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https://padlet.com/bruno_aletta/of3ez21myi4w

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https://padlet.com/elisesco/b9azfypyoxj6

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primary school

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Primary School

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Diario di bordo

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Excellent for primary

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Trialling

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We enjoy ourselves

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this is how we started!

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Lucy's reflection

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il padlet

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What a hoot

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Campania Digitale - Ipswich, October 2016

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Padlet Claudio Bucciarelli

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MOBILITA' IPSWICH 10/10/2016

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Loredana Miele

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Campania Digitale Ipswich

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We can't share on padlet 😬

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Your thoughts about implications of touch screen

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Create and share an explanation of a tricky topic in your subject with a partner or 2

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DRAW: Be creative!
- 27 crayons, 27 paint brushes, and 27 colored pencils
- 150+ stickers with animals, food, cars, letters, and much more
- Rainbow and glow-in-the-dark crayons!
- 32 papers and 22 patterns
- 60+ Stencils (iPad version only)

TELL: Create a story.
- Talk about your drawing or tell a story
- Move the stickers as you talk
- Save the drawing with recordings to photo album

- Coloring pages with favorite Duck Duck Moose friends!
- Save your drawings and recordings to share with friends

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DRAW: Be creative! - 27 crayons, 27 paint brushes, and 27 colored pencils - 150+ stickers with animals, food, cars, letters, and much more - Rainbow and glow-in-the-dark crayons! - 32 papers and 22 patterns - 60+ Stencils (iPad version only) TELL: Create a story.

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Create a Kahoot account & make a quiz 5 pairs/1 three

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Create your own Padlet account, remember your password! You will post your reflections for today here & creations here for peer & teacher feedback,

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Look at the video. Which features look interesting? Make a set of flashcards for your subject w a partner or 2

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To remain compliant with EU laws we would like to inform that this site uses cookies. Read our privacy policy OK, got it Skip to content GoConqr provides a range of tools for learning. From planning, brainstorming and note-taking to testing and scoring - find everything you need on a single platform.

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Teach English or Other Foreign languages?

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Teach English or Other Foreign languages?

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You can watch my webinar explaining our vision of mobile pedagogy for ELT later/at home

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Tuesday 19 July. How can mobile technologies support active learner participation? In which ways can teachers be guided to design language learning tasks to engage learners in, and beyond, the classroom.

Mobile-assisted language learning is not about transferring current teaching and learning materials and practices to mobile devices, but a complete reconceptualisation of learning activities. Our approach to mobile pedagogy for English language teaching is based on the long held belief that learners are active participants and communicators, taking responsibility for making and shaping their own learning. We discuss the ways in which mobile and digital technologies support this in ways that were either previously impossible or very time-consuming. This webinar explores the ways in which teachers can be guided by our framework to design language learning tasks to engage learners both in, and beyond the classroom.

About the speakers

Agnes Kukulska-Hulme is Professor of Learning Technology and Communication in the Institute of Educational Technology (IET) at the Open University and Past-President of the International Association for Mobile Learning. She is on the editorial boards of the International Journal of Mobile and Blended Learning, ReCALL and SYSTEM, and co-editor of Mobile Learning: The Next Generation. Her current research focuses on technology-supported learning for migrants, intelligent personal assistants, and language learning in smart cities.

Lucy Norris is an independent international education consultant in the field of language teacher development and training, a visiting research fellow at the Institute of Educational Technology at The Open University, and author of English language course book materials for adults and younger learners. Her research and professional interests include teacher development and digital literacies, and the role of technologies in supporting learning and teaching. She tweets as @MobilePedagogy

Read their British Council research paper: 'Mobile pedagogy for English language teaching: a guide for teachers'.

Read their British Council Voices article on practical ideas for using mobile: ' Get your students to reflect on their learning using mobiles'.

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Mobile pedagogy for English language teaching: putting teacher wisdom at the heart of mobile learning

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Tuesday 19 July. How can mobile technologies support active learner participation? In which ways can teachers be guided to design language learning tasks to engage learners in, and beyond, the classroom. Mobile-assisted language learning is not about transferring current teaching and learning materials and practices to mobile devices, but a complete reconceptualisation of learning activities.

