Secondary eu language teacher resources by Valentin

secondary EU Language teacher resources pedagogy 2.0

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Contents Articles Correcting written work electronically

Foreign language

How social media change school culture

How to present material more interestingly via social media

References Article Sources and Contributors

Image Sources, Licenses and Contributors

Correcting written work electronically

Correcting written work electronically What? In this section we will reflect upon methods to use social media in correcting students electronic submissions.

Why? It is now possible to correct papers electronically using an application program which, when downloaded, is an integrated part of Word. For teachers a set of comments are ready for use by a single click and it is possible to have many sets of comments to switch between. Teachers can easily make their own standard comments to use with the program. The program is useful for all teachers who correct written work and who can make use of a set of comments. As an example, teachers of foreign languages usually have to comment on a lot of grammatical errors, elaborated sentence structures and elements in the context, which are really good. It is possible to give each student good grammar explanations as well as individual comments. In many classrooms, subject areas or schools/colleges, papers often need to be handed in electronically. The best scenario for this is if you operate from a communication platform, one of the virtual learning platforms. Many platforms may be available and usable; Fronter is used here to explain how it works. This platform is used worldwide, but the choice of a virtual communication platform – as well as the way of correcting papers - obviously builds on the educational culture in the different nations.

How? The “hand-in” by the students is therefore done electronically and thus the method is environmentally friendly. They upload their paper to a folder on Fronter, which allows them to do so only until a fixed time, after which the folder is closed – late hand-ins are therefore not possible. The student can see if they have uploaded their files correctly, but cannot see papers from other students. Only the teacher can see them all. The teacher now opens the folder with all the papers, one from each student, and clicks “comment on” on the first paper, which opens the word-document in a way, which means that it will be returned to the same folder directly after correction. No other downloads or the saving is needed. The student will see the returned paper under his or her originally uploaded paper. The electronic correction and marking of papers has been around for some time with varying success and degrees in ease of use. The first program in question here can be bought from www.easycorrect.com. You can order up to 5 free test licenses for your school by writing directly (in English or German) to: jacob@easycorrect.com On a PC the Easy Correct program will be incorporated directly into the Word program, once installed. It becomes an index tab divider, see the example below. On a Mac it runs as an individual program integrating with Word.

Correcting written work electronically

How to send the paper from the student to the teacher and back depends on the platform used, so this part will not be explained here – only, I should like to mention that I download the paper from a folder in our platform Fronter, and when done commenting on the paper, I simply click upload again and the student will be able to go to the folder, see his or her own original document as well as the edition with comments. The student does not have to have the Easy Correct program in order to see the comments and work with them. In practice, you place the curser in the word or you mark several words and then click on the bottom, which says the comment wanted. The comments are then seen in the margin, and if you let the curser rest on top of the word in question, the square box will also show directly. This is an advantage if a student gets quite many comments. Thus it functions just as when we use “Comment” in Word, however, the set of comments are pre-written and are to be used for as many times as possible. Also, links can be attached automatically to comments, so that students can be directed straight to (for example) an instructional videos, on-line exercises, etc. It is also possible to record a voice-comment – and once recorded, they can be saved and re-used. If this method is preferred, remember to ask the students to bring headphones, so you are not to hear your own voice from 20 different computers at the same time. If you teach, say, 3 subjects, you can create your own set of comments, one or more for each subject. Of course it is possible to write individual comments as well. At the end, when a paper has been corrected, it is often a good idea to click “Insert Stat”. This makes a table, which shows the number of time a comment has been put, i.e. if a student has many errors in subject-verb congruency, it will show and the student may choose to work extra on that next time a paper has to be handed in. The program is simple in use and takes only a short introduction to become familiar with. Feedback is of course important to students – to learn and to receive comments to the work they have done to the best of their abilities (usually;-) ). Feedback is a crucial part of the learning cycle and the better we make it, the more it is likely to improve our students’ learning. Once trained, the process is sometimes actually faster for the teacher, and it is good to know that more explanation reaches the students. Previously, I handed back papers on paper… with a red line under errors, and handwritten comments. The students were not too happy about having to continue working on their paper, correcting what I had indicated needed improvement. Now, I can set aside time in a lesson and ask them to make all corrections possible. If they have made an error which is really basic, and they can immediately see what the correction should be, they may erase my comment from EasyCorrect, which they can do with a simple “right-click” on the mouse. If the error is not that easy/simple to correct, or if they need to ask me for help, the EasyCorrect comment must stay in their paper, and they write the edited word/sentence next to it in a different colour, which means when, before an exam for example –

