The document provides an overview of useful digital tools for teaching Chinese during a 2012 summer teacher training in Florida. It discusses cloud storage options like Dropbox and Google Drive for sharing files. It also introduces several tools for basic classroom tasks like images (PicMonkey), audio recording (Audacity, Vocaroo), and video (Animoto, Voki). Digital games for learning Chinese are presented, including Quizlet and StudyStack. The document also demonstrates how to create simple eBooks and use Google tools like Forms and Docs for assessments. Online resources from the Global Chinese Network are shared.
The document discusses using technology in teaching Chinese. It outlines how technology can enhance teaching and learning by delivering content more effectively. It reviews technologies used in the past like tape recorders and today like blogs, wikis, and language learning apps. Specific tools are demonstrated for listening, speaking, reading and writing practice. The goals are to motivate and engage students to become lifelong learners. Teachers are advised to start with one tool and collaborate with others as they incorporate new technologies into their classrooms.
The document discusses the simple past tense in English. It is used to talk about actions that happened at a specific time in the past. Regular verbs are made past by adding "-ed" while irregular verbs have unique past forms. The simple past can also describe events that happened over a period of time in the past or habitual past actions. Examples are provided to illustrate its uses.
This document outlines 10 Web 2.0 tools that can be used for teaching and learning Chinese, including blogs, wikis, YouTube, Vocaroo, MyBrainShark, Lingt Language, VoiceThread, Toondoo, Quizlet, Google Docs, and GoAnimate. The presentation discusses the benefits of using these tools in the classroom, such as motivating and engaging students and helping them become lifelong learners. Examples of each tool are provided.
The document provides an overview of useful digital tools for teaching Chinese during a 2012 summer teacher training in Florida. It discusses cloud storage options like Dropbox and Google Drive for sharing files. It also introduces several tools for basic classroom tasks like images (PicMonkey), audio recording (Audacity, Vocaroo), and video (Animoto, Voki). Digital games for learning Chinese are presented, including Quizlet and StudyStack. The document also demonstrates how to create simple eBooks and use Google tools like Forms and Docs for assessments. Online resources from the Global Chinese Network are shared.
The document discusses using technology in teaching Chinese. It outlines how technology can enhance teaching and learning by delivering content more effectively. It reviews technologies used in the past like tape recorders and today like blogs, wikis, and language learning apps. Specific tools are demonstrated for listening, speaking, reading and writing practice. The goals are to motivate and engage students to become lifelong learners. Teachers are advised to start with one tool and collaborate with others as they incorporate new technologies into their classrooms.
The document discusses the simple past tense in English. It is used to talk about actions that happened at a specific time in the past. Regular verbs are made past by adding "-ed" while irregular verbs have unique past forms. The simple past can also describe events that happened over a period of time in the past or habitual past actions. Examples are provided to illustrate its uses.
This document outlines 10 Web 2.0 tools that can be used for teaching and learning Chinese, including blogs, wikis, YouTube, Vocaroo, MyBrainShark, Lingt Language, VoiceThread, Toondoo, Quizlet, Google Docs, and GoAnimate. The presentation discusses the benefits of using these tools in the classroom, such as motivating and engaging students and helping them become lifelong learners. Examples of each tool are provided.
This document provides an agenda and overview for a 2012 summer teacher training in Atlanta on useful digital teaching tools. The agenda covers cloud storage and bookmarks, basic tools for images, audio and video, digital games, creating simple eBooks, and online resources. The goals are to help teachers and students use technology and add more tools. Teachers are encouraged to sharpen their skills in areas like creating and editing digital content, using social media, and understanding copyright. A variety of free digital tools are introduced, such as Google Drive for file storage, Diigo for bookmarking, and Animoto for creating videos.
The document discusses student portfolios created using iPads. It provides examples of how iPads can be used to create portfolios that showcase student work and achievements over time. Examples include students recording speaking practice and creating iMovie videos that are stored in their individual folders for assessment purposes. Setting up iPad portfolios makes students' learning more accessible to parents and enables various ways for students to collect, reflect on, and display their work.
1) The document discusses how iPads are being integrated into a Chinese language classroom.
2) It describes how the teacher uses various iPad apps to engage students in creating audio, video, comics, eBooks and more using the target language.
3) Student feedback shows they enjoy using the iPads for interactive learning and creating content, but the teacher emphasizes that the iPad alone does not teach - it is how the teacher utilizes the technology that maximizes learning.
The document discusses the simple past tense in English. It is used to talk about actions that happened at a specific time in the past. Regular verbs are made past by adding "-ed" while irregular verbs have unique past forms. The simple past can describe single events in the past as well as actions that happened repeatedly or over a period of time in the past. Examples are provided to illustrate usage.
This document discusses the use of iPads in the classroom from the perspective of ChinHuei Yeh of Shrewsbury Public Schools. It covers essential questions Yeh asks before each lesson, the school's multi-year rollout of a 1:1 iPad program, potential benefits of using iPads including increased engagement and support for different learning styles, and examples of apps used for content consumption and creation. Yeh also addresses challenges like app integration and technical issues, and emphasizes that the iPad is just one tool that must be used appropriately to enhance lessons, not as the primary focus.
iPad: Converting the Classroom into a Mobile Language LabChinHuei Yeh
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ChinHuei Yeh presented on transforming the language classroom with iPads. Traditionally, language labs involved fixed seating and reserving time slots for listening practice, but iPads allow for mobile language labs with more spontaneous and embedded learning. With iPads, teachers can create lessons that engage students through varied activities from mechanical drills to more creative and communicative tasks. Yeh demonstrated how apps can be used for language practice, creation of student work, and recording speaking assessments.
The document provides guidance on designing an effective Chinese language lesson, including establishing clear learning objectives, following steps to present new material and have students practice it, continuously checking for understanding, and assessing learning at the end of the lesson. It also emphasizes the importance of reflection to improve future lesson planning.
1) The document discusses a middle school Chinese class that uses iPads in instruction. It introduces the school's 1:1 iPad program and provides examples of how the teacher uses iPads in lessons.
2) Some examples of iPad applications used include Socrative for polling, Story Kit for creative writing, and Notability for note-taking. Students engage with the target language through audio, video, and comic creation.
3) The teacher emphasizes that the iPad is just a tool and that high-quality teaching has the greatest impact on learning. How the iPad is used is more important than the iPad itself.
1. The document outlines the agenda and goals of a workshop on designing effective Chinese language lessons.
2. It discusses the stages of an effective lesson plan, including setting objectives, presenting material, guided practice, assessment, and reflection.
3. Examples are provided of well-written lesson objectives and procedures that incorporate various activities and assessments.