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Read the article I wrote & try the practical ideas for language teachers (and others!)

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Lucy Norris and Professor Agnes Kukulska-Hulme explain how teachers can help language students get on top of their own learning by using mobile phones.
'The art of teaching', said the writer and English professor Mark van Doren, 'is the art of assisting discovery'. It's an idea at the centre of mobile pedagogy (PDF download, 1.4 MB), which asks how mobile devices can support our language teaching and improve the learning of our students. In particular, how can audio or video on today's smart phones help our students reflect on their learning?
What is reflection and why is it important?
To reflect on language learning, you need to make links between what you're learning now, and what you've learned in the past. The same goes for teaching: reflective teachers discuss with colleagues, or their online personal learning networks on Twitter or Facebook, how they approach teaching. Some of us keep a reflective journal, or share our reflections in a blog. But how often do we ask our students to reflect on how and why (rather than what) they learned, or failed to learn? This habit of reflecting on what is and isn't helpful is one of the most important qualities [link expired] expert learners possess.

We need to support our learners as they think through, evaluate, and act on what they have learned, then guide them as they apply their new knowledge to unfamiliar contexts. Here are some ideas for using mobile devices to help learners.
Reflecting on learning approaches using mobiles
Ask your learners to make a graph and mark on it how each language task over the course of the lesson or at home helped them learn something. For example, on the x-axis, they can record their level of motivation and on the y-axis the time of each activity (see photo below).

They could also take a photo, or make a video or audio recording of outcomes (e.g., in form of a presentation or a discussion) to share what they have learned at the end of a class, or the beginning of the next class. While they complete an individual writing or reading task, learners can make a voice recording of how they are getting on at five- or ten-minute intervals. They can say what they are finding easy or difficult, and what methods they use to understand or write a passage of text. Learners should listen to each other's recordings and use these to share tips with each other.

Rehearsing a presentation or communication in a formal situation
Rehearsing what they are going to say - in a presentation, for example - gives learners greater confidence. If you ask your students to share answers after group discussions or tasks, why not get them to record their first (and second) attempts beforehand? A few practice runs may increase their fluency and the quality of their answers. Many of the international students in our research project tried practising presentations by timing and recording a video of themselves with a smart phone. They found that it was helpful to observe and discuss their body language, facial expressions and gestures. Similarly, students found it invaluable to rehearse and record what they were going to say before visiting a doctor, making a phone call, or taking part in a job interview. One research participant told us he realised that, in order to be understood, it was better to speak more slowly. By recording himself, he noticed for the first time that he spoke English in a bit of a rush, believing that it made him sound more fluent. In fact, it made him harder to follow. This leads us to a related point.
Identifying knowledge gaps
Another way we can encourage and promote reflection is by asking our learners to choose a communication activity, and make an audio recording on their mobiles. Encourage them to listen to the recording afterwards in pairs, and stop or pause at times when the message becomes unclear. This can prompt a better understanding of what vocabulary, structures or conversation strategies your students are missing, or where your help is needed. Teachers can't always be everywhere they are needed in a classroom when students are speaking. Voice recordings allow us to rewind, replay, share and review their language performance. They draw attention to areas where extra guidance is needed, and mean we can answer our students' questions on the spot or later. Learners can also use recordings to get feedback from their peers or more expert language users. They can even record what you say, as a source of information or a model for pronunciation.
Giving learners a sense of progress and achievement
Making videos and voice recordings on their smart phones allows learners to capture lots of fleeting moments of communication and interaction, as well as more rehearsed language activities, like presentations. You can ask your students to create an e-portfolio with examples of their reflections and recordings of how they communicate in different situations. Collecting this evidence should give learners a sense of progress and encourage them to assess how well they've done.
Using recordings to assess your learners
You can also make your own audio/video recordings of tasks, as they happen in class, to assess later (but be sure to get parental/guardian consent). A great way to assess individual contributions to a group is to combine recordings made during interactive communication tasks with your verbal or written feedback on the app thinglink, which has private, safe modes for teachers.