Correcting written work electronically they re-read their paper, they are reminded of what was wrong and how it could be improved / corrected. Of course I spend the time in the classroom helping out. The student now gets an explanation to each error, not just a line under a word. This is helpful for them and they are more eager correcting their own work. Also the possibility for a table with statistics about the number of times a specific problem arose seems to be quite popular. Students use laptops only today, and to have all their papers electronically seems to work well for them. And they are always at hand if he/she wants to re-read to avoid repeating the same problems. This was not always the case when they were given back the printed versions of their work. Have a look at this video [1] that explains how to use Easy Correct.

Try? Other similar possibilities exist. In fact MS Word comes with a “comment” possibility, and you can of course create a list of your own standard comments, but it is not possible to create a special index tap divider, the way EasyCorrect functions. This means you have to make several extra clicks to inform the student. The free program “OpenOffice” also offers a “Comment on” button as the standard one in Word. A third possibility is to use the word processor programme in Google.drive, which has a similar simple “Comment on” button. You can write comments as in Word. You have to click “comment” one more time to return to the Word document. You cannot create a special index tap divider here either. However, of course Google docs has another important advantage that students are able to work in the same document at the same time. This is most helpful if a group is working together on a project as they can sit together or in each their city – and still write in the same document simultaneously and see it all immediately. Thus, they can also comment on or add to each other’s contributions and correct errors, etc. The programme is also useful in class for taking notes together during lessons, in pairs. This is an obvious medium for cooperation, but correction done by a fellow student is done directly and does not tell the writer what the error was. Co-writing for assignments is not allowed if the paper has to be assessed and all papers handed in are checked concerning plagiarism. This because social media may be used as a” recycling centre” which of course is not the intension – just as the concept of “crowd sourcing” (using a vast crowd of people as source) is not accepted. The cooperation is often done by sending all sorts of files via Facebook for the simple reason that they are “talking” electronically and it is today the fastest way to send a file. Email is not that widely used by students anymore. Most often, each class at school has a group on Facebook, which they use daily for quick communication and sharing of material. Facebook also allows more people to communicate in groups which means that all the classmates can follow the discussion.

Resources To try – e-mail directly to: jacob@easycorrect.com and you will receive information about how to install the program. [[2]] Screen capture tools may be found for free on the net. JING from Techsmith is free. A piece of software to be downloaded, but then it should be easy to use. Another screen capture tool is called Screencast-o-matic. This tool is also free. That some programmes force you to limit the correction to 5 min. videos may be only an advantage. If you choose to use JING, what you do is to click to upload your file to the JING server. Then you receive a link back, which you can then send to the student, or put it into the paper directly. Another suggestion: Use a video camera in front of your PC when correcting an assignment. Thus, what you say and do on the screen is recorded and the student receive a very personal and thoroughly corrected/marked assignment return. The student can replay the file as often as wanted. Visual and oral feedback obviously give the students multimode ways of learning from their own work.

