by radvisions
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July 15-26

• Logging into and navigating around the two workspaces in PBWorks

• Finding links about technology and ELT  on PBWorks

• Finding support videos for various tools we use on the course (See Digital tips and support pages on PBWorks)

• Logging into my Triptico trial account and creating a Find Ten to introduce myself

• Explaining the advantages of integrating technology in the classroom

• Explaining the difference between normal and interactive presentation tools

• Explaining the main use of the following tools: Popplet, Classflow, Prezi, Hypersay, Jing, Screencastomatic etc.

• Giving an overview of different frameworks for integrating technology

• Capturing an image, downloading it and then importing it into PBworks

• Uploading files (word, pdf, audio, etc.) into PBworks

• Creating a YouTube / Vimeo account

• Uploading a video to YouTube / Vimeo

• Adding a video to Flipgrid

• Downloading a QR scanner

• Creating a page, adding links and embedding code into my page

• Creating a QR code (QR Generator)

• Creating my own workspace in PBWorks

• Creating a popplet to use as a presentation, to revise an area

• Creating a screencapture video using one of the browser-based tools (e.g. Screencastomatic)

• Creating a presentation using an interactive tool such as Classflow, Hypersay or Mentimeter or....

• Exploring websites for teaching listening (e.g elllo, Listenwise)

• Creating a listening task using  Edpuzzle and then assigning it to a class

• Plan a listening lesson using a Ted or Elllo video

• Exploring an online listening platform which creates different listening exercises with any online video that has captions  / subtitles (TubeQuizard)

• reflecting  on the pros and cons of managing the digital classroom

• Exploring and evaluating collaborative  brainstorming tools  (Tricider, Answergarden)

• Using https://classroomscreen.com/ with a projector as a substitute for an IWB

• Using backchannel tools to manage the digital classroom (e.g. Gosoapbox,)

• Using collocation dictionaries as teachers and with students (Ozdic)

• Using concordancers (Lextutor) as teachers and with students (Just the Word)

• Using English Vocabulary Profile as a resource for teachers and students

• Creating vocabulary learning activities with online platforms e.g. Quizlet and then export them to Gimkit

• Recording a video in Flipgrid and commenting on other videos

• Tools for speaking - an overview

• Watching a presentation on the flipped classroom

• Planning a speaking lesson based on a Coca-Cola advert about past and present lifestyles

• Creating a flipgrid account, grid and topic and sharing it

• Why is grammar teaching important? When and how can we use technology to enhance this?

• Doing a Pecha Kucha presentation as a tool review

• Using video to introduce language (Edpuzzle, Film English, Movie segments to assess grammar goals)

• Creating a digital activity with telegra.ph

• Experimenting with some tools in the Triptico platform

• Using Google docs for a spoken and written discussion about reading and writing

• Using Word Clouds to predict the content of a text /Cueprompter for skimming

• Tools for reading see PbWorks / Experience of the Insert Reading tool

• Write and Improve AI tool from Cambridge

• Formative feedback for writing and speaking

• Collaborative platforms for writing ,curating ,project-based learning (Padlet, Wakelet, Webjet)

• Multi-modal literacy (tools for creating digital noticeboards (Glogster, Padlet, Thinglink)

This checklist was created by radvisions

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