses experiences using podcasts, blogs, and Web 2.0 technologies for education and professional development. It describes how blogs, podcasts, and other Web 2.0 tools allow for online collaboration and interaction. While these tools showed potential, challenges included low levels of participation and interaction from intended users. Further research is needed to better understand how to maximize the benefits of these technologies for online learning.
This document discusses personal learning networks (PLNs) and how they can help improve professional learning. It begins by defining a PLN and explaining how PLNs allow learners to set their own learning goals, manage their learning process, and communicate with others. The document then outlines various tools that can be used to build a PLN, including social networks, blogs, wikis, and collaborative documents. It also discusses different stages of adopting a PLN, from initial immersion to finding a sustainable balance. Finally, the document proposes a PLN implementation plan and addresses potential barriers to building an effective personal learning network.
This document discusses emerging technologies for teaching and learning, including Web 2.0 tools like wikis, blogs, podcasts, and social networking. It provides examples of how each tool has been used educationally and their potential benefits and disadvantages. The document also briefly discusses early concepts of Web 3.0 which aim to further connect information online through personalized metadata and semantic tagging.
Open source tools and resources: What are they and what’s out there?Lana Penny
We're going to take a brief look at traditional copyright laws of ownership and contrast that with the more open forms of ownership afforded to us by Creative Commons Licensing. From there we'll discuss open source and open content – including a quick look at plagiarism - and finish up with a quick sketch of the MOOC – or massive open online course
The document discusses using Web 2.0 tools in the classroom, including blogs, wikis, and podcasts. It provides examples of how each tool can be used, such as having students create blogs to post assignments or using wikis for collaboration. Guidelines for usage include acceptable use policies. Specific tools mentioned include Edublogs, Wikispaces, and Podomatic. The document concludes with promoting collaboration using tools like Google Docs and an example project using Web 2.0 technologies called the Terranova Project.
This document provides instructions for creating a fireworks display using a computer program. It outlines steps to open the program, choose canvas dimensions and color, add text titles and imported pictures, and apply visual effects to elements. The final step instructs the user to save their fireworks design once completed.
Jake the Wonder Dog claims he will perform a mind control trick through the computer, asking the reader to sit back and click the mouse to advance the screen. After clicking, Jake thanks the reader, suggesting the mind control trick was a performance meant to entertain.
The document discusses themes from George Orwell's novel Animal Farm and their parallels to the Russian Revolution. It notes that under totalitarian regimes like those of Napoleon in Animal Farm and Stalin in Russia, individuals have no power and exist only as extensions of the leader. It also discusses how good intentions and hard work are not rewarded under such corrupt systems, and how power tends to corrupt as leaders seek ever greater control.
This document discusses podcasting in the classroom and provides guidance on how to create podcasts for educational purposes. It defines podcasting as digital media files distributed over the internet. It recommends podcasting because it is a creative activity that engages students, can be accessed anytime, and addresses different learning styles. It outlines the process of planning, recording, editing, and publishing podcasts and provides examples of podcasts created by schools.
Questionnaire on the use of technology in the classroomangiegum
The document is a questionnaire about technology use for a classroom. It contains 3 sections: A) attitudes toward technology, B) experience using the internet, and C) familiarity with future technology trends. Section A includes 12 statements about technology to which participants rate their agreement on a scale of 1 to 5. Section B asks about internet use for various purposes at home, work, and school. Section C lists emerging technologies and allows participants to indicate their familiarity and interest in exploring each tool for studies.
- The document discusses Animalism, the system of thought conveyed by Old Major to the animals on the farm. Old Major's original commandments centered around equality between all animals and rejecting human-like behaviors.
- As Napoleon gains power, the commandments start to change to give him more control over the animals. Napoleon's updated commandments maintain equality but add the phrase "but some are more equal than others."
- The changes symbolize how Napoleon exerts the same type of control over the animals as the humans once did, taking away their freedom.
The document discusses different aspects of Web 2.0 including blogs, podcasts, and wikis. It provides definitions and examples of how each can be used for educational purposes. Blogs allow sharing of information and feedback. Podcasts allow recording and sharing of audio files. Wikis enable collaborative editing of content online without programming skills. Overall, the document explores how educators can leverage various Web 2.0 tools to enhance teaching and learning.
This document provides an overview of various Web 2.0 tools and how they can be used for educational purposes. It discusses blogs, RSS feeds, wikis, social bookmarks, and podcasting. It emphasizes that these tools support collaborative, constructivist learning and allow students to actively create and share content. The document suggests teachers should explore how to harness these tools to engage students and make learning more authentic.