Correcting written work electronically In addition, the recording of a file for the students could also be used for comments to a presentation in class, made after the lesson, or for teaching students how to pronounce certain words, which are used in a theme. However, most online dictionaries offer pronunciation of words; even google.translate has this feature. Other simple ways of recording short comments or work to the students are useful in our platform “Fronter” which is used by all teachers and students, which means everybody is familiar with the platform. I here assume that similar platforms have similar features. A place to go to be informed in detail about free online tutorials for learning to use technology and ICT in education is this site: http://www.teachertrainingvideos.com/index.html . Behind the site is Russel Stannard from GB. A very different way of learning online with instant feedback is of course useful to learn grammar, and here I should like to refer to visl.sdu.dk, which is a free online programme: Visual Interactive Syntax Learning. There is a possibility for learning via games and quizzes, and sentence analysis in very many languages is possible. It is also very important that the levels range from primary school to university. In addition, one can learn grammar in most European languages, so this option gives many hours’ work for the students and they get response immediately, which many students like. With this programme, however, the response is not “social” as it is machine-made. Not all digital/online services may be regarded as real social media if the users who create the contents are not forced to share the contents on the same platform, such as Facebook. However, due to the existence of various technologies such as wiki, blogs, photos- and file sharing clouds, video-logs, instant messaging, etc. these media and technologies offer services which are regarded as social media due to their direct support of dialog, community and interaction. Ella Wollesen, IBC. www.ibc.dk ewo@ibc.dk Denmark.

References [1] http:/ / vimeo. com/ 66003668 [2] http:/ / Easycorrect. com|EasyCorrect

Foreign language

Foreign language What? English teachers look for new and interesting ways to stimulate our language learners. Provided in this section are some not-so-commonly-used techniques for adding that “new twist” to your English or foreign language classes. Giving learners something new does wonders in relieving boredom, spiking interest and lowering the Affective Filter of learners on whom you may have “tried everything”. This affective filter means an imaginary wall that is placed between a learner and language input. If the filter is on, the learner is blocking out input. The filter turns on when anxiety is high, self-esteem is low, or motivation is low. So low anxiety classes are better for language acquisition. This section reflects on the following topics, allowing learners to: • to show their knowledge of a specific topic set by their schools • to demonstrate their ability in giving presentations on specific topics, using various social media tools, maps, videos, etc. • to have knowledge of other EU countries • to develop their speaking, writing, listening and reading skills by social media tools Teaching a foreign language by using social media is a fairly new method which is slowly making progress in youth culture. Students are motivated very well in studying English as a language used in Twitter, Youtube, Clickr, Wikipedia and other social tools because they are eager to obtain news and improve their language level.

Why? Today, the information age has replaced the industrial age and has compressed time and distance. This is transforming world economies from industrial production to information-based goods and services. There is another article on this topic if you are intersted in learning more about the role of social media in a transforming world. Since education has always been about exposing people to new ideas, it is not surprising that the impact of social media is being felt in the education sector. Middle schoolers are not necesserily taking part in social media sites themselves, they are learning the skill sets required for successful social networking. Students are being taught new concepts like online privacy so that social media is influencing education at its very foundation. There is an article on security and safety in this curriculum, too. Students spend more of their own time using the computer at home, playing online games, chatting on their mobile phones, and connecting with their friends on social media sites like Facebook. Computer mediated communication is closing the gap between spoken and written English. It encourages more informal conversational language and a tolerance of diversity and individual style, and has resulted in Internet English replacing the authority of language institutes and practices. English is used for more purposes than ever before. Vocabularies, grammatical forms, and ways of speaking and writing have emerged, influenced by technological and scientific developments, economics and managements, literature and entertainment genres. Three factors continue to contribute to this spread of English: 1. English usage in science, technology and commerce, 2. the ability to incorporate vocabulary from other languages and 3. the acceptibility of various English dialects.

