eLanguages.ac.uk - digital literacies toolkit. Welcome to the Digital Literacies Toolkit. This interactive learning tool was designed by Julie Watson and developed by eLanguages in Modern Languages at the University of Southampton with support from the university Student-Centredness Fund. The purpose of this set of learning resources is to help students: explore the educational uses of Web 2.0 tools and services;familiarise themselves with a range of useful applications for study-related purposes;highlight good practice in the use of social software and the internet, in general. Please use the buttons on the right for further information and to send us feedback. If you find these resources useful, why not sign up for a Pay, Access and Learn account, where you can license a variety of packages to help with academic study skills?
Technical requirements Some of the activities in the toolkit resources require headphones or speakers. Conditions of use User feedback Kerry Kilner, Lecturer in Research Methods, University of Queensland, Australia. Keep mobile phones out of the classroom | Lola Okolosie. This week school is back. Kids everywhere will trudge their way through school gates, mourning the end of the long and wet summer holidays. Senior leadership teams everywhere will be preparing to unveil new policies aimed at improving student behaviour and attitudes to learning.
Somewhere, the debate around whether mobiles should be allowed in classrooms will resurface. Given that more than 90% of today’s teenagers own one, it is an important question for teachers and one that won’t be going away any time soon. In most schools, you will find mobile phones treated like contraband. They are items to be kept strictly out of any adult’s sightline. Yet a number of mainly fee-paying schools are promoting pupils’ use of mobiles within school and lessons. The proposal sounds unmanageable. A recent large-scale study found that banning mobile phones improved exam results by 2%, even when gender and class had been accounted for. 12 Easy Ways to Use Technology in the Classroom, Even for Technophobic Teachers. Everyone wants teachers to use technology in the classroom. But you're busy -- meeting standards, prepping students for tests -- and maybe you’re not too fond of computers, anyway.
Never fear – there are easy ways to bring your classroom up-to-date, technologically. Do you have a iPad in your classroom for your use? How about iPads for students to use? Could you get a classroom iPad? What kind of Internet access is available at your school? What are school policies on student use of the Internet? What do you have to do to get Ipads for your students? Also try to find a technology “mentor” on campus – the computer teacher or just another teacher who uses technology more than you do. Perfect Ed Tech Activities for Beginners Do a PowerPoint “Game Show Review” Many tech-savvy teachers have used Microsoft PowerPoint to create review games based on famous game shows, including “Jeopardy! Have students complete a written classroom activity as if it was online.
Want students to summarize information? Moovly - Online Software to Create Animated Videos and Presentations. All That Teachers Need to Know about Flipped Classroom- Tutorials, Tools and Apps. What is flipped classroom. What is the 'Flipped Classroom'? Flipped learning pedagogy stems from the premise of inquiry-based and egalitarian philosophy: with the growing access to vast information through the internet, the traditional model of teacher as the sole steward of knowledge has become obsolete (Jenkins et al., 2017). The flipped classroom is a blended learning strategy with the aim to improve student engagement and outcomes.
It is not a new concept and can be equated with pedagogies such as active learning, peer instruction, case-based or problem-based learning, or, any blended learning strategy that requires students to prepare learning before they meet and engage with peers in purposeful activities. As the Higher Education Academy (HEA) states, 'there is a huge range of different blended approaches; the balance between online and face-to-face components, and the integration of other methods, depends on the needs of learners and the context within which the learning is implemented.' (2017)