1) The document discusses using information and communication technologies to make education more accessible and adaptable. It provides examples of using tools like Google, Moodle, and Facebook for teaching and learning. 2) Examples are given of language learning scenarios where students use technology to examine media representations, conduct research, and create their own media texts to express themselves. 3) Strategies are outlined for using learning scenarios to work on language and content skills, with students determining messages, choosing mediums, and getting feedback to improve their work.

1. Ron Mastine 2009 1
Information and Communication
Technologies accessible and adaptable
for Education
Intro ~ Integration ~ SPEAQ-quests ~ PLN ~ Examples ~ Google

2. 
 A Web 2.0 Reference: http://edu.blogs.com/edublogs/files/Coming_of_age.pdf
Ron Mastine 2009 2

3. Ron Mastine 2009 3

4.  a glimpse for those who are testing the waters
 a glimmer for those who are seeking possibilities
 a gambit for those who seek guidance in forging a
personal direction, (PLN)
 all fostered with a willingness to share.
 The session strives to initiate participants at
various levels and co-construct with your
participation; ideas, experiences and possibilities,
related to enhancing the development of the
competencies with ICT support.
Ron Mastine 2009 4

5.  “Means recognizing where students are in their
learning and helping them maximize their growth
by making adjustments in pedagogical practices to
accommodate differences in readiness, interests and
learning styles.” PFEQ Sec Cycle TWO pg 9
 Different strokes for
different folks.
 However, students must be enabled:
- have the opportunities to..Ron Mastine 2009 5

6.  overcoming :
 the lack of classroom technology
 and lab access,
 PFEQ principles of Autonomy > learn for
learning > Internet at home –noon hour > …
 exploring alternatives to costly technology -
virtualization, the cloud
Ron Mastine 2009 6
GOOGLE ZOHO
MOODLE FACEBOOK LIVE

7.  Exploiting teaching and learning resources
 from podcasts to publishing,
 from avatars to activities,
 from communicating to contexts,
 while providing opportunities and support to
develop the competencies
Ron Mastine 2009 7

8.  Motivation,
 Self-expression,
 Empowerment,
 “Understanding by design” – linking the use of
ICT’s to support curricular goals,
 The 21st century
Ron Mastine 2009 8

10.  Workshop -
Differentiating
 Rachel Lalonde
 Gwen Gauthier
 SPEAQ 2008
Different ways of
differentiating the
product - C2
Advertisement
Animation
Archive
Art
Audiotape - CD - Audio
file
Bibliography
Brochure
Bulletin board
Campaign
Cartoon
Chart
Collection
Computer program
Costume
Crossword puzzle
Dance
Debate - for and against
Demonstration
Diagram
Diary
Dictionary
Diorama
Discussion
Display
Doll
Etching
Family tree
Film or video
Flag
Game
Garden
Graph
Jigsaw puzzle
Journal
Lecture
Letter
Machine
Magazine
Map
Menu
Mobile
Mock trail
Model
Mural
Museum
Music
Needlework
Newspaper
Painting
Petition
Photographs
Play
Poem
Poster
Press conference
Puppet show
Questionnaire
Quilt
Radio Program
Recipe
Research paper
Scrapbook
Sculpture
Slide show (PowerPoint)
Speech
Statue
Story
Story board
Survey
Television show
Time line
Toy
Web page
Tools:
TEACH WEB 2.0
O.C.R

11. Ron Mastine 2009 11

12. Ron Mastine 2009 12
Represents understanding of the text
Selects, organizes and adapts the
information and language through
reinvestment tasks Cooperates Uses
communication and learning strategies,
and resources
Constructs meaning of the text
Tolerates ambiguity Takes into account
text type and components Negotiates
meaning Reacts to the text Uses resources
when necessary Uses communication and
learning strategies
Listens to, reads and/or views texts
Explores a variety of popular, literary and
information-based texts Uses prior knowledge of
topic, text and language Receives input from
others Uses communication and learning
strategies, and resources
Initiates, reacts to, maintains and ends oral
interaction
Takes into account the other speaker(s) or audience
Begins interaction Actively participates Listens
attentively Reacts to what the other says Keeps the
conversation going Ends appropriately Uses
communication and learning strategies, and resources
Constructs meaning of the message
Listens to the message Grasps the meaning of the
message Validates personal understanding
Readjusts comprehension when necessary Uses
communication and learning strategies
Expands a personal language repertoire
Uses functional language, other vocabulary and
language conventions Takes feedback into
account Pronounces words in an understandable
way Practices and reflects on newly acquired
language and strategies
Uses a personalized production process
Adapts the process to the task Cooperates. Prepares to
produce Produces the media text Adjusts and presents
the media text Shares and reflects on process and
product Uses communication and learning strategies,
and resources
Uses a personalized writing process
Adapts the process to the task Prepares to write Writes
the draft(s) Revises Edits Publishes Shares and reflects
on process and product Uses communication and learning
strategies, and resources
Builds a personal inventory of writing and
production resources Experiments with a variety of
popular, literary and information-based texts Uses
and adapts various text models Uses a variety of
writing and production tools Uses communication
and learning strategies

