The document discusses ways to develop the use of information and communication technology (ICT) in modern foreign language teaching. It outlines 7 top tools to use with students, such as PowerPoint, Audacity and YouTube. It also discusses 7 tools for sharing good practice, including blogs, Diigo and Twitter. The document provides advice on promoting creativity in the classroom with ICT and strategies for bringing the world into the classroom using multimedia resources. The overall aim is to find ways to inspire teachers, create engaging lessons and share resources using ICT.
Top techie teacher tools a z University of CumbriaSamantha Lunn
The document provides information on various free online tools and resources that can be used for language teaching and learning. Some of the tools allow teachers to create sound files, videos, mobile apps, games and share materials. Other tools mentioned include online behavior management systems for students, bookmarking websites, creating online class groups for communication, and using video cameras for language learning activities. The document also lists websites providing authentic materials, vocabulary games and quizzes, interactive posters, and options for teachers to share ideas on social media.
This document discusses flipped learning CPD and provides information about flipping the classroom. It defines flipped learning as preparing content for students to engage with outside of class time. This frees up class time for more personalized learning activities and interactions between students and teachers. The document outlines barriers to flipped learning like ensuring students engage with pre-class material and assessing their out-of-class work. It then provides guidance on how to structure flipped lessons, create video content, and where to share materials like online platforms and blogs. Assessment strategies and additional resources for learning more about the flipped classroom approach are also presented.
This document summarizes several technology tools that can be used to advance student engagement and rigor, as presented at the AP Summit 2014. It describes tools like Khan Academy for supplemental instructional videos, TodaysMeet for backchannel collaboration, and Remind 101 for one-way communication with students and parents. It also discusses using Office 365 for file storage, collaboration and online assignment submission, and Mentor Mob/Lesson Paths for organizing content playlists. Further tools presented include Tube Chop for editing YouTube videos, ClipConverter for downloading videos, and Discovery Education for streaming media and assignments.
This document provides an overview of various digital tools that can be used in the classroom to support language teaching and learning. It discusses theories related to technology in education such as the SAMR and TPACK models. It then profiles over 30 specific tools for creating and sharing content, collaborating with students, gamifying learning, accessing authentic materials and assessing comprehension. Teachers are encouraged to let sound pedagogical principles guide their selection and use of technology rather than seeing tech as an end in itself.
NT (New Techs) for NQTs (Newly Qualified Teachers) for MFL (Modern Foreign La...Sadie McLachlan
Presentation form the Hampshire MFL NQT Training Day 1, Nov 4th 2014.
NT (New Techs) for NQTs (Newly Qualified Teachers) for MFL (Modern Foreign Languages)
This document provides information about flipped learning CPD and flipping the classroom. It defines flipped learning as preparing content for students to engage with outside of class time so that class time can be used for more personalized learning. Some benefits listed include boosting engagement, allowing class time for differentiated instruction, and giving students the ability to pause and rewatch lessons. Potential barriers include ensuring students engage with pre-class material and assessing their out-of-class work. The document provides tips for flipping a classroom, such as creating or curating video lessons, platforms for hosting lessons, and ideas for formative assessments. Resources for learning more about flipped learning are also included.
The document discusses using websites in the English language classroom. It outlines reasons to use websites, such as being an easy way to incorporate technology and expose students to the wider world. The document differentiates between ELT websites, which are ideal for practice activities, and authentic websites, which provide total comprehension. It provides tips for finding useful websites, such as using search engines and meta search engines. Finally, it lists factors for evaluating websites, like accuracy, currency, content, and functionality.
Technology Seminar IH Brno 26 Feb 2011Sandy Millin
This document provides an overview of easy technology tools that can be used in the classroom, including word clouds, voice recording tools, digital cameras, and Twitter. It describes how each tool works, provides example activities for how it can be used, and links to additional resources. The document encourages teachers to try out the tools themselves in order to develop classroom activities. It also provides information on how to get started with Twitter and participate in weekly #ELTChat discussions.
The document provides an overview of how blogs can be used as online platforms and tools to enhance English language teaching. It discusses using blogs for project-based instruction, e-portfolios, lesson planning, connecting with online mentors, flipped instruction, developing speaking skills through posting audio/video, sharing digital posters, and enhancing vocabulary. Specific online tools that can be integrated into blogs are also presented, such as Voicethread, Voki, and Wordle. The goal is to equip EFL teachers in Moldova with skills for engaging students in online projects and raising interest in English using blogs and other online tools.