This document provides an overview of various web-based tools that can be used in K-12 language classrooms to engage students. It discusses tools for social networking, blogging, wikis, podcasting, bookmarking, photo/video sharing, RSS feeds, presentations, and more. For each tool, it outlines the educational benefits and limitations. It emphasizes the importance of selecting tools based on pedagogical goals and considering ease of use, technical requirements, and how students will interact and collaborate.
The document discusses how educators can leverage various Web 2.0 tools to create self-directed learners. It outlines tools like blogs, wikis, Skype, RSS readers, podcasts, YouTube, and tutorials that students are already using and how they can be applied for educational purposes. The challenge is directing students to use these collaborative tools in meaningful ways for learning beyond the classroom.
The document discusses how to lead with Web 2.0 tools. It provides an overview of Web 2.0 and examples of tools like podcasting, blogging, wikis, and social bookmarking. It explains how these tools can be used for education, professional development, staff collaboration, and parent communication. Specific applications are described, such as using podcasts for student projects, blogs for book reports, and wikis for staff planning.
The document introduces various Web 2.0 tools that can be used to support online teaching and learning, including social networks, blogs, wikis, podcasts, and content hosting/sharing sites. It provides examples of how these tools can be used for collaboration, communication, content creation and sharing, and building an online learning environment. Specific tools highlighted include YouTube, TeacherTube, Skype, Google Docs, Flickr, and widgets.
The document discusses blogs, wikis, and podcasts as language learning resources. It provides an overview of each tool, including definitions, examples of how they can be used for language teaching, and steps to implement them in the classroom. Blogs allow for diary entries, reactions to class topics, and interaction between students. Wikis enable collaborative writing and provide a non-linear structure. Podcasts make audio files accessible for listening and language practice. The document explores advantages and considerations for using each tool and provides example platforms.
The document discusses blogs, wikis, and podcasts as language learning resources. It provides an overview of each tool, including definitions, examples of how they can be used for language teaching, and steps to implement them. Blogs allow for diary entries, reactions to class topics, and interaction. Wikis enable collaborative editing of pages. Podcasts make audio files accessible for listening and can include recordings of lectures. The document outlines platforms for each tool and considerations for teaching with social software.
The document discusses blogs, wikis, and podcasts as language learning resources. It provides an overview of each tool, including definitions, examples of how they can be used for language teaching, and steps to implement them. Blogs allow for diary entries, reactions to class topics, and interaction. Wikis enable collaborative editing of pages. Podcasts make it possible to listen to audio files on any topic. The document explores advantages like practicing language in a real-world setting, and disadvantages like time required. Overall it serves as a guide for incorporating social software into language instruction.
The use of the new information and communication technologies (ICTs) has speedily increased during the last 20 years. They have led us to a new global citizenship, a new way of thinking and even a new way of behaving, which have influenced all knowledge fields, including education. As a matter of fact, UNESCO’s ICT Competency Standards for Teachers (2008) recently pointed out that both students and teachers must utilize technology effectively in order to live, learn, and work successfully in an increasingly complex, information-rich and knowledge-based society. Students have new ways to access information and learn; they have naturally developed cognitive skills that make the use of digital technology much easier. Thus, they are called ‘the net generation’ or 'digital natives', people who have grown up with technology, mainly Internet (Prensky, 2001). Consequently, teachers have to develop digital competences to satisfy the demands of that new generation. Making the teaching-learning process more effective, interesting, dynamic, updated and adapted to the new learning times is a must for us. This presentation will offer an overview of digital literacy and a basic training on powerful Web 2.0 tools (blogs, wikis, podcasts, social networking, etc) to enhance the ELT teaching practice.
Blogs, Wikis, and Podcasts. Language Learning Resources discusses social software tools for language teaching including blogs, wikis, and podcasts. It provides definitions of each tool, how to implement them in language courses, advantages and disadvantages, and implications for teaching and learning. Blogs allow students to practice writing and receive feedback. Wikis enable collaborative writing and show the evolution of content. Podcasts make learning portable and allow students to access recordings outside the classroom. These tools offer low-cost ways to engage students and make education more accessible if implemented properly with clear guidelines.
The document discusses emerging technologies that can be used in ESL teaching, including web 2.0 tools like blogs, wikis, and podcasts. It provides examples of how to integrate these technologies into the classroom to engage students, promote collaboration, and assess writing. The author shares his experience successfully using web 2.0 at Universidad del Este in Puerto Rico, which increased English course retention rates from 64% to over 90%.