13. Ron Mastine 2009 13
Represents understanding of the text
Selects, organizes and adapts the
information and language through
reinvestment tasks Cooperates Uses
communication and learning strategies,
and resources
Constructs meaning of the text
Tolerates ambiguity Takes into
account text type and components
Negotiates meaning Reacts to the
text Uses resources when
necessary. Uses communication
and learning strategies
Listens to, reads and/or views texts
Explores a variety of popular, literary
and information-based texts Uses
prior knowledge of topic, text and
language Receives input from others
Uses communication and learning
strategies, and resources

14. Ron Mastine 2009 14
Initiates, reacts to, maintains and ends oral interaction
Takes into account the other speaker(s) or audience Begins interaction
Actively participates Listens attentively Reacts to what the other says
Keeps the conversation going Ends appropriately Uses communication
and learning strategies, and resources
Constructs meaning of the message
Listens to the message Grasps the meaning of the message
Validates personal understanding Readjusts comprehension
when necessary Uses communication and learning strategies
Expands a personal language repertoire
Uses functional language, other vocabulary and
language conventions Takes feedback into account
Pronounces words in an understandable way Practices
and reflects on newly acquired language and strategies

15. Ron Mastine 2009 15
Uses a personalized production
process
Adapts the process to the task
Cooperates. Prepares to produce
Produces the media text Adjusts
and presents the media text
Shares and reflects on process
and product Uses
communication and learning
strategies, and resources
Uses a personalized writing process
Adapts the process to the task Prepares to write
Writes the draft(s) Revises Edits Publishes
Shares and reflects on process and product Uses
communication and learning strategies, and
resources
Builds a personal inventory
of writing and production
resources Experiments with a
variety of popular, literary
and information-based texts
Uses and adapts various text
models Uses a variety of
writing and production tools
Uses communication and
learning strategies

16. Ron Mastine 2009 16
The Aspects of Culture:
Aesthetic, Sociological,
Socio-Linguistic
Response, Writing and
Production Processes
as frameworks
Strategies to
enhance
communication and
learning:
Metacognitive
Cognitive
Social/affective
Functional language,
Other Vocabulary,
Language Conventions,
Focus on Form
(grammar), … Audience,
Register
A variety of popular, literary
and information-based texts
- contextual cues and
elements of…

17.  are a set of related tasks that students must complete in
order to reach a defined goal.
 They maximize opportunities to develop and evaluate one or
more of the ESL competencies and the CCCs. Pg10
 deal with issues drawn from the BALs; aspects of
culture; students’ needs, interests or experiences; or
other subject areas. Pg10
 “Language and Content (means and
target)”
 elements of the Related Content to include in the LESs
(e.g. language repertoire: when students do not have
the vocabulary or structures to accomplish a task, the
teacher plans language focus activities within the
context of the situation)
Ron Mastine 2009 17

18.  The teacher and students use a variety of
methods and tools (e.g. observation grids,
quizzes, rubrics, portfolios) in order to carry
out self-, peer- or teacher-evaluation, an
integral part of LESs.
Ron Mastine 2009 18

19. Ron Mastine 2009 19

20. How teenagers are represented in the media ?
1) by reinvesting their understanding of a variety of
media texts (e.g. TV commercials, newspaper
articles, Web sites).
2) Students cooperate to investigate (WIKI example)
3) and compare that representation with their own
reality.
4) They then produce their own media text depicting
how they think teens could be more realistically
portrayed.
5) Students come to know themselves better and
gain an appreciation for how other teens live.
Ron Mastine 2009 20

21.  students examine TV commercials , print
advertisements, radio spots, etc. and create their
own media texts,
 they develop critical judgment based on how the
media represent teenagers. (Through the use of the
response process, they become familiar with some
of the features of these texts)
 use their knowledge of media-related materials
(e.g. digital camera, publishing software) and
communication codes (e.g. sound, image) to
produce media texts illustrating their own reality.
Ron Mastine 2009 21

22.  Response Journals 
 Dialogue Journals 
 Double-Entry Journals 
 Role Play
 Improvisation
 Poetry 
 Mind Maps 
 Collages 
 Character Mapping 
 Open-Ended Questions
 Literature Circles  and Small Group Discussion
 … etc
Ron Mastine 2009 22