Merging Social Media Concepts Into Education #Gaetc13 Carlos Fernandez
This document discusses merging social media concepts into education. It provides examples of using social media platforms like Facebook, Twitter, Pinterest, and Instagram for different subject areas. Templates are shown for creating Facebook profiles and Twitter tweets that could be used by students. Standards from the Common Core are listed that involve using digital tools and multimedia. Tools and resources are presented for using social media in the classroom along with hashtags and engaging students. The challenges and benefits of social media in education are considered.
Merging Social Media Concepts into Education discusses using social media concepts like Facebook, Twitter, Pinterest, and Instagram in K-12 classrooms. It provides examples of how each tool can be used for different subject areas like having students create Facebook profiles for historical figures in history class or using hashtags to summarize concepts in 140 characters for math and science lessons. The document also shows how these activities align with Common Core standards and provides various templates and resources for implementing social media tools in instruction.
Integrating E-portfolio and PBI in EFL Classes, efl blogging, edition 2Olga Morozan
E-portfolios can serve three main purposes: developmental/growth, assessment, and showcase. They allow students to organize and display their work digitally over time, including various media formats. E-portfolios help students develop computer and self-reflection skills. Project-based instruction engages students through inquiry-based, complex tasks centered around driving questions. It can incorporate collaboration and real-world products. International projects through networks like iEARN give students civic opportunities to address global issues.
The document discusses using web 2.0 tools like Voki, Voicethread, Voxopop, and Tokbox to promote oral communication in distance and blended learning contexts. These tools allow for both synchronous and asynchronous communication, increase interaction inside and outside the classroom, and foster global collaboration. Each tool is described in terms of its features and examples are given of how it can be used for language learning, presentations, discussions, and assessments. Finally, tasks using the tools are proposed and resources for each tool are provided.
- Quizlet allows teachers to create vocabulary lists that students can study and access on desktop or mobile devices. Teachers can monitor student usage and create classes.
- Wallwisher is a digital bulletin board where teachers and students can post notes to provide feedback or share ideas. There is a Spanish language wall available for sharing reading and listening exam tips.
- Twitter allows teachers to follow other language educators to access continuous professional development resources like ideas, games and activities. Teachers can also share their own resources.
This document discusses using web tools and technology to facilitate interactive learning. It provides examples of how tools like blogs, online dictionaries, video sites and presentation software can be used to engage students and support collaboration. Experts recommend using technology to allow students to share information, interact, and engage in project-based learning. The document also provides specific websites that can be used for activities like creating multimedia projects, developing vocabulary games and building an online learning community.
This document discusses free tech tools for English teachers to use for collaborating, presenting/demonstrating, communicating, and researching/professional learning. It provides examples like Google Docs, SlideShare, blogs, wikis, Twitter, and LiveBinders. It also lists recommendations for following experts online and curating a professional learning network to stay informed.
This document discusses the skills and knowledge a learner should develop related to technology and pedagogy. It outlines that the learner understands core learning theory, Bloom's taxonomy, elements of good pedagogy and 21st century pedagogy. The learner recognizes how ICT can transform learning and understands the foundations of TPACK. Technical skills mentioned include creating online accounts, populating spaces with multimedia, identifying appropriate uses of technology, and creating and sharing multimedia online. The document emphasizes that learners need to develop digital skills to avoid disadvantaging themselves and their students in the 21st century. It suggests presenting alternatives to traditional PowerPoint presentations and provides examples of using technology for interactive presentations, games, and digital stories.
This document provides an overview of various 21st century tools that can be used for technology-enhanced language teaching, including online resources (DISCUS), Google Chrome plugins (Lingualy, Read & Write), mobile apps (Phrasalstein, English Monstruo, Voxy), web 2.0 tools (YouTube, Bookr, Thinklink), audio books, blogs, podcasts, and useful websites. It describes the purpose and benefits of each tool for English language learners and provides instructions and examples for using many of the tools.
This ppt describes the framework for teachers to consider when infusing technology in the classroom in order to facilitate second language learning...especially with ELLs
This document discusses using online resources to teach English. It begins by defining online resources as educational data available online, such as web pages, videos, blogs, and documents. It then describes two main types of online resources: web pages and online documents. The document explains that online resources are important for teaching because they help assess skills and knowledge, encourage finding new ideas, provide innovative teaching methods, and promote professional development and interest. It concludes by providing tips for finding, selecting, and using appropriate online resources and lists several specific useful online resources for English language teachers.