The document discusses various internet and Web 2.0 tools that can be used for language learning and teaching in classrooms, including social media, blogs, wikis, podcasts, video sharing sites, and more. It provides examples of educational websites and apps for each tool, and suggests ways teachers can incorporate the tools into classroom activities and assignments to enhance student engagement and language practice.
This document discusses using emergent technologies in teaching. It contrasts Web 1.0, which was read-only, with Web 2.0, which enables collaboration, communication and sharing through social media platforms. It argues students today are "digital natives" fluent in digital technologies. Effective digital learning engages students through multimedia, social interaction, and immediate gratification. The document provides examples of Web 2.0 tools for collaboration, including social bookmarking, blogging, wikis, photo/video sharing, Google Docs and microblogging on Twitter.
Web technologies like blogging, podcasting, and media sharing are shaping education by allowing teachers and students to more easily communicate and access information. Blogging gives students and teachers a personal space online to share work, ask questions, and get feedback. Podcasting provides a way to distribute educational audio content that students can listen to anywhere. Media sharing sites like Flickr and YouTube contain educational images and video that can supplement lessons. However, social networking sites may pose privacy risks, so some schools ban their use or only allow controlled access through sites like ClassPress. Overall, these new technologies help teachers and students stay connected while enhancing learning opportunities.
Web technologies like blogging, podcasting, and media sharing are shaping education by allowing teachers and students to more easily communicate and access information. Blogging gives students and teachers a personal space online to share work, ask questions, and get feedback. Podcasting provides a way to deliver educational content that students can access anywhere. Media sharing sites like Flickr and YouTube contain educational images and video that can supplement lessons. However, social networking sites also pose some risks if personal information is shared, and finding relevant information online remains challenging. Overall, these new technologies are helping to make educational resources more accessible.
Using Web 2.0 Tools to Create a Professional Learning EnvironmentJulie Lindsay
Every professional educator needs online spaces for portfolio development and fostering interaction and collaboration. This presentation will look at online tools that can be used to collate and present resources, to invite community interaction and contributions and to use as a platform for personal expression. It will take the perspective of the educator who has needs for storage of ideas and tools, presentation of educational artefacts, collaboration and access to other educators online. Using freely available Web 2.0 tools every educator can develop a PLE to complement their educational objectives. This presentation is produced using established online resources including blogging, wiki development, social networking tools and podcasting.
For more information see: http://julielindsaylinks.pbwiki.com/
The document discusses using social media tools and Web 2.0 technologies to engage students in learning. It introduces concepts like the changing nature of students from Generation X and Y and how they access and share information online. Various social media tools are described that can be used for teaching and learning, including social networking, bookmarking, blogging, media sharing, and wikis. The document advocates integrating these tools to make education more relevant and encourage collaboration, communication, and user-generated content.
MYIR Product Brochure - A Global Provider of Embedded SOMs & SolutionsLinda Zhang
This brochure gives introduction of MYIR Electronics company and MYIR's products and services.
MYIR Electronics Limited (MYIR for short), established in 2011, is a global provider of embedded System-On-Modules (SOMs) and
comprehensive solutions based on various architectures such as ARM, FPGA, RISC-V, and AI. We cater to customers' needs for large-scale production, offering customized design, industry-specific application solutions, and one-stop OEM services.
MYIR, recognized as a national high-tech enterprise, is also listed among the "Specialized
and Special new" Enterprises in Shenzhen, China. Our core belief is that "Our success stems from our customers' success" and embraces the philosophy
of "Make Your Idea Real, then My Idea Realizing!"
Transcript: Details of description part II: Describing images in practice - T...BookNet Canada
This presentation explores the practical application of image description techniques. Familiar guidelines will be demonstrated in practice, and descriptions will be developed “live”! If you have learned a lot about the theory of image description techniques but want to feel more confident putting them into practice, this is the presentation for you. There will be useful, actionable information for everyone, whether you are working with authors, colleagues, alone, or leveraging AI as a collaborator.
Link to presentation recording and slides: https://bnctechforum.ca/sessions/details-of-description-part-ii-describing-images-in-practice/
Presented by BookNet Canada on June 25, 2024, with support from the Department of Canadian Heritage.