Foreign language

How? Students take a theme or topic and work together to present their ideas in a cohesive format. They can write individual or group report and then work together to present to the rest of the class a programm, or a newscast, that has an introduction and conclusion. This activity can be done as a daily or weekly presentation that allows students to share topics of interest. The class can post presentations and reports on blogs, on social networking sites, or as collaborative, cross-cultural exchanges. While blogs or networking sites would be problematic in contexts where access to the Internet as limited or not available, in-class newscasts can work anywhere, and teachers can incorporate them as a regular feature or their classes. Another option for class newsletters is to publish shorter articles on a class blog (http://www.blogger.com as one example) <iframe src="http://www.youtube.com/embed/rA4s3wN_vK8?showsearch=0&amp;modestbranding=1" width="500" height="375" frameborder="0" allowfullscreen="true"></iframe> or on collaborative, customized social networking websites such as http:/ / www. ning. com For newscasts, students can make live presentations to the class or record their sessions and save them as podcasts or post them as videos on sites such as www.youtube.com [1]. There is another article that explains how to use youtube videos in the classroom. A good example is a practical chapter, which is available for students of intermediate level of English and other people who are focused on tourism in the Czech Republic and prefer sightseeing tours. We teach tourism so that students have a good opportunity to know detailed information about history, art and geography. Using ICT tours, social media, self-studying and giving presentation we can stimulate interests to visit the beauties of the Czech Republic. We are ready to give students questions or prompts to respond to and ask them to think and write down their thoughts. After a few minutes we put them into pairs or small groups and ask them to discuss what they know about that topic. Then we can hold a class discussion and invite students to share their thoughts with the whole class. • Using Youtube in lessons. It can be, for example, a conversation lesson with a native speaker in which one student is taking pictures, the second is speaking, the next is making Youtube video. Then all the class is taking part actively in communication by asking and answering questions in Facebook. <iframe src="http://www.youtube.com/embed/O3BT3m-OHTg?showsearch=0&amp;modestbranding=1" width="500" height="375" frameborder="0" allowfullscreen="true"></iframe> Message to Future Students <iframe src="http://www.youtube.com/embed/cd54F4D0yS8?showsearch=0&amp;modestbranding=1" width="500" height="375" frameborder="0" allowfullscreen="true"></iframe> • Using Flickr in English lessons This is the platform where we can view and upload pictures and photos. In English lessons we can use it in activities such as describing pictures, comparing them (what is similar or different, who are the people, what do they look like, the atmosphere, relationship, place, weather, season of the year) • Using Twitter This is a community platform where we can read and post short messages that you send via your mobile phone or tablet. The students can communicate with various people, even with celebrities, politicians and other influential people and organisations, which makes it very interesting. • Wikipedia This is an online encyclopedia, in which every student can contribute to an article on a certain topic. There can be some general topics as family, relationships, health, travelling, shopping, eating habits, holidays etc. Some special topics can be focused on UNESCO Heritage list in various countries of EU, touristic attraction in EU, culture, music, politics, economics, sports, social life etc.

Foreign language

Try? Using an iPod Do your learners carry iPods or cellular phones? Don’t curse and swear at them for using technology in their lives. Turn it to your advantage! A number of good websites now exist that can get you and your learners up and running using this latest new technology for language learning and practice. Here are useful website for more podcasting information: • Podcast Pickle http://www.podcastpickle.com • Internet TESL Journal http://iteslj.org/links/ESL/Listening/Podcasts/ • Letting Learners Create Lesson Materials Take a day to switch roles with a teacher. Have you ever let your learners write an exam? How about planning a fun class? Having a “hot” conversation on a topic that THEY want to talk about – music, movies, cute guys/gals, techno-babble? Nothing is taboo – well almost nothing, anyway! What do you think they’ll talk about? You’d be surprised! The aim of the lessons is to create new videos on youtube [1], flickr [2] or pinterest [3], for example. The students can communicate during the process with help of blogger. Join the Club Let’s all go to the Reading Club. What you don’t have one? Use prompts, use realia, use pictures, music or whatever you and your learners may have on hand to start, stop and sustain the activities, reading articles and stories online. For example : http://www.readingonline.org Movie clubs Students can contribute to the lessons with their own videos from school. <iframe src="http://www.youtube.com/embed/vyl47paqzto?showsearch=0&amp;modestbranding=1" width="500" height="375" frameborder="0" allowfullscreen="true"></iframe> Blogger Every student can have his or her own blog, where they present their opinion on a certain topic of everyday life. They can also conduct a diary to keep information about school activities and school subjects. Try out some of these not-so-commonly-used techniques for adding that “new twist” to your English or foreign language classes. Give your learners something new to relieve any boredom and spike their interest. Can’t you just hear those Affective Filters falling now? A number of good websites now exist that can get you and your learners up and running using this latest new technology for language learning practice.

