Lesson Planning format and technology/ Social Networking

When we make a technological Lesson Plan for the class or computer lab, the teacher has organized content, competences and teaching procedures is very important apply the metholodologies and teaching techniques that develop 21st century skills around the following: management, integration, keyboarding and more.

You will find in this link a little example about the Technological plan:

Animal´s Presentation

SOCIAL NETWORKING:

Refers to the practice of using social media platforms as a way of enhancing the education of students. Social media is defined as "a group of Internet-based applications that build on the ideological and technological foundations of Web 2.0, and that allow the creation and exchange of user-generated content.

Social media can allow students to access a variety of knowledgeable peers, parents, community members, children's literature authors, academics and other people who might not otherwise be available.

Teachers have had their students write blog posts for certain assignments and then share their assignment to their Twitter accounts accompanied by a hashtag. Here the students can enjoy feedback from not only their teacher but also from others who have read their assignment via Twitter. Teachers also use Twitter and other social media tools to hold review sessions for their classes in out of school hours and to support one another.


This gives the teachers more time to teach in class rather than answering questions and

clarifying because of the extra time they had to review with their students through social media. Having these social media tools in class also helps students ask their peers or teachers questions out of school when studying, motivated or confused. Social media can also provide motivation for students who might learn or put forward more effort because students know their work is being shared with audiences such as their classmates, families or other classes around the world. Students will also know that their family, such as their parents or guardians, can follow their class or school social media accounts to see examples of their work and learning from the students and teacher. Social media can also impact how learning occurs by all students engaging in conversation rather than just a minority of the class. It can help bring a more diverse set of perspectives into the classroom since all of the students are voicing their opinions, especially the quieter students who do not like voicing their opinions in class.

Computer Assisted Language Learning CALL/ Simulations

CALL has come to encompass issues of materials design, technologies, pedagogical theories and modes of instruction. Material for CALL can include those which are purpose-made for language learning and those which adapt existing computer-based materials, video and other materials.

CALL embraces a wide range of information and communications technology applications and approaches to teaching and learning foreign languages, from the "traditional" drill-and-practice programs that characterised CALL in the 1960s and 1970s to more recent manifestations of CALL, e.g. as used in a vitual learning environment and Web-based distance learning. It also extends to the use of interactive whiteboards, Computer-mediated communication (CMC), language learning is vitual worlds and mobile.

RESEARCH/SIMULATIONS:

Simulations are instructional scenarios where the learner is placed in a "world" defined by the teacher. They represent a reality within which students interact. The teacher controls the parameters of this "world" and uses it to achieve the desired instructional results. Students experience the reality of the scenario and gather meaning from it.

A simulation is a form of experiential learning. It is a strategy that fits well with the principles of Student-Center and constructivist learning and teaching.

Simulations take a number of forms. They may contain elements of:

• a game 
• a role-play, or 
• an activity that acts as a metaphor.

Simulation´s Presentation

Simulations are characterised by their non-linear nature and by then controlled ambiguity within which students must make decisions. The inventiveness and commitment of the participants usually determines the success of a simulation.

Principles of Technology Use in Educational Setting/ Vitual Trips and Google Earth

Technology use will provide realistic motivation for content-area teachers to steadily integrate technology into the classroom.

Know your Students:

 In order to use It on an ongoing basis in your lessons, it is important to become familiar with your own students´familiarity with tecnology. Teachers cannot expect students to learn technology and English and content all at the same time.

Choosing Materials: 

Teachers need to be aware of creating tasks that fit the students. It materials allow students to apply their knowledge of their world to content and language learning tasks.

• Prepoduction Stage: Choosing technology that supports text with images such as photos, graphs, or charts is highly advisable since it links text with its visual representation and acts equally as a mnemonic device.
• Early Production Stage: Promote vocabulary, grammar and listening acquisition such as exercise builders, as well as digital stories, audios podcasts and online videos is recommended since all ELLs will go through a silent period when learning English. It is important to create language rich opportunities to further their listening comprehension strategies.
• Intermediate Fluency Stage: It is important to use ITs that promote speaking, reading and writing skills such as synchronous VolPs, online elaborate texts and process writing tools such as writeboard.com.
• Speech Emergent Stage: Promote an ELLs CALP, in other words, their subject-specific language ability. This include websites or VLE that combines multiple links to e-communication tools, e- listening tools, e-creation tools, and e-assessment tools.
• Student Working with Technology:Students to work collaboratively in pairs or small groups where they can engage in interactive problem-solving or cooperative projects.