23. Ron Mastine 2009 23

24. 1) students determine the message they wish to
express. (research, organizers, collaborate
online)
2) decide on the medium and
3) what type of language would best achieve
their purpose and reach their audience.
4) Make a storyboard for a short film, write a
script for a radio spot, design a poster, etc.
5) Prior to presenting a final version of their
media text, students make adjustments, taking
others’ feedback into account.
Ron Mastine 2009 24

25. Search
Google Wikipedia
Dictionary
Visual Dictionary
Visual Dictionary 2
Research Reference
refdesk Newspapers
Newslink CBC
archives Media
Encyclopedia.com
Language Tools
Ron Mastine 2009 25
What s/he has learned at
school, experiences, skills,
(prior knowledge What s/he has
learned at school, experiences, skills,
(prior knowledge), aptitudes,
interests, talents, etc.
), aptitudes, interests, talents,
etc.


PERSONAL
mobilized
HUMAN
MATERIAL

26.  Students decide they want to see if they can
make a difference in their milieu.
 They research forms of pollution that interest
them.
 They e-mail a letter to an expert using a
writing process guided by the teacher.
 They set up candid camera shots to see how
others react to types of pollution
Ron Mastine 2009 26

27.  They use a production process to prepare a
campaign of posters, brochures, top ten lists,
etc. to sensitize the milieu.
 After a certain time, the students again take
candid camera shots under the same
conditions to see if their campaign has been
successful.
 Another possibility – an anti-pollution
newsletter/brochure
Ron Mastine 2009 27

28. Ron Mastine 2009 28
Write
Prepare Revise
Reflect
Publish Edit
WRITING PROCESS

29. Outline ideas
http://speaq.qc.ca/SPEAQ-quest/

30. Introduction,
Task, Process to a product,
Conclusion, (Evaluation…)

31.  A video, a newspaper article (Gazette online), a
podcast, a picture or digital presentation
introduces and gets the students thinking –
challenges – motivates to …
 http://questgarden.com/search/webquest_results.php?language=en&descwords=the&searchfield=descrip

32.  The silly – Creating
school records
http://urdb.org/Conte
nt/SearchResults.aspx
 How can you make
a difference… >
Video results
for global
warming video
CBC - Global
Warming
Doomsday Called
Off
HowStuffWorks
Videos "What is
Global
Warming?"
Al Gore on
averting climate
crisis | Video on
...
How It All Ends Global Warming
101 Video --
National
Geographic

33. Interesting Argument About Global Warming Video
10 min - Jun 13, 2007
www.break.com
Blue Man Group on Global Warming
1 min 49 sec - Feb 28, 2006
video.google.com
HowStuffWorks Videos "What is Global
Warming?"
1 min 25 sec - Sep 7, 2008
videos.howstuffworks.com
The Truth About Global Warming Video –
5min.com
3 min 55 sec - Nov 4, 2007
www.5min.com
How It All Ends
10 min - Oct 10, 2007
www.youtube.com
CBC - Global Warming Doomsday Called Off
44 min - Apr 21, 2007
video.google.com
YouTube - Global Warming - our contest winner!
2 min 58 sec - May 13, 2007
www.youtube.com
Global Warming 101 Video -- National Geographic
video.nationalgeographic.com
X Games Gretchen Bleiler and Global Warming ...
2 min 25 sec - Feb 5, 2008
vids.myspace.com
Yossi Vardi fights local warming | Video on ...
6 min - Dec 10, 2008
www.ted.com
What is Global Warming Video – 5min.com
2 min 6 sec - Sep 17, 2008
www.5min.com
A Way Forward: Facing Climate Change Video ...
video.nationalgeographic.com
I Heart Global Warming // Current
current.com
Proof for Global Warming Video
www.break.com
Polar Bears Dealing with Global Warming - Video
1 min 16 sec - May 24, 2009
www.metacafe.com
Al Gore on averting climate crisis | Video on ...
9 min - Dec 10, 2008
www.ted.com
33

34.  How can you make a difference,
 How can we raise awareness,
 How can we create school records,
 How should we treat pets,
 How can we celebrate, organize, … Earth Day, an
English Day
 Solve a mystery…
 Investigate, discuss and …
 … create, design, write, …
 - Essential questions + guiding questions

35.  Look at other examples, (other videos,
podcasts, texts, etc.) ( work on a strategy - e.g.
skim & scan text, infer meaning)… link to the
examples using Fleck and Trailfire.
 Look at resources, reference material (teacher
created …) Organize using IGOOGLE – ZOHO
 Create roles with specific activities to Jigsaw
COOP – share digitally (post…)
 Work on language – the vocabulary, functional
language ( expressions, useful sentences and
questions) (references, puzzles, exercises and
quizzes)
 Discuss – in class and out – “ask an expert” –
video conference, poll or survey others, …

36.  Share ideas and resources – Wiki – Blog –
FaceBook
 Use an organizer – bubble.us, thinkature or a
Timeline (story plot) to organize and discuss
ideas.
 Choose a medium – a poster, presentation,
digital scrapbook, etc.
 Add a musical element – for feeling, impact, …
 Create / play a game
 Provide links to “how to” information
(templates, etc) or develop a “how to” using a
digital medium.