Video traffic on the Internet is constantly growing; networked multimedia applications consume a predominant share of the available Internet bandwidth. A major technical breakthrough and enabler in multimedia systems research and of industrial networked multimedia services certainly was the HTTP Adaptive Streaming (HAS) technique. This resulted in the standardization of MPEG Dynamic Adaptive Streaming over HTTP (MPEG-DASH) which, together with HTTP Live Streaming (HLS), is widely used for multimedia delivery in today’s networks. Existing challenges in multimedia systems research deal with the trade-off between (i) the ever-increasing content complexity, (ii) various requirements with respect to time (most importantly, latency), and (iii) quality of experience (QoE). Optimizing towards one aspect usually negatively impacts at least one of the other two aspects if not both. This situation sets the stage for our research work in the ATHENA Christian Doppler (CD) Laboratory (Adaptive Streaming over HTTP and Emerging Networked Multimedia Services; https://athena.itec.aau.at/), jointly funded by public sources and industry. In this talk, we will present selected novel approaches and research results of the first year of the ATHENA CD Lab’s operation. We will highlight HAS-related research on (i) multimedia content provisioning (machine learning for video encoding); (ii) multimedia content delivery (support of edge processing and virtualized network functions for video networking); (iii) multimedia content consumption and end-to-end aspects (player-triggered segment retransmissions to improve video playout quality); and (iv) novel QoE investigations (adaptive point cloud streaming). We will also put the work into the context of international multimedia systems research.
this resume for sadika shaikh bca studentSadikaShaikh7
I am a dedicated BCA student with a strong foundation in web technologies, including PHP and MySQL. I have hands-on experience in Java and Python, and a solid understanding of data structures. My technical skills are complemented by my ability to learn quickly and adapt to new challenges in the ever-evolving field of computer science.
Are you interested in learning about creating an attractive website? Here it is! Take part in the challenge that will broaden your knowledge about creating cool websites! Don't miss this opportunity, only in "Redesign Challenge"!
The DealBook is our annual overview of the Ukrainian tech investment industry. This edition comprehensively covers the full year 2023 and the first deals of 2024.
Data Protection in a Connected World: Sovereignty and Cyber Securityanupriti
Delve into the critical intersection of data sovereignty and cyber security in this presentation. Explore unconventional cyber threat vectors and strategies to safeguard data integrity and sovereignty in an increasingly interconnected world. Gain insights into emerging threats and proactive defense measures essential for modern digital ecosystems.
Details of description part II: Describing images in practice - Tech Forum 2024BookNet Canada
This presentation explores the practical application of image description techniques. Familiar guidelines will be demonstrated in practice, and descriptions will be developed “live”! If you have learned a lot about the theory of image description techniques but want to feel more confident putting them into practice, this is the presentation for you. There will be useful, actionable information for everyone, whether you are working with authors, colleagues, alone, or leveraging AI as a collaborator.
Link to presentation recording and transcript: https://bnctechforum.ca/sessions/details-of-description-part-ii-describing-images-in-practice/
Presented by BookNet Canada on June 25, 2024, with support from the Department of Canadian Heritage.
Navigating Post-Quantum Blockchain: Resilient Cryptography in Quantum Threatsanupriti
In the rapidly evolving landscape of blockchain technology, the advent of quantum computing poses unprecedented challenges to traditional cryptographic methods. As quantum computing capabilities advance, the vulnerabilities of current cryptographic standards become increasingly apparent.
This presentation, "Navigating Post-Quantum Blockchain: Resilient Cryptography in Quantum Threats," explores the intersection of blockchain technology and quantum computing. It delves into the urgent need for resilient cryptographic solutions that can withstand the computational power of quantum adversaries.
Key topics covered include:
An overview of quantum computing and its implications for blockchain security.
Current cryptographic standards and their vulnerabilities in the face of quantum threats.
Emerging post-quantum cryptographic algorithms and their applicability to blockchain systems.
Case studies and real-world implications of quantum-resistant blockchain implementations.
Strategies for integrating post-quantum cryptography into existing blockchain frameworks.
Join us as we navigate the complexities of securing blockchain networks in a quantum-enabled future. Gain insights into the latest advancements and best practices for safeguarding data integrity and privacy in the era of quantum threats.
What's Next Web Development Trends to Watch.pdfSeasiaInfotech2
Explore the latest advancements and upcoming innovations in web development with our guide to the trends shaping the future of digital experiences. Read our article today for more information.
Sustainability requires ingenuity and stewardship. Did you know Pigging Solutions pigging systems help you achieve your sustainable manufacturing goals AND provide rapid return on investment.
