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video de Kizoa

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Spreaker Studio | Podcast Recording Software

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Spreaker Studio has everything you need to create a professional sounding podcast: record, publish, distribute and analyze your podcast easily.

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Educational Technology and Mobile Learning

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April 6, 2014
In today's post I am sharing with you a bunch of useful web tools that you can use with your students to record and share audio clips. One of the pluses about these tools besides having a friendly interface and being easy to use is that they do not require any software installation. They are all web based. Also they do not require any advanced tech wizardry to operate them.
As a teacher , you can use these tools to record audio clips to share on your classroom blogs or send them to students parents. You can also record your audio feedback on students work and share it with them or use them on digital storytelling projects.

This is a great application that allows you to add audio comments to the content of your Google documents. This could be a good way to deliver feedback to your students. To use Kaizena , you need to be logged in to your Google account and just like any other third party application, to integrate Kaizena into your Google Docs you will have to grant it access to your Drive.

Audioboo is a wonderful tool for recording and sharing audio clips. It works both on iOS and Android devices as well as on the web.You can record and upload anonymously from the mobile app but it's much more powerful with an account - all you need is an email address.

This is one of my favourite web tools for audio recording. Soundcloud is very easy to use and with once click you can start recording your own track. You can also upload sound tracks you have saved on your computer.Soundcloud also allows you to add comments to your audio tracks and share them with your students and friends.

Vocaroo is another web based tool that allows users to easily make audio recordings and share them with others. Vocaroo does not even require a sign-up and to start recording your audio, just head over to Vocaroo main page, click on record and there you go. Audio recording made by Vocaroo can be downloaded or shared using an embed code.

TwistedWave is a new audio recording and editing web tool that you can use to create, edit and share audio recordings.It also lets you upload your audio files from your computer or import them from Google Drive and SoundCloud and edit them the way you like.

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The Best Web-based Audio Recording and Editing Tools for Teachers and Students

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April 6, 2014 In today's post I am sharing with you a bunch of useful web tools that you can use with your students to record and share audio clips. One of the pluses about these tools besides having a friendly interface and being easy to use is that they do not require any software installation.

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Vocaroo is a quick and easy way to share voice messages over the interwebs.

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AUTOESTIMA cómo fortalecerla Psicóloga Paulina Bautista/Desarrollo PERSONAL por Radio Switch - Radio SWITCH

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La Autoestima es una actitud un sentimiento que debe fortalecerse día a día. En ocasiones, creer que cumplimos con ciertos estereotipos de belleza o estatus económico, nos puede autoengañar en una falsa autoestima. DA CLIC Y reflexiona sobre tu nivel de amor propio sano.

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Listen to superacion personal, a playlist curated by Mely Sandoval on desktop and mobile.

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TIC para la inclusión

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European Agency for Special Needs and Inclusive Education

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Welcome to the ICT for Inclusion project area!

The Agency's Information and Communication Technology for Inclusion (ICT4I) project activities ran during 2012 and 2013. The aim was to collect information on the use of ICT for Inclusion - that is using ICT to support the learning of learners with disabilities and special educational needs in inclusive settings within compulsory education. This information:

In recognition of the potential impact of ICT to education, but also social inclusion opportunities, the broader role of ICT in supporting learners with different needs in their wider societal inclusion was considered within project activities.

Project framework

The framework of the project was based upon five key propositions that can be identified within the United Nations Convention on the Rights of Persons with Disabilities (2006) in relation to the use of ICTs in education. These propositions are:

1. ICT should be considered as a key tool for promoting equity in educational opportunities;

2. Access to appropriate ICTs should be considered an entitlement;

3. Training of educational staff in the use of general and specialist ICT must be considered a priority area;

4. The promotion of ICT research and development requires a multi stakeholder approach;

5. Data collection and monitoring in the use of ICT in inclusion should be considered an area requiring attention at all levels of educational provision.

These five propositions have been used as the main inter-connected themes for the overall project information collection and analysis.

Participants

The project involved the following Agency member countries: Belgium (Flemish speaking community), Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Portugal, Slovakia, Slovenia, Sweden, Switzerland, UK (England), UK (Northern Ireland) and UK (Scotland).

Project activities have been guided by a Project Advisory Group comprised of member country representatives, as well as representatives of UNESCO Institute for Information Technologies in Education (IITE) and European Schoolnet (EUN).

Aims and objectives

The main aim of the project has been to explore how ICT can be used to support learning and teaching in inclusive settings. Within the project, an inclusive education setting is understood to be where a learner with a disability or special educational need follows education in a mainstream class with their non-disabled peers for the largest part of the school day.

To achieve this aim, a number of project objectives were identified and agreed upon with country representatives:

the collection and analysis of key policy related information impacting upon the use of ICT in inclusive education;

the collection and analysis of relevant research literature linked to the 5 themes of the project;

the collection and analysis of information on participating countries' policy and practice;

the identification of national level, innovative examples of practice;

the identification of relevant international resources useful in informing policy and practice for ICT in inclusive education.

The project aim and objectives have been worked towards via a number of inter-connected project activities.

Project activities and outputs

Within the project, complementary information collection has been conducted, all in line with the five project themes. A Glossary of key terms used in the project was also compiled, which is available is the Glossary section of the website. Relevant terms can be filtered based on the project name and theme.

Literature Reviews

Two literature reviews have been undertaken:

A review of research literature relating to the use of ICT in inclusive education covering international sources (such as UNESCO and OECD work), but also European and national level information, such as abstracts of key literature from the participating countries.

Country Information Collection

Information on participating countries' policy and practice for ICT for Inclusion has been collected in relation to the five themes for the project via a country survey. This survey collected information about:

country policy frameworks for ICT for Inclusion;

current practice in countries;

examples of innovative practice;

country research literature.

Individual country reports are available that present an overview of policy and practice for ICT for Inclusion in each of the participating countries.

Project Synthesis Report

The project synthesis report Information and Communication Technology for Inclusion - Developments and Opportunities for European Countries presents the main findings from the ICT4I project and draws upon all sources of project information developed during project activities. The report attempts to identify the critical factors that underpin the effective use of ICT in inclusive settings for all learners, but pays specific attention to learners with disabilities and special educational needs.

The ICT4I Policy Monitoring Framework document accompanying the report is a tool for supporting the different phases of policy delivery. It is intended for policy makers and practitioners and has been drafted as non-copyright material. This is a Word file which can be adapted, modified and re-purposed as required providing a reference to the original source is given.

The report is also available in a fully accessible EPUB3 format. This is an extended version with links directly leading to specific country information collected during the project. The EPUB3 format is best viewed on tablets and mobile devices.

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ICT for Inclusion | European Agency for Special Needs and Inclusive Education

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The Agency's Information and Communication Technology for Inclusion (ICT4I) project activities ran during 2012 and 2013. The aim was to collect information on the use of ICT for Inclusion - that is using ICT to support the learning of learners with disabilities and special educational needs in inclusive settings within compulsory education.

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textos antiguos, reencuentra tus raíces

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Amate y descubre tu potencial

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La diversión como opción de crecimiento