This document outlines a workshop on using technology to enhance teaching and language skills. It discusses using tools like blogs, Google Docs, Google Reader, and video tutorials to improve professional development. The workshop covers setting goals and creating an action plan to use technology for language learning, developing teaching skills, and teaching. Attendees are guided to identify a focus area and goal, and select appropriate online activities and tools to organize their professional development.
The document discusses various ways technology can be used in the classroom to enhance education. It describes how computers, the internet, and software programs can be utilized for research, communication, games, and interactive lessons. Specific tools and websites are recommended for creating class websites and blogs, conducting online research, playing educational games, and using programs like PowerPoint and Kidspiration.
The document discusses various ways technology can be used in the classroom to enhance education. It describes how computers, the internet, and software programs can be powerful educational tools when utilized properly. Some key uses include using the internet for research, creating class websites and blogs, implementing learning games and tutorials, and using programs like PowerPoint and Kidspiration for visual learning and project creation. It also discusses using technologies like digital cameras, video cameras, and podcasts to engage students.
Technology can enhance education in several ways. It provides students access to vast online resources and more up-to-date information through search engines. Teachers can create class websites and blogs to communicate with parents. Students can use word processing, PowerPoint, and online games to practice skills in a engaging way. As technology advances, it allows for more immersive learning through simulations, virtual reality, and digital tools that motivate students and help them better understand concepts. Grant opportunities are available to help fund integrating technology into classrooms.
This document provides information about an optional orientation webinar for the course LIST 5373. The webinar will take place on June 8, 2015 from 8:00-8:45 PM CST. Students have the option to either attend the live webinar or view the recording. The document provides instructions on how to enter the webinar from a desktop or mobile device. It also provides the technical support number in case students have issues entering the webinar or viewing recordings. The webinar will review course objectives, assignments, and Blackboard. It will allow students to participate and ask questions in real-time.
This document discusses using online tools to enhance science learning in the classroom. It explains that creating an online presentation allows students to share their thoughts with a global audience, teaches effective communication skills, and engages students in their learning. The document provides guidance on planning a presentation, gathering necessary equipment, using software like VoiceThread and Google Documents to build the presentation, and sharing the final presentation online.
This document provides information and resources related to digital literacy and responsible online behavior. It discusses how content posted online can have long-lasting effects and be difficult to remove. Guidelines are presented for posting content responsibly and respectfully. The document also covers personalized start pages, webinars, podcasting, and assigning related projects for digital literacy surveys and podcast creation. Resources include tutorials, examples, and assignment details.
Enhancing your unit – Take your unit beyond the basics.
Dave Hunt and Debbie Holley share ideas, good practice and examples from across the faculty and beyond
This document discusses productivity software applications that can be used for language teaching and learning. It identifies several uses of applications like MS Word, presentation software, and spreadsheets. It provides examples of how these applications can be used to create learning plans, assessments, templates and graphic organizers. It also discusses how presentation software can help develop language macro skills like reading, writing, speaking and listening. Specific productivity applications are identified for creating and sharing documents, presentations and spreadsheets for language learning. Basic instructional design for preparing presentations is also outlined.
Accessibility tools iste inclusive learning playground 2016 - when just mak...Jennifer Edge-Savage
The document discusses assistive technology (AT) tools that can help ensure all learners have access to digital content and engagement. It defines AT and provides examples, such as text-to-speech, speech-to-text, and tools that allow for multiple means of representation, expression, and engagement. The document emphasizes that both AT and universal design for learning (UDL) are needed to support individual students' needs and make learning accessible and flexible for all. It concludes by listing top AT/UDL tools and resources for further exploration.
This document provides an overview of a workshop on sponsoring online learning. The workshop covers the purposes and best practices of online learning, how to develop online content that reaches different learning styles, examples of online courses, and how to build an online course using Blackboard Coursesites. It also discusses asynchronous and synchronous tools like surveys, Google Hangouts, and Adobe Connect Pro. Principles of effective online learning include clear communication, structured activities, feedback, and promoting engagement and community. The 4-MAT learning theory is presented as a cycle that addresses different learning styles through sensing, thinking, reflecting, and acting.
