This is a technology-dependent lesson that students can guide at their own pace of exploration and learning. Students share what they learn through the use of Twitter (or alternative classroom sharing medium like TodaysMeet). The use of a social sharing platform like Twitter gives students a place for sharing with a wider audience, for more effective means of communication with each other, for incorporating viewpoints from all students in the classroom, and a means to reference thinking and learning by the use of a hashtag at a later time. Students will understand the role the Allied Air Forces played in the Normandy Invasion. Teachers can use this as a stand-alone lesson or offer more structure by guiding students through each source, one by one. Teachers may learn more about the Eighth Air Force by accessing the ABMC’s Strategic Bombing Campaign Interactive.
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This is a website that connects language learners to tutors, language exchanges, a language learning blog, a forum for asking language questions, and a word of the day option. Arabic word of the day options are currently only available in MSA; Egyptian and Syrian dialects are forthcoming. Games are not currently available for Arabic on the site.
While news from Iran streams to the world, Clay Shirky shows how Facebook, Twitter and TXTs help citizens in repressive regimes to report on real news, bypassing censors (however briefly). The end of top-down control of news is changing the nature of politics. A quiz, thought provoking question, and links for further study are provided to create a lesson around the 20-minute video. Educators may use the platform to easily "Flip" or create their own lesson for use with their students of any age or level.
If you’re going to present to a tech-savvy audience you need to know how the presentation landscape has changed with the advent of Twitter and other backchannels.
Twitter was not the first tool to be used as a backchannel, but it is the one that has had the most impact on conference presentations so far. Twitter first grabbed the attention of mainstream presentation bloggers and commentators during an interview at the 2008 SXSW conference. The interviewer wasn’t asking the questions the audience wanted answered. In the past, audience members would have grumbled internally or maybe whispered to their neighbour. But this was a tech-savvy, Twitter-enabled audience and they started tweeting their discontent. The grumbling accelerated. And knowing they had backing, members of the audience started taking over the interview.
This OER showcases the use of tools such as twitter, blogs, and other forms of social media, as a project for increasing cultural awareness in the classroom. These tools create spaces in the classroom for culturally responsive engagement between Native and non-Native students. Using contemporary indigenous activism as the focus of a semester-long project, I will discuss the steps taken to enable students to explore contemporary Native issues from indigenous perspectives. The ‘real-time’ environment of social media enables the students to engage with multiple indigenous perspectives in a pro-active, rather than passive, manner. The OER will also show how this exploration leads to increased student intellectual awareness and engagement with the indigenous world around them.
This activity is designed to help students understand the representation of Maslow's Hierarchy of Needs in everyday communications. Students will first read about the concept, then explore a familiar environment -- Twitter -- for expressions of it. (The activity can be adapted quickly for use with other social media applications and communication sites.) This activity was created by Dr. Sally B. Seraphin, University of Tennessee-Knoxville.
Introducing teachers who instruct Generation Z students with new technologies to teach history, including "Today's Meet," "Padlet," "History Pin," and Twitter for Educators.
An online presentation of 22 ways (and counting) to use Twitter in the classroom.