Ask your learners to collect and record examples of language they come across, for example by taking photos of text from signs, notices, posters, advertising or labels. Encourage them to find online examples of language structures or vocabulary you are studying in class, and take screenshots to share and use with the rest of the class. Get learners into the habit of noticing examples of language in various contexts. Encouraging students to take charge of their learning will help them with the activities we've talked about.
Developing learners' digital literacy
Digital literacy includes being able to acknowledge online sources, publish with a Creative Commons license, and communicate safely and appropriately online. Ask your learners to cite references, acknowledge the sources of the images they use, and share their mobile digital skills with each other. Negotiate with your learners a class policy for using mobile devices, or ask them to create a 'how-to' multimedia class guide for various aspects of digital literacy, adding to it throughout the course.
Teachers, register for our webinar on mobile pedagogy on 19 July 2016, presented by Lucy Norris and Professor Agnes Kukulska-Hulme. Agnes and Lucy are the authors of the British Council research paper Mobile pedagogy for English language teaching: a guide for teachers (PDF download, 1.4 MB), which helps teachers design language-learning activities.

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Get your students to reflect on their learning using mobiles

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Lucy Norris and Professor Agnes Kukulska-Hulme explain how teachers can help language students get on top of their own learning by using mobile phones.

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The challenges & opportunities for mobile learning

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The challenges & opportunities for mobile learning

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Look at the highlighted part, are there any challenges missing? After reflecting, please post feedback or thoughts here

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this is just one 2009 source, find another valid one & post it!

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Are you a verbal learner or a visual learner? Chances are, you've pegged yourself or your children as either one or the other and rely on study techniques that suit your individual learning needs. And you're not alone- for more than 30 years, the notion that teaching methods should match a student's particular learning style has exerted a powerful influence on education. The long-standing popularity of the learning styles movement has in turn created a thriving commercial market amongst researchers, educators, and the general public.

The wide appeal of the idea that some students will learn better when material is presented visually and that others will learn better when the material is presented verbally, or even in some other way, is evident in the vast number of learning-style tests and teaching guides available for purchase and used in schools. But does scientific research really support the existence of different learning styles, or the hypothesis that people learn better when taught in a way that matches their own unique style?

Unfortunately, the answer is no, according to a major new report published this month in Psychological Science in the Public Interest, a journal of the Association for Psychological Science. The report, authored by a team of eminent researchers in the psychology of learning-Hal Pashler (University of San Diego), Mark McDaniel (Washington University in St. Louis), Doug Rohrer (University of South Florida), and Robert Bjork (University of California, Los Angeles)-reviews the existing literature on learning styles and finds that although numerous studies have purported to show the existence of different kinds of learners (such as "auditory learners" and "visual learners"), those studies have not used the type of randomized research designs that would make their findings credible.

Nearly all of the studies that purport to provide evidence for learning styles fail to satisfy key criteria for scientific validity. Any experiment designed to test the learning-styles hypothesis would need to classify learners into categories and then randomly assign the learners to use one of several different learning methods, and the participants would need to take the same test at the end of the experiment. If there is truth to the idea that learning styles and teaching styles should mesh, then learners with a given style, say visual-spatial, should learn better with instruction that meshes with that style. The authors found that of the very large number of studies claiming to support the learning-styles hypothesis, very few used this type of research design. Of those that did, some provided evidence flatly contradictory to this meshing hypothesis, and the few findings in line with the meshing idea did not assess popular learning-style schemes.

No less than 71 different models of learning styles have been proposed over the years. Most have no doubt been created with students' best interests in mind, and to create more suitable environments for learning. But psychological research has not found that people learn differently, at least not in the ways learning-styles proponents claim. Given the lack of scientific evidence, the authors argue that the currently widespread use of learning-style tests and teaching tools is a wasteful use of limited educational resources.

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Learning Styles Debunked: There is No Evidence Supporting Auditory and Visual Learning, Psychologists Say

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Are you a verbal learner or a visual learner? Chances are, you've pegged yourself or your children as either one or the other and rely on study techniques that suit your individual learning needs. And you're not alone- for more than 30 years, the notion that teaching methods should match a student's particular learning style has exerted a powerful influence on education.