This document summarizes an online presentation about interactive teaching strategies for online courses. It introduces a four-step model for integrating technology into lessons and discusses three interactive tools - Voki, Wordle, and Poll Everywhere. Voki allows students to create avatars to introduce themselves or explain concepts. Wordle is a word cloud generator that can be used for pre-learning activities, self-assessment, and comparing sources. Poll Everywhere engages students in polling activities. The presentation provides examples and tips for using these tools to promote interaction in online courses.
Apple-tudes are contagious!
Our Apple-tude can determine our success in using iPads in the classroom. You all heard: there’s an app for that. In fact, there are hundreds of thousands of apps on the market designed for teaching and learning. In this workshop we will explore apps available for instruction and for all curriculum areas. You will see examples of how they can be used successfullly in a collaborative, academic setting.
Integrating Technology Tools to Enhance ESLBethany Fenner
The document outlines an agenda for a workshop on integrating technology to enhance ESL/ELL education. It discusses using iPads, apps, websites, podcasts, and online games in the ESL classroom. Specific apps, websites, and resources are provided as examples. The document emphasizes that technology can increase student engagement, promote independent learning, and help students practice language skills. It also provides tips for evaluating educational apps and ensuring quality online content.
No Travel No Problem-Bringing Languages Alive during a PandemicIsabelle Jones
This document provides suggestions for teaching foreign languages during a pandemic when travel is difficult. It proposes using online tools to virtually explore target language countries, cultures, and people. This includes using webcams, videos, and maps to learn about places and what is happening now. It also suggests challenging perceptions by comparing expectations to realities. Live exchanges and asynchronous audio/video can facilitate interaction with native speakers. The goal is to bring target language studies alive through digital means since physical travel is not possible.
Music, Rhythm & Grammar discusses how music can boost long-term memory and explores the connection between music and language learning. It provides links to tools like Spotify playlists, free rap beats, voice recording apps, and lyric and language learning apps that can help incorporate music and rhythm into language education.
This document discusses using music and technology to support language learning. It provides examples of tools like playlists on YouTube and Spotify that use melody, rhythm and lyrics to help learn vocabulary. Other sections discuss how music can boost long-term memory and support recall. A variety of apps and websites are presented that can help discover new artists and songs, translate lyrics, and engage with online language communities through social media.
This PowerPoint presentation discusses developing language learners' independence through creative grammar instruction. It covers teaching grammar concepts like gender, plurals, adjectives and verb conjugation using literature, music and ICT. Various translation activities for KS3 are proposed, including translating sentences, gap fills, and musical translation. The presentation emphasizes motivating students and helping them apply grammar concepts independently in their speaking and writing.
This PowerPoint presentation discusses creative ways to teach grammar through speaking and writing activities. It provides many examples of activities that playfully engage with the sounds, words, and structures of the target language. These include poems, songs, word games, translations, and using digital tools. The goal is to make grammar learning more engaging for students by moving beyond traditional methods and incorporating creativity.
Literature for ALL LW2017 Nottingham-March 2017Isabelle Jones
This PowerPoint presentation discusses using literature to teach foreign languages to all students. It begins by defining literature and examining the benefits of using it, such as engagement and motivation. Some challenges of using literature, such as adapting texts and cultural references, are also outlined. The presentation provides many examples of poems, stories and songs in French and Spanish that could be used, as well as activities like recitation, translation and discussion. It emphasizes making literature accessible for all students.
This document discusses translation in language learning from key stage 2 through 5. It addresses translating into both the first language (L1) and second language (L2), exploring issues of literacy, vocabulary and grammar development, and cultural understanding. A range of tools and approaches for translation are presented, including the use of online resources, literature, news articles, social media posts and songs. Benefits and challenges of different translation activities are considered.
This document discusses using technology to motivate language learning in the classroom. It provides examples of using online resources and tools to build vocabulary, link receptive and productive skills through grammatical deconstruction and reconstruction, encourage advanced reading and listening to increase independence, and manipulate the language through grammatical application and creativity. Specific websites and apps are recommended for activities like collecting vocabulary, practicing verbs and sentences, reading texts, listening to songs and dialogues, creating poems and songs, and keeping up with other language teachers through social media groups.
This PowerPoint document discusses strategies for teaching languages at Key Stage 3 (KS3) in light of upcoming changes to the curriculum. It provides ideas for using literature, music, and digital tools to teach grammar creatively. Some key points discussed include the gradual implementation of the KS2 curriculum, the end of levels and controlled assessments, and developing independent language learning skills. Various techniques are presented for teaching sentence structure, vocabulary, pronunciation and translation through activities involving words, songs, pictures and movement.