Resources • • • • • • • • •

http://www.EnglishCLUB.com (grammar: pronunciation,letter writing) http://www.yourdictionary.com (pronunciation, difinitions) http://www.m-w.com (word games, definitions, synonyms, antonyms) http://www.allwords.com (creative writing, dictionaries) http://www.blogger.com (publishing short articles) http://www.ning.com (live presentations) http://www.youtube.com (making podcasts and posting them as videos) http://www.podcastpickle.com http://www.readingonline.org

Foreign language

References [1] http:/ / www. youtube. com [2] http:/ / www. flickr. com [3] http:/ / www. pinterest. com

How social media change school culture What? This section will reflect upon: -how school culture changes due to social media -how to account for these changes in your teaching and learning environment.

Why? <iframe src="http://www.youtube.com/embed/8ytdXXycijk?showsearch=0&amp;modestbranding=1" width="500" height="375" frameborder="0" allowfullscreen="true"></iframe> Social media and culture Although social media provides a school with the opportunity to embrace the world their learners inhabit in a range of ways, it can also bring with it barriers that must be overcome if this engagement is to be carried out effectively. Schools, teachers and education in general are often slow in taking up opportunities to engage with new technology and new ways of using the Internet. This is often due to the costs involved, the infrastructure within the school and the general approach to education set out by the governing body or government in control. The hierarchy of leadership at the national, local and school level creates the boundaries within which cultures can be created. Teachers are often expected to follow the dictates of their superiors regardless of other cultural aspects of the school. Although many teachers already engage personally in the world of social media, there are often few opportunities for them to see or use the potential benefits of these in an educational setting. Amongst anthropologists there is an old saying that fish would be the last creatures to discover water. This might also be attributed to school culture and teaching. Just as water surrounds and envelops fish, affecting their everyday existence, so culture surrounds and envelops teachers, forming their perspectives and influencing their decisions and actions. And yet, the opportunity to engage in this culture is seldom acted upon. While culture is neither static nor stagnant, but dynamic and fluid, so should the culture of a school be active in participating, developing and creating the culture that surrounds and lives within. Even when engagement in the culture of social media is taken on by a school, a range of issues still present themselves. Although, there are many platforms that allow schools and teachers to control their online community, there is often an issue caused by the lack of knowledge that many teachers possess in using these platforms, at least as smoothly as their students understand them to be. While collaboration may be encouraged, it is also important to ensure that the range of engagement is provided for the learners to see and interact with, otherwise they will merely view the school presenting information without offering access points for them to join in. Though learners may be invited to produce content, this involves the presence held by the school to be more than just a fad or marketing tool.

How social media change school culture

How? CHECKLIST: assessing social media for education In a didactical setting the use of social media implies empowering the learner to actively bring in own knowledge into a learning community. However we always have to be careful to consider the added value of using social media in education. The checklist made by Erno Mijland is a good way to evaluate if a Web 2.0 application is useful in the class room: (source: Erno Mijland. Smihopedia. "Aan de slag met sociale media in het onderwijs", Middelbeer,InnoDoks, 2012,128 p.) • What is the added value of using an ICT application if compared with other means to perform the same learning activity? • What technical stuff do you need in order to use this application? (Microphones,camera, bandwith, plugins,...) Does the application work within different operatingsystems (Windows, IOS, Mac, Android,…) • Is the learning curve needed to familiarise yourself with the application in proportion to the time the application will effectively be used in the class room? • Does the application’s interface match with the target group? (“look and feel”, language, user friendly, interactive, intuitive) • Is a minimum age required to create an account? • How does the application match with other ICT applications (LMS, office suite software, whiteboard etc) used by the school and with the schools ICT policy (privacy, legal issues,…)? • Is it an application allowing you to share outcomes within a closed community between teachers and pupil(s)? • Does the application allow feed-back between pupils? • Does the application allow a teacher to manage and monitor the pupils using it? • Can the outcomes be exported from the application to be re-used in another environment? Can they be “embedded”? • Which organisation is behind the application and what is their business model? Seen from this perspective, is it justified to allow pupils to use it?