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Teaching & Assessing 21st Century Learning?  

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Teaching & Assessing 21st Century Learning?  

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Here's a PDF of our Monday morning

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Diamond Ranking Activity

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You have helped create a group thinglink, as a student. 360 may be a step too far? But what is the extra for the teacher account?

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Assistive tech for SEN on IOS or Android

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Assistive tech for SEN on IOS or Android

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Did you know that most smartphones and digital tablets have built-in assistive technology (AT) that can help with learning and attention issues?

The range of AT features varies depending on the device's operating system. But iOS devices like iPhones, as well as Android devices like Samsung Galaxy phones, all have built-in AT tools. So do less common mobile devices, like Microsoft Windows phones. You don't need to buy special apps to use these built-in AT features.

Here's how some of the more common tools can help your child.

Built-In Accessibility Features in iOS

iOS is the operating system for iPhones, iPads and iPod Touch. Unless stated otherwise, the AT features below can be activated on iOS devices through Settings > General > Accessibility.

For reading issues: iOS has two text-to-speech (TTS) options that are useful for kids with reading issues. Speak Selection lets your child select blocks of text to be read aloud. And Speak Screen reads entire pages of text.

For both TTS options, your child can choose to have the words highlighted as they are spoken. This feature can help your child follow along with her eyes as she reads.

The voice and reading speed for the TTS can also be changed. If a word isn't read correctly, the way it's said can be adjusted using the Pronunciations feature.

Did you know that your child may be eligible for free digital text-to-speech books? Learn more

For writing issues: There are several iOS tools that can help kids with writing. The first is the built-in Dictation (speech-to-text) feature. You can activate it by pressing the microphone button on the bottom-left of the onscreen keyboard. This feature lets kids write with their voices instead of typing.

There's also built-in word prediction called QuickType in the onscreen keyboard. As kids type, it suggests words to use in their writing.

Both Dictation and QuickType are active by default. They can be turned on and off by going to General > Keyboard.

For motor skills issues: Some iOS features may be helpful for kids who have difficulty with fine motor skills. For instance, Dictation may help kids who struggle with keyboarding. There's also a feature called AssistiveTouch that lets your child customize hand gestures (such as gestures for zooming in and out).

For attention issues: iOS devices come with a built-in web browser app called Safari. If your child is easily distracted, the Safari Reader feature can remove ads and visual clutter from the web browser. To activate Safari Reader, press the paragraph symbol (¶) in the upper-left corner of the browser.

Guided Access is another accessibility feature that can help with attention issues. It allows parents and teachers to disable the device's Home button so kids get "locked" into a certain app. Guided Accesscan even disable specific parts of an app that may be distracting to kids.

For organization issues: iOS devices also come with a built-in calendar app that can help kids remember important dates. Using calendar reminders is one of the ways your child's phone can help her get organized.

Apple laptop and desktop computers use an operating system called macOS. It has many of the same built-in AT features as iOS.

Built-In Accessibility Features in Android

Mobile devices powered by Google's Android operating system come with some AT features similar to those in iOS. These can be activated in the Android device's accessibility settings and apps.

For reading issues: TalkBack is a screen reading feature of Android that uses TTS technology to read aloud text from websites, email and more. The tool's voice can be changed, and the reading speed can be adjusted.

For writing issues: Like iOS, Android has built-in dictation. By pressing the microphone button in the onscreen Google keyboard, kids can type with their voices into any app. The keyboard also has built-in word prediction, which is active by default. It suggests words that kids might be trying to write as they type.

For motor skills issues: Assistant Menu is a feature that displays an onscreen menu of actions that require motor skills (like adjusting the device's volume or taking a screenshot). It then offers easier onscreen gestures (usually just a tap or small finger swipe) to complete those actions.

For attention issues: If your child is easily distracted by an app's bells and whistles, the accessibility feature called Interaction could help. This tool lets you disable certain app features so your child won't be tempted to use them.