37.  Discuss the basic concept (coop – think, pair,
share) (post)
 Answer an online reflection (poll)
 Add product and reflections to an online
portfolio – Moodle – Wiki - …
 Create a table of similar and different
applications of the basic concept (community
action, self-knowledge, …) to share (Wiki, Blog,
Web page... prior to an in class discussion.

38.  Pinpoint pedagogical aspects of process and
product. See PFEQ –competencies, key features,
evaluation criteria for performance
descriptions.
 Create a table
 Describe identifying elements of the levels:
exceeds, meets, acceptable, developing ...
 Use rubric software – adapt or investigate the
theory of … etc

39.  Teachers provide, create and organize
supporting resources using the ICT
possibilities.
 Students create, share, organize, etc. to
facilitate learning using ICT’s.
 Basic resources (Googling, image banks) and
references (dictionaries, encyclopedias,…) are a
given and included but are specific and guided.

40.  Investigate, describe, compile
 Experiment
 Apply & Create
 Analyze & evaluate
 Link to the PFEQ and teaching/learning goals
 Share (teach each other ~ learn from each
other)
 Log the possibilities (TAG)
 Integrate into a type of learning and
evaluating situation – e.g. SPEAQ-quest
Ron Mastine 2009 41

41.  PLN - Personal Learning network
 CLN - Classroom Learning Network

42.  “Personal Learning Networks (PLNs) are all about
using web tools such as blogs, wiki, twitter, facebook
to create connects with others which extend our
learning, increases our reflection while enabling us to
learn together as part of a global community. PLNs
increase our opportunities to ask questions and
receive help compared to our normal daily face-to-
face interactions.”
“Best of a PLN is it's personal! You make all the
choices:
What tools you use!
 Who you connect with!
 How you want to learn!
 When you want to learn!” Visit
Ron Mastine 2009 43

43.  Where are
you on this
social media
ladder?
Here's a
must-read:
"14 Ways K-
12 Librarians
Can Teach
Social
Media" by
Joyce
Valenza.

44. •Social Bookmark Tools
--Social Bookmarks - Ideas to
Share
•Social Networks
--Social Networking Ideas to
Share
•Video Tools and Video
Sharing
--Video Tools and Video Sharing
Ideas
•Wikis
--Wikis to Share
•Word Processing &
Productivity Tools
--Writing and Productivity Tools
- Ideas to Share
•Other Cool Tools 4 U 2 Use
•Audio & Podcasting
--Audio & Podcasting Ideas to Share
•Blogs (Weblogs)
--Blogs to Share
•Calendars, Task Management & ToDo List Tools
--Calendars, Task Management & ToDo List Ideas
•Drawing, Charting & Mapping Tools
--Drawing, Charting & Mapping Tools - Ideas to Share
•Photo and Photo Sharing Tools
--Photo Ideas to Share
•Portal & WebPage Starting Tools
--Ideas to Share about Portal & Webpage Starting Tools
•Presentation Tools
--Presentation Tools - Ideas to Share
•Quiz & Polling Tools
--Quiz and Polling Tools - Ideas to Share
•RSS, News Feeds & Aggregators
--RSS etc. Ideas to Share

45.  Analyze texts
 Author an interactive work
 Blog
 Brainstorm/ generate ideas
 Build and share collections
 Collaborate
 Collect data
 Compare resources
 Convert/ manipulate files
 Create a mashup
 Find research materials
Ron Mastine 2009 46
 Make a dynamic map
 Make a screencast
 Manage bibliographic
information
 Network with other
researchers
 Organize my research
materials
 Conduct linguistic research
 Share bookmarks
 Stay current with research
 Take notes/ annotate
resources
 Transcribe handwritten or
spoken texts
 Write collaboratively
 Visualize data

46. eflclassroom.ning.com

47.  http://teachw
eb2.wikispaces
.com/

48.  http://educat
ionalsoftware.
wikispaces.co
m/Online+to
ols

49.  http://www.classroom20.com/
 http://www.classroom20wiki.com/
 http://www.techlearning.com/blog/2007/11/
best_of_the_web_my_most_useful.php
 http://www.trailfire.com/streamhopper/trailv
iew/30170
 http://larryferlazzo.edublogs.org
 http://www.khake.com/page67.html Online
Tutorial Resources
 http://www.khake.com/page69.html Teaching
and Learning Resources
 http://eflclassroom.ning.com/directory.html