The document provides guidance for using songs to teach grammar in the classroom. It includes a mental checklist for selecting appropriate songs that considers themes, language level, and cultural relevance. It also discusses strategies for musical translation, such as comparing lyrics to transcripts and translations. Resources for finding suitable songs, activities, and online tools are recommended to support grammar instruction through popular music.
This document provides a list of online resources to help motivate language learners through differentiation, including links to download presentation slides, audio editing software, text-to-speech tools, photo sharing sites with images for teaching languages, tag clouds and word art generators, graphic organizers, mind mapping software, and tools to support differentiated activities. It was written by Isabelle Jones, Head of Languages at Alderley Edge School for Girls.
This Powerpoint presentation discusses differentiation strategies for language learners. It defines differentiation as planning instruction that takes into account all learners' needs to help them make progress. The presentation provides examples of differentiating instruction based on learners' abilities, learning styles, prior knowledge and experiences. Specific strategies are suggested for differentiating the skills of listening, speaking, reading and writing. The presentation emphasizes that differentiation should be integral to effective teaching and aims to motivate all language learners.
This document outlines strategies for developing speaking skills in the foreign language classroom through the use of target language, structured speaking activities, and technology. It establishes the importance of effective target language use and considers a range of activities to enhance speaking, such as role plays, interviews, and debates. It also evaluates how information and communication technologies, like online tools and recording software, can be used to motivate students and develop oral proficiency. Sample speaking activities are provided along with examples of how technology could enhance activities. The document provides resources for teachers to plan targeted speaking practice and assess student progress.
This document provides an A-Z list of ICT tools that can be used to support the development of oracy skills in the foreign language classroom. It lists over 50 websites and applications that allow students to record and edit audio/video, create multimedia projects, record voice memos, make animations and talking images, develop presentations and stories, and more. Many of the tools listed are available as both websites and mobile applications, allowing students to complete projects both in the classroom and on the go.
Rastrick developing student independence in mflIsabelle Jones
This Powerpoint presentation discusses promoting independence in foreign language learning. It addresses why developing independence is crucial, potential barriers and opportunities, and tools to support independence. Specific tools and strategies mentioned include using personal learning and thinking skills, self-assessment, peer teaching, parallel texts in the target language, and highlighting known words to build confidence. The goal is to create future-proof learners who can better understand and use the target language independently.
This document provides resources for supporting English as an Additional Language (EAL) students in the modern foreign language classroom. It lists details of a training session on this topic, along with links to websites, blogs, and organizations that offer strategies, tools, and information. These include the National Association for Language Development in the Curriculum, the British Council EAL project, text-to-speech and visual search software, graphic organizers, and articles on educating EAL students. Additional documents are available at a Dropbox link.
2014 supporting the eal students in the mfl classroomIsabelle Jones
This document discusses strategies for supporting English as an Additional Language (EAL) students in the foreign language classroom. It begins by identifying the most common EAL issues teachers encounter, such as different proficiency levels and linguistic backgrounds among EAL learners. It then suggests practical strategies like using peer support and teaching assistants, as well as emphasizing that EAL students may have strengths in areas like bilingualism. The document also aims to dispel common myths around EAL learners and language acquisition, noting that it can take 5-7 years to develop academic language proficiency.
This document provides ideas and strategies for teaching grammar creatively using art, music, visuals and playfulness with language. It discusses using poems, word clouds, calligrams, haikus, kennings and creative writing exercises. Specific ideas include using themes from art or holidays to teach grammar concepts, exploring the sounds and structures of language through songs, tongue twisters and jokes, and encouraging visualization, storytelling and multimedia presentations to make grammar learning more engaging. The document emphasizes finding authentic resources, being playful with word meanings and order, and focusing activities on recycling topic-specific language.
The document provides resources for engaging language learning, including music videos, podcasts, websites with word origins, idioms, tongue twisters, jokes and more. It also lists tools for creating word clouds, recording audio, script writing, subtitling and using social media to support foreign language learning. The document aims to share ideas and materials for motivating students to improve language skills outside the classroom.