For organization issues: Like iOS, Android devices also have a built-in calendar tool. This tool can help kids remember important dates and tasks.

More About Assistive Technology on Mobile Devices

In addition to the built-in AT features on smartphones and tablets, your child can also download mobile apps to get more features. These apps can help with various learning and attention issues. They can also help manage specific challenges your child may have.

Watch as assistive technology expert Jamie Martin explains how to use text-to-speech on a mobile device:

Search age-specific, expert-recommended apps for learning and attention issues. You can also check out selections of apps to help with note-taking and apps to help older kids build self-control.

Learn more about AT for reading and writing. You may also be interested in free AT tools on the web.

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Assistive Technology That's Built Into Mobile Devices

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Did you know that most smartphones and digital tablets have built-in assistive technology (AT) that can help with learning and attention issues? The range of AT features varies depending on the device's operating system. But iOS devices like iPhones, as well as Android devices like Samsung Galaxy phones, all have built-in AT tools.

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Many possible languages IOS and Android

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Write better with Ginger's Android Keyboard & Writing App! Try our grammar & spell checker, fun keyboard, word prediction, text to speech, translator & more!

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Digital storytelling with twitter & storify 

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Digital storytelling with twitter & storify 

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Have you opened an account
A recent mobile language teacher courlse

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Mobile technology in the language classroom (with images, tweets) · MobilePedagogy

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at Pilgrims Teacher Training, Canterbury with trainers Isil Boy & Lucy Norris & our fabulous participants #mobilepilgrims

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For assisting pupils who prefer not to speak in public

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Any good?

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"STEM Learning has been an all-encompassing, career-improving experience and I am so happy that I became involved. I thoroughly recommend anybody to get involved early on in their career."
Matt King, Head of Biology, Westcliff School for Girls

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"STEM Learning has been an all-encompassing, career-improving experience and I am so happy that I became involved. I thoroughly recommend anybody to get involved early on in their career."Matt King, Head of Biology, Westcliff School for Girls

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Computing resources for secondary school children and teachers. Find videos, written content and audio clips by level and topic.

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and http://www.minimus-etc.co.uk/resources_page.htm

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Latin Online Games - Games for elementary, middle and High School. Some follow specific units of textbooks, others do not. Online Resources for Latin More Online Resources for Latin Virtual...

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online asynchronous collaboration made possible with choice of interaction mode

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useful for students to show what they've learned or share their ideas or reflections (like the video example I showed you

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just to remind you :-

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some of the 'best'? or are pens, paper & digital tool (e.g. thinglink to capture & enhance better?

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Educational Technology and Mobile Learning

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January 18, 2016
As an organizational tool, a mind map helps students structure their information and data in a visual format that enhances retention and comprehensibility. Mind mapping is proved to boost a number of key thinking skills that include creating, synthesizing and analyzing information. Students can use them to visually brainstorm ideas on a given topic, methodically analyze data, and generate ideas. There are a wide variety of digital tools that make it easy for students to create and share visual mind maps. In the chart below we are sharing with you some of the best tools and mobile apps we have reviewed in this category over the last couple of years. We invite you to check them out and share with us your feedback. Enjoy

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These Are Some of The Best Mind Mapping Apps and Tools for Teachers and Students

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January 18, 2016 As an organizational tool, a mind map helps students structure their information and data in a visual format that enhances retention and comprehensibility. Mind mapping is proved to boost a number of key thinking skills that include creating, synthesizing and analyzing information.

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example of a curated content assignment for secondary science 

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example of a curated content assignment for secondary science 

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I made this for CLIL 17 year old Sts in Croatia

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Animation explainer video for Teachers or Students

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Animation explainer video for Teachers or Students

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How cool is this FREE tool?!

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Video Maker | Make Videos and Animations Online | Powtoon

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Make videos in minutes with Powtoon. Use our library of styles, characters, backgrounds and video, or upload your own! Free. Easy. Awesome. Sign up today!

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Create a mission for your students, download the android Sense-it app (details here!)