50.  My first recommendation is that you read what Sue Waters has written about PLN’s. Sue isn’t an
ESL/EFL/ELL teacher, but she provides an essential step-by-step guide for how any educator can get
started.
 One of my favorites is EFL Classroom 2.0. Begun by David Deubelbeiss, it’s an extraordinary
collection of every imaginable ESL/EFL resource, and helps connect teachers from all over the world.
 Learning With Computers is an exceptional group of ESL/EFL teachers from around the world that
was begun by Gladys Baya. It’s part of Webheads In Action, which has helped start several similar
collaborations. Learning With Computers has a very helpful Wiki and an equally helpful, and active,
listserv. Another great Webheads group and listserv is called evonline.
 Two more listservs worth joining are The Computer-Assisted Language Learning listserv from TESL
and the National Institute For Literacy’s Technology Discussion List.
 EFL Teaching Recipes is an extremely accessible site where ESL/EFL teachers can share their lessons,
including video and images. It’s just beginning, and I’m sure it’ll be filled-up with with ideas quickly.
Go over and contribute some, as well as read the excellent ones that are already there!
 Burcu Akyol has put together an excellent list of ESL/EFL teachers you can follow on Twitter and
Shelly Terrell has done the same.
 TEFL.net is a worldwide forum with discussion boards, jobs listings, and a ton of other resources.
 If you have a blog, you might want to consider connecting with “Bloggers in ELT, freelancers.” It’s a
group begun by Karenne Sylvester, and you can read all about it here.
 Of course, TESOL, the association of Teachers of English to Speakers of Other Languages, is a huge
international organization with lots of resources. It is also one of two resources on this list that costs to
join, but it does offer reduced rates depending on your situation.
 The other organization in this post that costs to join is IATEFL, the International Association of
Teachers of English As A Foreign Language. TESOL seem similar to me, though TESOL seems more
based in the Americas while IATFL in Europe, but that might not be an accurate description of the
differences. Please correct me if I’m wrong. IATEFL does have a good listserv for K-12 teachers
teachers that is free to join — it’s called Young Learners.
 You might also find The Best ESL/EFL Blogs list useful.
http://larryferlazzo.edublogs.org/

51. The FREE CyberSmart Toolbar Tour
www.howcast.com
CyberSmart! Educator Toolbar
2 min 34 sec - 17 Nov 2008
www.youtube.com
http://cybersmarttoolbar.com/

52.  You name it –
 there’s a site with an online or offline
application that does it
 and the information, tutorials, videos, etc. that
explains it.
Technology enhancing tools - video intro
http://allsharing.ning.com/video

53. http://moodle.speaq.org/

54. Ron Mastine 2009 55

56. Ron Mastine 2009 57

57.  Call the world…
 50 Awesome Ways to Use
Skype in the Classroom
 http://www.skype.com/
 Phone>>
 Class experiment/reflect
 https://ron-
tech.wikispaces.com/SKYP
E+Pro%27s+and+Con%27s
Ron Mastine 2009 58

58. http://speaq-quest.pbworks.com/https://ron-tech.wikispaces.com/

59.  Blogger: Create your free blog
 Blogger is a free blog publishing tool
from Google for easily sharing your
thoughts with the world. Blogger
makes it simple to post text, photos
and video ...
Blogger: Sign in - Sign Up - Claim
your blog
 www.blogger.com/ -
 21Classes – Free Classroom and
Education Blogs - Home
 Blogs for your students. Classroom
blogging made easy.
www.21classes.com/ -
 WordPress.com » Get a Free Blog
Here
 Free blogs managed by the developers
of the WordPress software. Includes
custom design templates, integrated
statistics, automatic spam protection
and other ...
wordpress.com/ -
http://speaq.qc.ca/blog/blog.html

60.  Google My Blogger
 http://www.classroom20w
iki.com/Blogging to begin
an investigation of blogging
in education.
 Edublogs http://learnerbl
ogs.org/ : made by
educators for educators
 Check out Blogging video
presentations on
"TeacherTube.com".
 Recitlangues:
http://blogs.domainelangu
es.qc.ca/article.php3?id_art
icle=32

61.  On a page I want
to share – right
click and choose
Blogger.

62. Read, View, Publish, share
DOCUMENT
TYPE
All
Article or Essay
Book
Catalog
journal
Magazine
Manual or
Resource
Newspaper
Paper
Photo album
Portfolio
Presentation
Report
Other
CATEGORIES
All
Auto & Vehicles
Business &
Marketing
Creative
Film & Music
Fun &
Entertainment
Hobby & Home
Knowledge &
Resources
Nature & Animals
News & Politics
Nonprofits &
Activism
Religion &
Philosophy
Sports
Technology &
Internet
Travel & Events
Weird & Bizarre
Other

