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mobile learning to broaden their scope of interaction
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When they use mobile devices, they can have access to others inside and outside the classroom
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Have an international art gallery in which students from various countries exhibit their art about family
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Interact with other classmates. If they regroup and work within their new group, they are mobile. For example, on one day, they work in small groups to brainstorm ideas, each student independently develops one of the ideas on his/her own and, then, the regroup to put together their ideas. Their learning does not happen in just one fixed location, their desk.
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Use data from various parts of the classroom. They may have QR stations where they do various aspects of the learning goal.
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Capture data from other parts of the room. Science students may use their mobile device to take pictures of their growing plant over many weeks, of how far the sun’s light go inside the classroom over several months.
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Interview other people in the school for information and views. The wandering students can take their mobile device, record the conversation, take a movie of something, or take pictures.
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Use data or capture specific information from other parts of the school or community. Social Studies students can take pictures of local history places, events or objects, interview community members for their memories, put together a wiki page for that place, and create QR codes to show how that place played a critical role in the development of the place.
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Access in-depth information on a topic from other students and people. Music students may create online surveys of what type music people listen to and how often. They can ask the survey takers to explain their choice of music and, then the students analyze the data.
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Interact with people from other parts of the state, country, and world. Students can use relatives and friends to find people other locations. For example, a student from Rochester NY may interact with a student from Quito, Ecuador regarding celebrations to find similarities and differences.
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See multiple views. Since each student in a small group can each access information (music, pictures, movies, text), students can see different views of the bigger picture and then create a synthesized view.
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Collaborate with students and others as part of their homework
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Develop individual learning projects based on interest as well as group collaborative projects.
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Mobile learning implies mobility of physical place, mobility of expanding thinking, and mobility of interacting with others inside and outside the classroom, and mobility of individual work.
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internet searching, bookmark commonly used sites, watch educational videos and create online surveys
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e-reader, a note-taker/ word processor, spreadsheet, media player, and a dictionary app
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take pictures, record videos, and record audio
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Students need to be able to do texting on the device so they can seek the perspectives of others and to learn from others outside the classroom. As students learn to ask good essential questions, they can seek the perspectives of others so they can go beyond the limited perspective of the textbook. If we value diversity, let’s bring it into the classroom through seeing the opinions of others.
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videoconferencing
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social media sites
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e world outside the classroom, then we need to start taking them virtually into that world and allowing them to bring that world into the classroom through their mobile learning device.
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Texting
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Surveys
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Media to demonstrate learning
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Global Interactions
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Higher Level Thinking
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Assess Learning
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QR Codes
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Technology: Motivates students since they talk about real things; brings the foreign language students’ world into the class and allows students to see the world of the new language area
Student talks about the teacher’s digital pictures or Flickr pictures from target language area with question words data sheet
Student talks about the teacher’s digital pictures or Flickr pictures from target language area with a conversation data chart
Student talks about student taken picture posted to class Flickr account for student’s number of consecutive sentences data list
Student talks about student taken picture for conversation about last weekend with a conversation data chart
Student tells about his/her house using phone picture while partner monitors using a speaking chart
Student talks about a party, records it inVoki , moves it to wiki page where the student writes suggestions for improvement
Spreadsheet for analyzing students’ speaking per speaking function overtime. -
receive feedback for improvement
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Live video – Skype
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in-depth understanding and connections guiders.
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help students to evaluate and synthesize many diverse opinions about a particular learning concept/ situation.
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see the big picture, the big concept or question.
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demonstrate the students’ higher level learning.
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engage students in real life problems that use the critical learning.
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collaborative project-based in which students jig-saw their individual knowledge to form a bigger learning.
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students can ask peers and others for information
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teachers will empower students to be more responsible for their own learning.
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self-correcting online assessments that mimic parts of the final.
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wiki where students can post comments
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final practice activities
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Power-Point
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Identify the most common errors that students will make on the learning goals
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22 Sep 12
Joanne O'TooleHarry G. Tuttle's blog of ideas and resources for teaching language with technology.
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denise mitchellThe major focus of this blog is to improve student learning through the use of technology.
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Super
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tendents and other central office people often need to find out information, collect real time data, opinions or interests of others.
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06 Feb 12
Danielle HauserEducators learning from each other to make decisions on improving student learning with technology.
education blog technology web2.0 assessment resources socialnetworking e-learning
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Alisha Sadeskidigital photos and create graphics
GIMP animation – Create animations
Inkscape – Make professional looking vector graphics
Pencil – Animate your own cartoons
Blender – 3D graphic modeling, anim -
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MJ PientonBlog for Harry Tuttle, presenter of Build a Better Wiki workshop at ISTE Conference, Denver June 2010
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, it seeks the lowest point in a river stream to flow. If there is a break in the bank that is lower than the stream, than the stream flows in that direction. Likewise, a chain breaks at its weakest link.
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Audrey NayPre-assess your students’ Web 2.0 projects to raise the academic learning and 21st century skills.
The following are “rubrics” that assess standards-based learning and 21st century skills. -
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