Language Use: 
Especially in networked collaborative interactions, use emails, bulletin boards, and chat rooms has been found to promote lively exchanges between native and non-native speakers in addition to fostering scaffolding of ideas and grammar. Foster collaborative communication among students has been showen to foster proficiency in all language skill areas. The trick for teachers is to try to create IT activities that foster both types of interaction-communicatively accurate interactions and communiatively effective interactions.

Challenges of Technology Use in Classrooms:

•          Potential fustrations
•          Technical difficulties
•          Classroom control

You will find about the methodology in this presentation by Professor Sussan Carranza

Presentation

Vitual Trips and Google Earth


Is a guided exploration through the world wide web that organizes a collection of pre-screened, thematically based web pages into a structured online learning experience.





Presentation about Virtual Trips and Google Earth

Is a free tool that presents geological and geographical images together with satellite imagery in a dramatic fashion. It allows teachers to fly anywhere on the face of the Earth and view maps, terrain, buildings and monuments up close in 3D, track the courses of rivers and view changes taking place on our little blue planet.

Accommmodations for ELLs and Infusing Technology into a Lesson/ Flipped Classroom

This Methodology use teaching strategies and learning resources that make content comprehensible; this is the key to helping the student understand the content and learn the language.

Infusing Technology into a Lesson:

If your are looking for a way to add excitement to your lessons and connect with more of your students, technoogy is the answer! Utilizing and combining groapics, video, and audio can address varied styles of learnign in a support to English languge learners.

Teaching English ELLs through Technology:

Technology is transforming education today and it will continue to do so tomorrow.

We can use our aim in to simulate the feedback of the mentor teacher to intern and map out how the original lesson plan was transformed so that the final draft ultimately exampled many of the instructional sequences (ELL modifications and technology infusion) we would like you to reflect on and consider. Aside from the specificity of the content (investigation of the nature of countries throughout the world), the lesson plan below could unfold across any range of content subject-areas. In essence, it is instructionally generic:

1. The teacher introduces a new topic by asking students a range of questions to activate their schema.

2. The teacher then explains the parameters of project: researching a topic (a country) and creating a product (a brochure).

3. The students are then let loose in the library to research the topic and collate the information the form of a brochure

ELLs English Language Lerners: 

Are students who are unable to communicate fluently or learn effectively in English, who often come backgrounds and who typically require specialized or modified instructions in both English language and in their academic courses.

FLIPPED CLASSROOM:

A new method of teaching is turning the traditional classroom on its head.

A flipped classroom is more demanding thant the traditional one. The teacher need to identify the individual lerning needs of students. It come with a set of rewards:

Teachers can support students in better undestandin the concepts through practical application.

Once a lecture is done, it can be reused as many times as the teacher wants.

Give more feedom to teachers to decide upon how much time to spend with each student.

Last, but least, it offers more trnsparency for parents. This can also improve the communication between parents and teachers.

All the tools are the teacher´s to use, for the best delivery of instruction.

A student-centered approach to teaching shifts the focus from the teacher's needs to the student´s.

INFOGRAPHIC

Nettiquete and Digital Citizenship

   Netiquette refers to etiquette or guidelines for posting messages on the Internet. In general, the aim is to maintain civility in discussions conducted via email, chat rooms and newsgroups. Teachers are beginning to recognize the importance of electronic communications in today's society and are, therefore, keep to prepare themselves and their students to communicate in a manner that is appropriate for online technologies.



· Digital Citizenship is more than just a teaching tool; it is a way to prepare students/technology users for a society full of technology. Digital citizenship is the norms of appropriate, responsible technology use. Too often we are seeing students as well as adults misusing and abusing technology but not sure what to do. The issue is more than what the users do not know but what is considered appropriate technology usage.

· In the following link you will find more information about the topic:

·https://docs.google.com/presentation/d/1HHThWinuj43-OnSAbyrOP570gTHmKvdNuWtF8Zmdao0/edi

First day

When I started my career, I know an exceptional persons, my teacher and my classmates are very special because they are very smart.  My expectations was learned about the technology in teaching and learning process. I made a game in which expressed our expectations after we got in groups for made one activity to strengthen teamwork. 

¡I am happy to start this adventure!

Teaching Technological Methodologies

The purpose of this course is to provide content-area teachers with a guide on how to infuse technology into the classroom, thereby supporting instruction in ways that can be extremely effectivve with ELLs.

Provides teachers with practical, teacher-friendly strategies and techniques for using various technological methodologies and sofware programs readily available to the public which can enhance the learning potential.