63. http://allsharing.ning.com/video

64.  Choices
Ron Mastine 2009 65

65.  Avatar’s and Bot’s
 http://www.alicebot.org/join.html
Ron Mastine 2009 66

66. Ron Mastine 2009 67

67. Ron Mastine 2009 68

68. Ron Mastine 2009 69

69.  Tag Clouds / Word Clouds / Tag Cloud
Generator another
 Creating Word clouds | Teaching English
 Wordle: using word clouds in a lesson
 How to Create Word Clouds
Ron Mastine 2009 70

73. Ron Mastine 2009 74

74. Ron Mastine 2009 75

75. Ron Mastine 2009 76

76.  IGoogle is a home page available to those who
register for gmail.com
 This home page is a personalized and almost
limitless page of "gadgets or widgets" that
provide direct access to thousands of tools that
can brighten the eyes of any language teacher
or student.
 Here is a sampling but just the tip of an
incredible selection from word games to
interactive project calendars.

79.  Docs http://docs.google.com/#all

80.  Include on a blog,
wiki, web page or
send out in an
email. Then check
out the results.

82. 1 - 20 of thousands
Next »

83. Ron Mastine 2009 86

84.  For images, collages, posters, movies +

86.  RSS to your desktop…

88.  With
guiding and
caution…

89. Ron Mastine 2009 92

90. Ron Mastine 2009 93
Online download sites:
http://www.savevideodownload.com
/download.php
Software:
Google…
FireFox Addins:
Downloadhelper / converter

91.  including video downloads,
etc…

92. 
http://www.
teachertube.c
om/

93. New Cool Tool tool which
you will find in all
lessons: Listen /
Record / Compare.
This is a picture of the
recorder. Try a live
example in any lesson.
In real situations in the
lessons, students first
listen to the native
speaker in the
exercise, then record
themselves, and then
listen to the teachers'
voices as well as the
native speakers in the
video again to
compare, and record
again, until satisfied
with their
pronunciation.
Recording Support is
here.
Ron Mastine 2009 96
http://www.youtube.com/watch?v=FZtCsm1_Bz4

94.  http://www.youtube.com/user/duncaninchina
Ron Mastine 2009 97

95.  Media Player Classis
Video software
 YouTube downloads
 ITunes Podcasts
 Samples

96.  Itunes:
http://www.apple.com/itunes/overview/
 http://www.vodcasts.tv/category/8/Educati
on
 http://www.podfeed.net/category_list.asp?p=
17&id=30

99.  Podcasting (Learning
in Hand)
 Podomatic
 About what? : a
public service radio
announcement, an
ad, a weather report,
... a Radio show, let
your imagination
lead you.
 Audacity software

101.  Perfect memory is waiting just behind this popup.
 Evernote is here, there, and everywhere just waiting for you to feed it notes, ideas, pictures, to-dos,
web pages, PDFs, and more.
 Here are some suggestions to help you get started:
 Make a new note and type some text, attach an image, PDF, or audio file;
 Install Evernote on your desktop, sign in, and see that same note appear;
 Clip a web page using our clipper, hit sync, and it's available everywhere
 BONUS: If you drag, attach, or email an image into your account that contains printed or
handwritten text, we'll make it searchable. Just sync it and our servers will start working their
magic.
http://280slides.com/http://280slides.com/

102.  http://www.inklesstales.com/
 stories, poems, offline projects, and interactive
learning games

103.  Genealogy Software:
 Choices
 Open source
 Non-web
 GenealogyJ · GRAMPS · LifeLines · Microsoft
Family.Show
 Web-based
 Geneotree · GeneWeb · PhpGedView · Geni.com
 Freeware Ahnenblatt · Family Tree Builder (Free
ver.) · Legacy Family Tree (standard ed.) · Personal
Ancestral File (PC) · SmartGenealogy

105.  Choices and
…

108.  Videos for
kids

109.  English Banana.com - the Best Free Site for
Learning English. With ...

110.  English Banana.com - ELT Resource Bank -
Complete Download (FREE)
 The ELT Resource Bank is a downloadable
collection of just about every English
Banana.com worksheet and book that we've
ever produced - over 1000 worksheets ...
 We've got lots of free podcasts, downloads,
books, games and quizzes for learning English!
Plus free English lessons, free worksheets, free
games,…

111. 
37 Photo Effects and Tools Make your pictures more lively, apply
fancy effects and create real eye-catchers with this collection of
easy to use photo effects. All photo tools on this site are browser
based, very simple to use and can be combined with each other.