How? Our systems recover over 99% of product in transfer piping. Recovering trapped product from transfer lines that would otherwise become flush-waste, means you can increase batch yields and eliminate flush waste. From raw materials to finished product, if you can pump it, we can pig it.
Coordinate Systems in FME 101 - Webinar SlidesSafe Software
If you’ve ever had to analyze a map or GPS data, chances are you’ve encountered and even worked with coordinate systems. As historical data continually updates through GPS, understanding coordinate systems is increasingly crucial. However, not everyone knows why they exist or how to effectively use them for data-driven insights.
During this webinar, you’ll learn exactly what coordinate systems are and how you can use FME to maintain and transform your data’s coordinate systems in an easy-to-digest way, accurately representing the geographical space that it exists within. During this webinar, you will have the chance to:
- Enhance Your Understanding: Gain a clear overview of what coordinate systems are and their value
- Learn Practical Applications: Why we need datams and projections, plus units between coordinate systems
- Maximize with FME: Understand how FME handles coordinate systems, including a brief summary of the 3 main reprojectors
- Custom Coordinate Systems: Learn how to work with FME and coordinate systems beyond what is natively supported
- Look Ahead: Gain insights into where FME is headed with coordinate systems in the future
Don’t miss the opportunity to improve the value you receive from your coordinate system data, ultimately allowing you to streamline your data analysis and maximize your time. See you there!
AC Atlassian Coimbatore Session Slides( 22/06/2024)apoorva2579
This is the combined Sessions of ACE Atlassian Coimbatore event happened on 22nd June 2024
The session order is as follows:
1.AI and future of help desk by Rajesh Shanmugam
2. Harnessing the power of GenAI for your business by Siddharth
3. Fallacies of GenAI by Raju Kandaswamy
1. Bringing Technology into the EL classroom British Council Russia Hornby Summer School Moscow 11-22 August 2008 Annela Laht
2. Was it worth attending? high time to find out something new extremely intensive training being ambassadors, breaking ice learning from experience of colleagues making new friends (32 participants from 14 countries) refreshing our cultural knowledge
20. On the one hand,…. LANGUAGE IN TEST ROASTED WITH COLOR BY CABBAGE BOILED On the other hand,…
21. Chinese to most of us at the beginning Blog * Delicious Twitter * YouTube Wiki * Flickr Podcast * Voicethread Ning * Moodle Facebook * RSS Crowdstatus * VLE No wonder… because the majority of us are digital immigrants
22. how tech-savvy are you? Introduction to ICT technophobe technogeek digital immigrant digital native
23. The first attack! If a teacher today is technologically illiterate – and is unwilling to make the effort to learn more – it’s equivalent to a teacher 30 years ago who didn’t know how to read and write. DO YOU AGREE?
26. Web 2.0 It is not a specific technology; it refers to a major paradigm shift (‘user-generated content) and describes a number of technologies (an intellectual concept) called the ‘New Internet’ Web 1.0 – the users are consumers Web 2.0 – the users are prosumers (producers + consumers) Web 1.0 = Personal Website/ Web 2.0= Blog Web 1.0 = Britannica Online/ Web 2.0 = Wikipedia Web 3.0 – describes the currently evolving version of the web, virtual worlds of today, move to the semantic web
28. web 2.0 Tools Introduction to ICT Social networking tools: file sharing [ Flickr, YouTube …] social network sites [ MySpace, FaceBook, LinkedIn …] instant social networking tools / micro-blogging [ Twitter, Pownce, Jaiku …] social bookmarking [ del.icio.us ]
29. TWITTER A microblogging tool One tweet (message) can be of up to 140 characters A service for friends, family, and co-workers to communicate and stay connected through the exchange of quick, frequent answers to one simple question: What are you doing? http:// twitter.com http:// twittervision.com (twitter+Google maps)
30. Why use twitter? Why? Because even basic updates are meaningful to family members, friends, or colleagues—especially when they’re timely. Eating soup? Research shows that moms want to know. Running late to a meeting? Your co–workers might find that useful. Partying? Your friends may want to join you. Blogging develops into micro - blogging. That means that people don´t want to read long and boring texts. They want quick messages, that something’s up or you met somebody.
31. BLOGS A website maintained by an individual, an online diary www.blogger.com www.technorati.com – search engine for blogs
32.
33. Why use blogs? A blog is an easy-to-use website, where you can quickly post thoughts and interact with people. A blog is a personal diary. A daily pulpit. A collaborative space. A political soapbox. A breaking-news outlet. A collection of links. Your own private thoughts. Memos to the world. Your blog is whatever you want it to be. There are millions of them, in all shapes and sizes, and there are no real rules.