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nQuire-it - join missions to explore your world

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Maybe for  you & pupils, all subjects 💥a free trial possible

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Lesson Plans for Teachers | Lesson Plan Storyboard Template

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Use storyboards in your classroom with 100s of lesson plans for teachers spanning ELA, History, Foreign Languages, & Special Education. Find lesson plan & storyboard template

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Download free!

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Global Digital Citizenship | Global Digital Citizen Foundation

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We're a community of billions. Learn the ways of Global Digital Citizenship-how to be responsible, ethical, compassionate, and just.

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Resources for secondary

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In addition to our parent pack featuring bespoke resources for parents, you'll find a range of Secondary school (KS3 and KS4) resources to help children develop the right digital skills to stay safe online in the classroom and at home with parents.

Teaching resources

Use this filter to get lesson plans and classroom resources on a range of online issues.

Parent support

Access all our parent resources and other advice to keep parents informed on online safety.

Policy and Guidance

Stay informed about the latest changes in online safety policy and access based guidance.

Training

Find the latest training programmes available on a range of online issues.

School programmes

Learn about the latest school programmes available to support children's digital journey.

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E-Safety Resources for Secondary Schools | Internet Matters

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In addition to our parent pack featuring bespoke resources for parents, you'll find a range of Secondary school (KS3 and KS4) resources to help children develop the right digital skills to stay safe online in the classroom and at home with parents.

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Learn the technical skills to get the job you want. Join over 50 million people choosing Codecademy to start a new career (or advance in their current one).

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Just in case 😱

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TOUCH this image to discover its story. Image tagging powered by ThingLink

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We believe every student deserves to learn deeply and to support whole systems to transform learning - schools, provinces, states and countries to want to take action, make a positive impact and grasp opportunities that will lead to success in life.

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Homepage - New Pedagogies for Deep Learning

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We believe every student deserves to learn deeply and to support whole systems to transform learning - schools, provinces, states and countries to want to take action, make a positive impact and grasp opportunities that will lead to success in life.

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Important critique of so-called 21st C  learning push 

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Important critique of so-called 21st C  learning push 

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Even though we like the creativity, collaboration etc-look what is said about technology 😱

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There are many in the world of education (not to forget the corporate powerhouses in the technology industry) who believe that the world was re-created on 1st January 2000 but it is necessary for educators to recognize that there is not a single story and to think critically about the place of technology in our schools. Tom Bennett, the recently appointed advisor to the UK government on issues relating to behaviour in schools, has pointed out that schools have been "dazzled" by computers. This would seem to be true of the international sector with schools scrambling to introduce one-to-one programs and the growing influence of Google, Apple and Microsoft. This is particularly worrying in the light of Andreas Schleicher, the OECD's education director, reporting that" Those students who use tablets and computers very often tend to do worse than those who use them moderately."
This is a re-blog post originally posted by Adrian Scarlett and published with kind permission. The original post can be found here.
Technology has become part of life and schools have little choice but to embrace modern technology but essentially it must be ensured that technology serves needs of students and is utilized as a tool that enhances learning. Used appropriately technology can be integrated into a curriculum in ways that serve the needs of students but the tools of technology should never be seen as a means to an end in themselves. Used appropriately educational technology can enhance learning but on the other hand the recent OECD report "Making the Connection" has concluded that "on average, in the past 10 years there has been no appreciable improvement in student achievement in reading, mathematics or science in the countries that have invested heavily in information and communication technologies for education." This is the case in many well funded international schools and highlights the urgent need for schools in the sector to review their utilization of educational technology.

I have tweeted flippantly in the past that the greatest five technological advances for education were the printing press, the mini whiteboard, TV and radio, the photocopier and overhead projectors. It's not that 21st century technology should be dismissed but the fact that technology must be seen as part of the bigger picture. Ipads, Chromebooks and BYOD all have a place in our schools but must be utilized in a manner that enhances learning. The hyperbole about children being "digital natives" does nothing to promote intelligent debate unfortunately as it makes an unsubstantiated assumption that children are technology savvy because they have grown up with access to electronic devices.