Photo Effects Blueprint Canvas Tiles Color Swap Fade Image
Ghostify Heatmap Infinity Kaleidoscope Nightvision Pencil
Sketch Pixel Effect Scanlines Sepia Tone Stardust Strips Water
Reflection Wirl Effect

Frames

Brushstroke Frame Faded Frame Fiery Flames Film Strip Flower
Frame Pixeled Frame Polaroid Effect Postage Stamp Swirl Frame
Thumbnail Frame


Flag Collage Motivational Poster Newscast Photo Circles Pop Art
Collage Shape Tool Speech Bubble Editor Text Collage Wall
Painting Wanted Poster


112.  Classroom Instruction that Works:
Research-Based Strategies for Increasing Student
Achievement
by Robert J. Marzano, Debra J. Pickering, Jane
E. Pollock
 Technology- Classroom Instruction that Works
 http://t4.jordan.k12.ut.us/professional_develo
pment/strategies/

113.  Identifying Similarities and Differences
 Homework and Practice
 Setting Objectives and Providing Feedback
 Summarizing and Note Taking
 Nonlinguistic Representations
 Generating and Testing Hypotheses
 Reinforcing Effort and Providing Recognition
 Cooperative Learning
 Cues, Questions, and Advanced Organizers

114.  Identifying Similarities and Differences
 Presenting students with explicit guidance in identifying similarities and differences
 Asking students to independently identify similarities and differences
 Representing similarities and differences in graphic or symbolic form enhances students’
understanding of and ability to use knowledge
 Technology Applications
Inspiration and Kidspiration .
 Word processing program “call-out” shapes such as Microsoft Word's “speak shape” or “thought
shape.”
 Presentation software to fade back and forth (teacher presentation)
 Students graph numerical data with spreadsheet or graphing calculator emulator The Graph Club
 Core curriculum—compare animal similarities
 Bar graph of similar traits
 Fingerprint graph—how many have swirls, etc.
 Table creation in Microsoft Word for comparison
 Telecollaborative projects

Templates:
Venn Diagram (p.18)
Comparison Matrix (p.19)
Categories (p.22)
Metaphors (p.25)
Analogies (p.28)
http://t4.jordan.k12.ut.us/t4/content/view/189/38/

115.  Number five is: CREATE A NEAT-LOOKING ESSAY OUTLINE: aMaps let you create a
visualization of a basic essay form – state your position and provide reasons, along with
examples. After completing a scaffolded outline, you’re provided with a pretty neat
looking visual picture of what you’ve developed, along with the embed code. You can
also email the link to a friend or teacher for posting on a blog or website, and then
people can respond to what you wrote.
 Number four: CREATE AN INFORMATIONAL MAP: Show/World & Show/USA
(which are on The Best Map-Making Sites On The Web list ) lets you create visual
representations of information using maps. Students can then embed their creations on
their blog/website and describe what they’ve done.
 Number three is: CREATE A TALKING ANIMAL: Talking Pets lets you do it. You can
choose a pet picture, or upload your own. Then, using the text-to-speech feature, you can
have it say a short message, then email the link for posting on a blog or website.
 Number two is: WRITE A PICTURE STORY: Five Card Flickr Story lets you pick five
photos from a group of pre-selected images from Flickr and then write a story about
them. It saves your selection and story, and provides you with a link to it. No
registration is required.
 And, now, the Number one tool to create online content easily and quickly is: POST
ANYTHING ONLINE IN SECONDS: File2.ws lets you, without registering, quickly
upload any document and turn it into a webpage. This is an extraordinary tool. You can
see examples of how my students used it to create multilingual materials on swine-flu
prevention. Students can create anything, for example, using Microsoft Word, and
immediately turn it into a webpage
http://larryferlazzo.edublogs.org/2009/07/18/the-best-
ways-to-create-online-content-easily-quickly-%E2%80%94-
2009/

116.  See also :
 The Best Sites For K-12 Beginning English
Language Learners
 The Best Sites For K-12 Intermediate English
Language Learners
 From : Larry Ferlazzo’s Websites of the Day
http://larryferlazzo.edublogs.org/2009/11/01/the-best-sites-for-teachers-of-english-language-learners-2009/

118.  http://www.trailfire.com/
 Lead your students on a
commented and guided
scavenger hunt through
specific sites to specific
information and
resources.