1. Get Inspired, Create and Share: Developing the Use of ICT in the MFL Faculty Isabelle Jones, The Radclyffe School Oldham [email_address] http://isabellejones.blogspot.com Twitter: icpjones
2. Aims s Find out about 7 top tools to use with students Discover how to promote creativity in the classroom with the support of ICT Find out about 7 top tools to share good practice with your Faculty colleagues Use ICT to bring the World into your classroom AIMs
3. Why do we need to use ICT? Core skill Life skill Part of students’ lives Cross-curricular skill Uneven distribution of students’ skills Develop students’ awareness of how appropriate tools are When NOT to use ICT
5. Barriers to using ICT for Lessons Facilities: own/school computer? home broadband? Staff: Confidence Lack of training/ideas Time management Resistance to change: the “OHP syndrome”
6. Barriers to using ICT in Lessons Facilities: Enough computers? Good working order? Easy to get sites unblocked? Specialist support available? Timetabled? Bookable? Shared? Staff: Confidence Lack of training/ideas Worries over behaviour “ Soft option”?
7. Advantages of using ICT in Lessons Students: Engagement Motivation (set period of time) Feel good factor/self-image as linguists Differentiation Developing independent learning Tutoring time/personal touch Staff: Building confidence/skills New ideas Relationships
8. Assessing the situation Get a feel to see how ICT is integrated in your Faculty: ICT audit Consider student use of ICT and staff training needs Present audit and discuss an Action Plan Observe changes through snapshots and “invitations” TRUST is key
10. Assessing the situation ICT SKILLS AUDIT NAME OF TEACHER: ……………………………….. SUBJECT: … Please circle your level of confidence along a scale of 1-5 (1 = not confident, 5 = highly confident) Description Level of Confidence • Load a programme 1 2 3 4 5 • Connect up the computer & peripherals 1 2 3 4 5 • Organise your electronic files 1 2 3 4 5 • Understand how a word processor can be used 1 2 3 4 5 • Use simple editing, e.g. bold, centre, etc. 1 2 3 4 5 • Use a spellchecker 1 2 3 4 5 • Import text & images into word processed documents 1 2 3 4 5 • Lay out text and pictures 1 2 3 4 5 • Publish work using multimedia 1 2 3 4 5 • Understand how a spreadsheet can be used 1 2 3 4 5 • Set up a spreadsheet 1 2 3 4 5 • Use a spreadsheet to produce charts 1 2 3 4 5 • Input formulae 1 2 3 4 5 • Use a spreadsheet to make predictions 1 2 3 4 5 • Use simulations, e.g. “Flying over Paris” to explore key landmarks 1 2 3 4 5 • Understand how a painting package can be used 1 2 3 4 5 • Use a range of tools e.g. brush, colour chart etc. 1 2 3 4 5 • Understand how a drawing package can help you 1 2 3 4 5 • Understand the differences between drawing and painting packages 1 2 3 4 5 • Export images and text between drawing and painting 1 2 3 4 5 • Use a scanner for importing images 1 2 3 4 5 • Use a CD-ROM 1 2 3 4 5 • Use search engines to find information 1 2 3 4 5 • Use Bookmarks 1 2 3 4 5 • Download information from the Internet 1 2 3 4 5 • Publish work on the Internet 1 2 3 4 5 • Understand how e-mail can be used 1 2 3 4 5 • Send and receive e-mail 1 2 3 4 5 • Attach files to outgoing e-mails 1 2 3 4 5 • Save files attached to incoming e-mails 1 2 3 4 5
11. 7 top tools to use for/with students Powerpoint Audacity Voki You Tube Google search engines Wallwisher Classtool.net Tools, NOT language sites!
12. 7 top tools to use for/with students Powerpoint Non-threatening, familiar tool Pictures/ Animated characters Animations/shapes: slow reveal activities Easy to link to sound and video Good tool to “frame” a lesson Teach students how to insert sound: evidence of pronunciation, afl or revision material
13. 7 top tools to use for/with students Audacity Great to devise own listening material/podcasts (or get FLA to record them) Good to get students to practise pronunciation at text level Versatile tool that can allow students to take sound with them (mp3) Students can make their own podcasts and practise their writing and speaking skills through scripting and recording
14. 7 top tools to use for/with students Voki http://www.voki.com/ Design a speaking avatar Students script what the avatar is going to say in the target language Students type the script up and listen to the pronunciation Students record themselves using headsets Students email their creation to their teacher
15. 7 top tools to use for/with students Google http://www.google.fr Parallel texts: Teach students how to search for documents and pictures in the target language or documents translated in both language. Student collect specific or new language Webquests: Get students to use google in the target language to find out about cultural items like places and food.