Try? Employ these questions when you are considering how to use social media within your own teaching and learning environment. Remember to both embrace the concept of social media, while also being aware of its pitfalls. This approach does not solve all learners needs, and it does mean that ‘traditional’ approaches are suddenly redundant. What it offers however a change in the culture of your learning environment – embrace it.

Resources (Collection of useful resources (websites, videos, books etc.))

How to present material more interestingly via social media

How to present material more interestingly via social media What? In this section we will reflect upon the way that information might be presented in a more interesting fashion by using collaborative social media tools.

Why? As we are aware the Internet is the most influential interactive communication channel of all time, allowing citizens of the world to become interconnected. The Internet is a network of networks, it is like a collective brain, such as a cognitive neural system of our planet. In technical terms this allows us to meet many learning objectives. 1. Fostering communication. Providing a set visual, audio-visual or auditory materials that predisposes better communication between teachers and students. 2. Enhancing cooperation in the production of audiovisual materials in education. For example http://www.prezi. com can share the presentation that is being developed. Shared and corrected and enriched by several people, so that the result is cooperative and team based. 3. Promoting the development of a sense of community, so that when working in the same direction, cooperating towards achieving the same goals, bonds of friendship are strengthened and make us feel connected to others forming a community.

How? Teachers will often learn to do a presentation using Power Point, which will be both much more motivational than a mere explanation or use a book to explain a topic to students, while also quite basic in its delivery. Videos are also often used a presentation technique. They offer an audio-visual presentation that appeals to a range of senses. These are tried and tested approaches, however, what we must learn is how to interact with students using these presentation techniques. After having performed the PowerPoint presentation or Prezi or in any other format: PDF, text document or video â&#x20AC;Ś the file might uploaded to a social network platform, such as http:/ / www. slideshare. net, http:/ / www. youtube. com, http:/ / www. rapidshare. com, http:/ / www. skydrive. com, http:/ / www. dropbox. com, http:/ / www. vimeo. com ...and once published on those platforms, can be inserted in social networks like Facebook, Twitter, in to blogs, websites offering direct access to content that we want the user to see, avoiding losses and reducing the number of clicks. An aim of this article is to learn how to create presentations with Prezi, but furthermore, how to engage learners within the creation process. The first thing we will do is to enter into this website: www.prezi.com , after logging in it, and once we have written our user name, personal name and password, we can enter and choose the basic or paid form of working with the program. If we choose the basic form, different templates will appear, and we will choose one of them according with the message we want to transmit. The most important points to learn with Prezi are: 1. Knowing prezi.com 2. Moving presentation to better explain to students 3. It is very attractive for students. 4. You can create simple or complicated presentation. 5. You can share it in Facebook.

How to present material more interestingly via social media

6. Technical presentation are the innovation and the future for schools. 7. More interaction and greater cooperation.

templates of prezi

Other tool online to do surveys is http:/ / www. surveymonkey. com. We will know how use this tool.

A exemple in prezi

How to present material more interestingly via social media

A exemple of survey

There are many programs for slide shows, but for building presentation follow the same guidelines. How do we build a good presentation for our students? 1. 2. 3. 4. 5.

Short text. Clarity, simplicity and strength. Insert images and movies. First target, to capture and to keep students' attention. Don't overload our slides. Slides overloaded with information are less appealing. Use the rule of three. Three points for every slide, three messages for every presentation. Organize structure around a theme. Make frequent allusions to the subject so that students don't forget and they can remember it.

Analyze result

You can put technical presentations before, during and after the explanations or teacher intervention. Whether before your explanations, the aim is motivational. If during your explanation, the aim is informative and the last, whether you can put presentation techniques at the end, then the objective of the audio-visual presentation is to

How to present material more interestingly via social media support teacher's explanation. When we use a presentation, we have to take care of the following items.

Try? Our students can create presentations themselves. They always are interesting and of course their works are very important for us and their own confidence developemt. Five steps to use prezi in the class: 1. 2. 3. 4.