120.  http://www.slideshare.net/
 http://280slides.com/
 SlideWorld

121.  http://www.eslvideo.com/index.php

122.  http://voicethread.com/
http://voicethread.com/#home.b409.i848804

123.  Check out as a way for students to send in
audio to the teacher
http://braincast.viatalk.com/faq

124. http://www.freedownloadsc
enter.com/Multimedia_and_
Graphics/Video_and_Anima
tion_Tools/free/index2.html

126.  http://www.zefrank.com

127.  http://www.zefrank.com

128.  Photo Roman - a special kind of digital
storytelling, if you want to make a Photo
Roman, the first thing you need are
photographs. http://pics.tech4learning.com/
What a
quiet
winter
evening at
the lake!
What’
s that?
Vrooom
Vroom
A
great
day
for a
drive
Not much
traffic but
the snow is a
bit deep!

130.  There are lots of resources on the Internet - here
are a few:
Archie scrapbooking
Digital scrapbooking
Links
Links

131.  http://smilebox.com
 Smilebox
 http://secure.smilebox.com/ecom/openTheBox?sendevent=4d5449794d6a41354d7a513d0d0a
&sb=1&blogview=true&campaign=newsletter_20091107&partner=smilebox


132.  flash presentation describing
steps.
http://ctlt.iastate.edu/~ds/Beh
mer/
 Digital Storytelling - usually
with video A variety of links
Digital Storytelling Educational
Uses of Digital Storytelling
Website Seven Steps to Create a
DigiTales Story (digital movie)
 Possible software includes:
PowerPoint, Flash Slideshow
Maker , Photostory 3, Picasa2, …

133.  xtimeline – “best of the bunch for classroom use.”
 Timelining inspiration:
http://www.schoollibraryjournal.com/blog/13400
00334/post/260011426.html
 Software: Download Smart Draw

134.  tools for teachers are provided at CLEAR -
Center for Language Education And Research
at Michigan State University. Open an account
- it is free and try out the tools.

135.  Explore the fun and writing possibilities for
ESL of 'create a comic strip' in a variety of
forms:
 1. Online 1 Comics with PowerPoint,
2. Online 2 Garfield Comics creator
3. Online 3 Make a comic
4. Online 4 Archie comics (fun activities)

136.  for free with no advertisements
at http://chnm.gmu.edu/tools/login/
 SPEAQ Survey: Do you teach using English?

137.  Visit Wiki to see a Quebec example
 Wikis for documentation then view this video.
Giving everyone a say! These sites allow
anyone to participate in elaborating content –
from a story to an encyclopedia to scheduling,
etc. Have you visited Wikipedia?

138.  Microsoft offers templates for its
various Office programs found
in most schools- some
specifically related to teaching
and others with a more general
focus.

139.  http://www.mystudiyo.com/
 Hot Potatoes
 http://school.discoveryeducat
ion.com/quizcenter/quizcente
r.html
 http://quizstar.4teachers.org
 http://www.quizlab.com/


140.  is one among many sites
where students and
teachers can create puzzles
for class and fun. There are
ten types of puzzles to
choose from
 also see:- Picture Puzzle -
http://www.kidcrosswords.com/p
uzzle_makers/puzzle_makers.htm

141.  Top 100 Tools for Learning 2009 (Nov 6)
http://c4lpt.co.uk/recommended/index.html
 Top 100 Tools for Learning 2008
http://www.c4lpt.co.uk/recommended/top100.
html
 Top 25:
http://www.c4lpt.co.uk/25Tools/index.html

142.  Top 10 Free Tools
 http://www.adeta.org/top10addins

143.  Other learning communities for teachers are
http://www.classroom20.com/
 http://www.techlearning.com/blog/2007/11/best_of_the_web_
my_most_useful.php -
 http://tappedin.org/tappedin/web/about.jsp#educators
 http://eflclassroom.ning.com/directory.html

144.  podcasts, that could introduce and bring out
questions or give answers to the context,
 there were stories, and literature,
 video podcasts from ITunes,
 quizzes for teachers or students,
 video collections from the GRICS, and
 ESL video to combine video and quizzes as well as
 sites that allow teachers to guide students through
the maze of information so they can concentrate on
the information and not the search: Fleck and
Trailfire.
Ron Mastine 2009 151

145.  Wikis,
 blogs,
 creating podcasts, (audio and video)
 "photo romans “, (Photo Novelettes),
 digital scrapbooking
 digital storytelling,
 multimedia (online) presentations,
 creating comic strips, …
Ron Mastine 2009 152

146.  video conferencing,
 the possibilities of communicating around the
world using Messenger, Gtalk and others
 WiZiQ ,
 Wimba
 Skype.
 Second Life
 ESL software using voice recognition.
 Voicethread,
 avatars, those interactive computer animations
who talk back as well as
Ron Mastine 2009 153

148.  Review this presentation on the ’net at
speaq.qc.ca – Convention : workshops
 2009
 Tweaking the Competencies with ICT support
(site)
 Tweaking the Competencies with ICT support
 (pptx)