16. 7 top tools to use for/with students You Tube http://www.youtube.com/ Advertisements, Cartoons, extracts of TV programmes: soaps, keep fit, cooking, Music videos, Documentaries & Travel videos, Language tutorials... Introduction to a topic http://il.youtube.com/watch?v=P1I_leowIRw Listening for gist and spotting cultural clues Listening for detail with a transcript Using videos subtitled in English and in the TL Using videos without sound/Using sound and transcript-students re-make the video!
17. 7 top tools to use for/with students Wallwisher http://www.wallwisher.com http://www.diigo.com/user/isabellejones/wallwisher “ yellow stickies” walls opinion poll reading exercise homework/extension reading/writing discuss the result of a feedback exercise mysteries-student post their choice & the reason for their choice
18. 7 top tools to use for/with students Classtool.net http://classtools.net/ Site with templates for resources to be printed or put on a blog or a VLE.
20. Promote Creativity The Creativity Circle ICT as a vehicle to share resources and ideas There is no such thing as an outstanding ready-made lesson DISCOVER REVIEW SHARE
21. Promote Creativity What can you do promote creativity? Encourage/ be aware of/share strengths Find out about and share innovative practice Sharing from within the Faculty, with other Faculties and ... The rest of the world
22. 7 top tools to share good practice VLE/Shared Faculty area Faculty Bulletin Faculty blog Slideshare Diigo NING/ grou.ps Twitter
23. 7 top tools to share good practice Template for a Faculty Bulletin Thank you Meeting dates/ Agenda (L&T slot) Staff out (and why) SoW focus/ PLTS and SEAL focus Deadlines for reporting and assessment Resources links: Direct and Diigo Recent courses attended CPD opportunities Languages in the News
24. 7 top tools to share good practice Faculty Blog/Blog for the Faculty Decide whether it is personal or just for school Post own useful resources and ideas Use as an evaluation tool Post about language-related news Write about the training events you have been to/ you have lead Post links to other people’s useful blogs and resources Encourage use as a reference document http://isabellejones.blogspot.com
25. 7 top tools to share good practice Slideshare Site where you can upload your own presentations and documents Open sharing or view only Complements free blog platforms like Blogger Useful back up Comments can be added Get followed/Follow other language teachers Search for other language teachers/ languages-related groups http://www.slideshare.net/icpj
26. 7 top tools to share good practice Diigo Social bookmarking : ability to save web addresses and share them with other people; Bookmarks are accessible from any computer from your Diigo account http://www.diigo.com/user/isabellejones They can be “tagged” and called up as a list of bookmarks on the same topic or “tag” The lists that can be created can be referred to by a URL http://www.diigo.com/user/isabellejones/video The lists are automatically updated when new bookmarks are saved and tagged
27. 7 top tools to share good practice NING/grou.ps Platforms to set up online groups (paying/free) Each member has a profile and can post documents, photos and videos Members that are accepted as “friends” can contact you direct Some group also have chatting facilities All members of the group can be contacted by the creator of the group http://primarymfl.ning.com/ http://grou.ps/oldhamlanguages
28. 7 top tools to share good practice Twitter Good to connect with other language teachers Exchange ideas and resource as well as get moral and professional support Create an account and follow language-related lists http://twitter.com/icpjones http://twitter.com/#!/joedale/mfl-twitterers http://twitter.com/#!/icpjones/worldlanguagesteachers Versatile tool-can be accessed from mobile
29. Strategies to bring the World into your classrom Use Pictures ... of real places, food, cover of magazines, of real people, of real cultural events- “Thoughts For The Day”; Use Sound ... news headlines/ podcasts, music videos; Use the Moving Image ... target language country TV programmes, film trailers; Use Real People ... videoconference, Skype, webcams, Twitter, Wallwisher ;
30. Aims s Find out about 7 top tools to use with students Discover how to promote creativity in the classroom with the support of ICT Find out about 7 top tools to share good practice with your Faculty colleagues Use ICT to bring the World into your classroom AIMs
31. What Next? s step to develop my own use of ICT for teaching steps to develop my students use of ICT in lessons steps to increase the amount of sharing I do AIMs
32. Get Inspired, Create and Share: Developing the Use of ICT in the MFL Faculty Isabelle Jones, The Radclyffe School Oldham [email_address] http://isabellejones.blogspot.com Twitter: icpjones