Introduce a topic with these presentation tools. Invite students to explore and work with a page. Suggest topics and explain how they can present this. Many students have a good feeling with technology so allow them some freedom in creating their own attractive presentation. 5. Students are interested in many things relating to technological innovation, so they often work harder when given a task such as this. Some examples of surveys: â&#x20AC;˘ Social Classroom Environment: http://es.surveymonkey.com/s/62P8J53 â&#x20AC;˘ Survey online habits: Survey on the use of new technologies by students of Technology. The aim is to find out what knowledge they have about new technologies and whether they would be motivated to learn using new technologies and social networks: http://es.surveymonkey.com/s/LBZKFJ5 To create spectacular presentation, movies or slideshow http://www.slide-effect.com/

Create spectacular presentations

How to present material more interestingly via social media

Resources Another interesting website where you can make your presentation and synchronize with a movie is http:/ / www. zeniting.com http:/ / www. smartdraw. com/ specials/ ppc/ smartdraw. htm?id=104867 Download Smartdraw and make a presentation about a topic of your specialty. Other programmes presentation are:

interesting

for

• http://www.smilebox.com • http://www.photofacefun.com • http://www.funnywow.com But we only you can make with photos and pictures. • http://www.ethos3.com/2010/01/ 6-techniques-to-make-your-presentation-unforgettable/ • http://blog.teamtreehouse.com/ 10-kick-ass-presentation-techniques

Web of Communication Visuelle

• http://www.presentationmagazine. com/effective-presentation-techniques-the-top-10-149.htm • http://surveymonkey.com web to do survey for students, teacher... • http://slideshare.net web to publish presentation in power point, for example, and then to publish on facebook, twitter... • http://www.youtube.com/watch?v=WldJaJ7I2iM To explain what is zeniting

Article Sources and Contributors

Article Sources and Contributors Correcting written work electronically Source: http://curriculum.learn2teach.eu/w/index.php?oldid=2789 Contributors: Ewollesen, Jhendrickx, Pnielsen, Smitchell Foreign language Source: http://curriculum.learn2teach.eu/w/index.php?oldid=2816 Contributors: Bpelka, Dkrizkova, Jhendrickx, Pvrabl, Smitchell, Vpareja How social media change school culture Source: http://curriculum.learn2teach.eu/w/index.php?oldid=2783 Contributors: Bpelka, Jvermeersch, Kdiamond, Smitchell How to present material more interestingly via social media Source: http://curriculum.learn2teach.eu/w/index.php?oldid=2790 Contributors: Bpelka, Dsuarez, Jbenayas, Mjsuarez, Smitchell

Image Sources, Licenses and Contributors

Image Sources, Licenses and Contributors File:EasyCorrect ENGLSMALL.jpg Source: http://curriculum.learn2teach.eu/w/index.php?title=File:EasyCorrect_ENGLSMALL.jpg License: unknown Contributors: Ewollesen Image:prezitemplates.jpg Source: http://curriculum.learn2teach.eu/w/index.php?title=File:Prezitemplates.jpg License: unknown Contributors: Mjsuarez Image:Preziexample.JPG Source: http://curriculum.learn2teach.eu/w/index.php?title=File:Preziexample.JPG License: unknown Contributors: Mjsuarez Image:Studentsatisfaction.JPG Source: http://curriculum.learn2teach.eu/w/index.php?title=File:Studentsatisfaction.JPG License: unknown Contributors: Mjsuarez Image:Analyzeresult.JPG Source: http://curriculum.learn2teach.eu/w/index.php?title=File:Analyzeresult.JPG License: unknown Contributors: Mjsuarez Image:slideeffect.JPG Source: http://curriculum.learn2teach.eu/w/index.php?title=File:Slideeffect.JPG License: unknown Contributors: Mjsuarez Image:SmartDraw.JPG Source: http://curriculum.learn2teach.eu/w/index.php?title=File:SmartDraw.JPG License: unknown Contributors: Mjsuarez