The tools of technology can be used in our classrooms to complement the overall learning experience of our children. The danger arises when the tools are technology are seen as ends in themselves which unfortunately is too often the case. Thus our schools need to ensure that students have limited screen-time, that technology is only integrated into the learning process when there is evidence that it enhances learning and that it is used in conjunction with a myriad of other appropriate pedagogical practices.

Another oft discussed issue related to the over use of technology is that it can inevitably reduce human interaction and diminishes human relationships. This is true but used appropriately technology also brings with it methods of human communication that can bring students from across the world into the same virtual classroom. I concede that these experiences are never the same as genuine personal interactions but the fact that children in the U.S. and France can interact with one another in real time provides a genuine opportunity for children in different countries and from different cultures (and sometimes religions) and traditions to learn together and share their ideas about the world. Furthermore, the technological revolution is not just effecting the economically developed world but is also transforming communications globally. It is now possible for American children to interact with children in Peru and French children with their counterparts in Cote d'Ivoire. This enables International Schools to communicate and interact with one another frequently, often in real time, and can make the world a much smaller place.

The problem with universal access to technology is the fact that it provides almost unrestricted access to information. Much of this information is fantastic and can give a real boast to the learning experience. The danger exists where there is mis-information, inaccuracies and worst of all information that might promote prejudice, discrimination, hatred and violence. To an extent one might extend the same argument to the any medium of the written word but the key difference is the open access that the internet potentially provides. Once more the argument boils down to the appropriate use of technology and information.

Interacting with others is at the heart of our human experience and this must be something that international schools must be conscious of and promote continuously. Technology has the potential to enhance aspects of our human experience but must be used with the upmost care and with great responsibility in schools so that it enhances learning without ever undermining our humanity. And if the tool doesn't enhance learning then it has no place in a classroom regardless of which century we are living in!

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The good, the bad and the ugly: Technology and 21st Century Learning by @thembinkosi

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There are many in the world of education (not to forget the corporate powerhouses in the technology industry) who believe that the world was re-created on 1st January 2000 but it is necessary for educators to recognize that there is not a single story and to think critically about the place of technology in our schools.

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The folks at ReadWriteThink and the International Literacy Association have developed terrific digital resources for students and teachers. They have a handful of mobile apps and web browser based tools for English Language Arts classrooms. You'll definitely find ways to incorporate these creations into your everyday lessons!

Access all of their mobile apps by visiting this website.

ReadWriteThink Lesson Tools

Timeline: This creation tool lets users put events in order. Kids can organize moments on a timeline using text and images.

Venn Diagram: With this interactive graphic organizer students can chart similarities and differences between two or three items. Your students won't be limited by space or struggle to fill in the small areas, it lets users tap to add more.

Wordmover: Similar to the magnets you might have on your refrigerator, this poemcreation tool gives kids lots of space to play. They can move words around their screen to compose poems.

Diamante Poems: This special shape poem follows a clear format and this web and app tool helps kids stay on track. It is easy to use and a great way to introduce kids to poetry.

Alphabet Organizer: Students can play with words in this easy to use organizer app. Whether you have a set task or give students room to explore, this app can help students build their understanding of different words.

Trading Cards: The perfect tool for vocabulary practice, Trading Cards helps students practice new words. On an iPad, Android, or interactive whiteboard, students can play and learn.

Haiku: This five-seven-five syllable poem is a classic and loved by teachers and students. Use this writing support tool with kids to compose new poems.

Theme Poems: Help students think through poetry ideas with the Theme Poems tool. It's a fun one for kids of all ages.

Download my free poster with more favorite reading tools by clicking here!

Do you have a favorite? Share it in the comments below!

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8 ReadWriteThink Apps and Websites for Reading - Class Tech Tips

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The folks at ReadWriteThink and the International Literacy Association have developed terrific digital resources for students and teachers. They have a handful of mobile apps and web browser based tools for English Language Arts classrooms. You'll definitely find ways to incorporate these creations into your everyday lessons!

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not uncontroversial (esp in Germany)

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this is how visually

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Evolved Paperslide Videos - Dr. Lodge McCammon