Education 2.0 & 3.0
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Education 2.0 & 3.0
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With Bug-in-Ear Coaching, Teachers Get Feedback on the Fly | #Training #ModernLEARNing

With Bug-in-Ear Coaching, Teachers Get Feedback on the Fly | #Training #ModernLEARNing | Education 2.0 & 3.0 | Scoop.it

Michael Young was working one-on-one with a student when he heard a voice: "Maybe pause a little bit longer and wait for the student to respond."

It wasn't his internal monologue reminding him of something he learned in training. The voice belonged to an instructional coach 50 miles away, who was watching what Young was doing in the classroom through a livestream and communicating via an earpiece.

"It was really nice to feel supported and get direct feedback in the moment, because as much as you can do that through somebody being there and watching you, they always do it afterwards or by interrupting [the lesson]," said Young, who teaches special education at Elk Ridge Elementary School in Buckley, Wash. "It was helpful information that changed the way I taught."

The practice is called bug-in-ear coaching, and it has been around for decades in different sectors in some capacity. But in recent years, more and more educators are beginning to try it out.

 

Learn more / En savoir plus / Mehr erfahren:

 

https://www.scoop.it/topic/21st-century-learning-and-teaching/?&tag=Training

 

https://www.scoop.it/topic/21st-century-learning-and-teaching/?&tag=Coaching

 


Via Gust MEES
Gust MEES's curator insight, April 14, 2019 7:26 AM

Michael Young was working one-on-one with a student when he heard a voice: "Maybe pause a little bit longer and wait for the student to respond."

It wasn't his internal monologue reminding him of something he learned in training. The voice belonged to an instructional coach 50 miles away, who was watching what Young was doing in the classroom through a livestream and communicating via an earpiece.

"It was really nice to feel supported and get direct feedback in the moment, because as much as you can do that through somebody being there and watching you, they always do it afterwards or by interrupting [the lesson]," said Young, who teaches special education at Elk Ridge Elementary School in Buckley, Wash. "It was helpful information that changed the way I taught."

The practice is called bug-in-ear coaching, and it has been around for decades in different sectors in some capacity. But in recent years, more and more educators are beginning to try it out.

 

Learn more / En savoir plus / Mehr erfahren:

 

https://www.scoop.it/topic/21st-century-learning-and-teaching/?&tag=Training

 

https://www.scoop.it/topic/21st-century-learning-and-teaching/?&tag=Coaching

 

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20 practical ways to use Google Forms

20 practical ways to use Google Forms | Education 2.0 & 3.0 | Scoop.it
Google Forms gives educators a powerful data collection tool. Check out these 20 ways to harness its power in school.

Via Shona Whyte, Juergen Wagner
Viljenka Savli (http://www2.arnes.si/~sopvsavl/)'s curator insight, February 3, 2017 3:24 AM
useful ideas for class use
 
abdoss's curator insight, February 3, 2017 10:28 AM
Google Forms is an awesome tool!
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Using action research to explore technology in language teaching: international perspectives: Burns & Kurtoglu-Hooton, 2016

Using action research to explore technology in language teaching: international perspectives: Burns & Kurtoglu-Hooton, 2016 | Education 2.0 & 3.0 | Scoop.it

This study provides an investigation of the processes and practices involved in conducting action research on the use of ICT and new technologies in the classroom as experienced by 12 teachers located across different international contexts, from Europe, the Middle East and Asia.


Via Shona Whyte
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ELTA Journal 2 (2) 2014: new issue

ELTA Journal 2 (2) 2014: new issue | Education 2.0 & 3.0 | Scoop.it

Language interference on English- transfer on the vocabulary, tense and preposition use of freshmen Turkish EFL learners

by Ali Erarslan and Devrim Hol

 

Intrinsic and Extrinsic Motivation for Learning English as a Foreign Language

by Aleksandra Oletić and Nina Ilić

 

Mediation in Peer Interaction among Chinese EFL Learners

by Pramod Kumar Sah

 

Teaching Collocations in a Second Language- Why, What and How

by Zorana Vasiljević

 

Strategies of Metaphor Translation

by Brankica Bojović

 

The Influence of Bilingualism on Cognition and Third Language Acquisition

by Radmila Palinkašević

 

Developing Artistry in Teaching

by Willy Cardoso

 

Teaching and Learning Financial English Vocabulary

by Nina Kisin


Via Shona Whyte, Juergen Wagner
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Video in Language Teacher Education

The research project will collect and evaluate a range of practices where video, screen capture and audio-visual tools and frameworks are used in innovative ways in teacher training and development. The project will have three outputs: there will be a research report of teacher training and development practices using video, screen capture and audio-visual tools; there will also be a website where examples of video practices with commentaries and pdf files can be uploaded and made available to interested parties. Towards the end of the project, there will be a video conference for participants and to disseminate findings and good practice to a wider audience of teacher educators (via Adobe Connect).

Via Shona Whyte, Javier Sánchez Bolado, Juergen Wagner
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ITILT: Interactive Teaching In Language with Technologies

ITILT: Interactive Teaching In Language with Technologies | Education 2.0 & 3.0 | Scoop.it
We present iTILT’s currently available resources in teacher education and continuing professional development (Koenraad et al., 2013) and report on the interim results of the new project, including examples of technology-mediated language tasks.

Via Shona Whyte, Javier Sánchez Bolado, Juergen Wagner
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Shona Whyte: Implementing and Researching Technological Innovation in Language Teaching

Shona Whyte: Implementing and Researching Technological Innovation in Language Teaching | Education 2.0 & 3.0 | Scoop.it

Implementing and Researching Technological Innovation in Language Teaching takes a case study approach to investigate the integration of the interactive whiteboard (IWB) into the teaching of English as a Foreign Language (EFL) in French schools. The study highlights the advantages of collaborative action research for stimulating and supporting language teachers in innovative experimentation, and seeks to enhance our understanding of the challenges and opportunities inherent in this process. Utilising a framework which can inform further research into innovative practices with other interactive technologies, this book offers a research design and instruments suitable for assessing classroom adoption of the IWB. In this way, the study provides insights into general processes of technological innovation in language teaching and learning which is of relevance to further research and teacher development in today's new learning environments


Via Shona Whyte, Julie Laporte, Juergen Wagner
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Teaching Languages with Technology

Teaching Languages with Technology | Education 2.0 & 3.0 | Scoop.it
This book draws on theories of second language acquisition (SLA) to illustrate how interactive white board technology can be exploited to support language acquisition. It examines interaction, collaboration and negotiation of meaning and focus on form in the communicative language classroom in primary, secondary and vocational schools.

In recent years new technologies have been incorporated into second and foreign language education as tools for implementing teaching methodologi

Via Shona Whyte, Juergen Wagner
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