34. WIKIS A collection of webpages You can modify the content www.pbwiki.com
36. Wikis: The how 6 easy steps: Create a wiki at www.pbwiki.com Confirm email & set password Choose free version Edit your front page (see video) Create and link to a new wiki page Add a photo or picture to a wiki page Detailed print tutorial at: http://www.theconsultants-e.com/workshops.asp
37. NING A private social networking site (photos, videos, images, adverts,etc.) Ability to add other members Interaction facility http:// ning.com
38. FACEBOOK A social networking site www.facebook.com A private group could be set up for a class for providing links for students to follow, to prepare for a discussion or reading. Students could upload and share photos or videos to follow on from a reading or as prompts for a writing or speaking task
39. CROWDSTATUS To view a group of people’s twitter statuses http:// crowdstatus.com www.webheads.info
40. a popular social networking website offering an interactive, user-submitted network of friends, personal profiles, blogs, groups, photos, music and videos for teenagers and adults internationally. In June 2006, MySpace was the most popular social networking site in the United States. MySpace
41. DEL.ICIO.US A social bookmarking site video: Social bookmarking in Plain English http:// delicious.com
42. Things you can do with Delicious Bookmark any site on the Internet, and get to it from anywhere Share your bookmarks, and get bookmarks in return Discover the most useful and interesting bookmarks on the web
43. VOICETHREAD Presentation website (pictures+record your voice+comments) http:// voicethread.com Load up your pictures and add comments. Send them to the people you want to see them. Students can do it about their holidays, home, family etc.
44. FLICKR www.flickr.com Yahoo ID is needed * an ima ge and video hosting website , and online community platform * launched in February 2004
45. PODCASTS You can create, find and share podcasts (a uthentic , teacher , student ) http://www.podomatic.com/
46. Podcasting (a portmanteau of the words iPod and broadcasting) is the name given to the publishing of audio (usually mp3 ) files via the Internet , designed to be downloaded and listened to on a portable mp3 player of any type, or on a personal computer.
47. Producing a radio show has long been a popular project choice , especially with young learners. One advantage of recording a show and uploading it to the Web is that your students will probably take more care with the preparation , knowing that it could be potentially listened to by people all over the world. Finally, the students can invite their family and friends to listen to it. The fact that they have a real audience for their show should act as a great motivator.
49. Most podcasts use a weblog as their homepage. When you visit the blog you should see links to audio files. Podcasts can then be downloaded and transferred to a portable mp3 player, recorded to CD-ROM for use in class, or students can be directed to them for self-study purposes on the computer. Many of the ELT podcasts come with transcripts to help understanding.
51. YOUTUBE Teachers can use it for self-training and teaching http:// teachertrainingvideos.com www.teflclips.com (lesson plans based on Youtube)
52. MOODLE A course management system (CMS) A free open source software package designed to help educators create effective online courses http:// moodle.org / - e-learning platform www.moodle.com – installation, support, hosting, development, consulting
53. How do I get started? Basic concept What’s it for? What does it do? Personal experience Try it out! Pedagogical application How could I use it in class? Join a group www.webheads.info
54. Advantages of learning technologies Interactive Multimedia IT skills required Student paced Variety=Fun! Presentation quality Authentic Real life and communication into the classroom Storage Promotes independent learning Learner and teacher motivation Access to other countries and cultures Free ICT tools
55. Disadvantages Learner and teacher IT skills Computer access Slow connections Lack of training Technical issues Mixed ability and degrees of comfort with technology Can seduce teachers and learners Classroom management Accuracy of language and appropriacy of content Distraction Tiredness Integration problems
56.
57. What has been done so far? I have created a pbwiki for my students * learning (links) * projects * uploading works Students have presented their projects on Web 2.0 tools. We learn together! Classes have created social networking sites (Ning)
58. Differentiated learning opportunities In the ways and to the extent that students are similar, their education should be similar. In the ways and to the extent that students are different, their education should be different (Dr.L.Kanevsky)
59. Evaluation of web resources Accuracy and acceptance Authority and coverage Audience and relevance Educational focus Ease of use
60. roundup Introduction to ICT 6 What is del.icio.us? How does it work? 1 Are you more of a digital native or immigrant? Why? 2 What are your own attitudes and emotional responses to ICT? 5 What are these: Wikis, WebQuests, ePortfolios, blogs, Podcasts, chat…? 3 What have you learned about Web 2.0? 4 What have you learned about social networking tools?