Have students see or add comments to a question

Create a question 

Description of the settings and ethical considerationsFor the purpose of studying social media interaction contact was established with teachers in Colombia, Finland, Sweden and Taiwan. The reason for choosing these countries was primarily that English was not the native language and that social media groups could be implemented as part of the students’ learning of English as a second language taught in school. Facebook was chosen as one example of a social media application partly because most of the students already had an account but mainly due to Facebook’s possibilities to create private groups where only invited members can interact, which matched the ethical considerations of the study. First one private Facebook group (FB group) was introduced into existing English L2 learning practices for the purpose of this research project. The first private FB group for the study was formed in October 2011 and remained in communication until June 2012. This group consisted of 60 secondary school students, 14 in Colombia, 21 in Finland, 17 in Sweden and 8 in Taiwan. The group contributed with 106 postings (see Table 1). One year later the teachers taught different classes, which formed the second private FB group lasting from November 2012 to May 2013. The second FB group consisted of 71 secondary school students 21 in Colombia, 12 in Finland and 38 in Sweden who contributed with 109 postings (see Table 1). In the second group the teacher in Taiwan chose not to be involved with his class on the grounds of lack of time.

The content of the posting from a Finnish girl is a presentation that includes her age, where she is from, what instrument she plays and that she has a dog. This way of framing her introduction is in line with a common exercise in language classes. However, the posting also includes linguistic repertoires of social media interactions. For example, “Heey” involves adding extra letters to words, and the use of emoticons signifies the shared convention for linguistic coordination in social media spaces that supports a more colloquial everyday communication style in relation to solving a school task (cf. Androutsopoulos 2014; Boyd 2008). The first comment answers the question on pets in a polite tone, but the student posts before having finished the comment and embraces the sign *, a convention that marks a correction. Thereafter another student asks about the age of the dog. This receives a proper answer, which also is finished by a multi-nosed emoticon, again understood more as a social media convention than an intention to upkey what is written (Walther and D’Addario 2001). The thread is completed by two comments that play with language by repeating the word “AWESOME!!!”. By embracing the convention of multiple capital letters followed by numerous exclamation marks, the students play with the form of the language with a typographical choice signalling either a loud screaming voice or just attention (cf. Danet 2001). The word “awesome” is used continuously in this FB group as playful jargon that involves exaggerations, relying on the shared repertoires-in-use (cf. Androutsopoulos 2014). This kind of repetition is common in the learning of a second language and is discussed by Čekaitė and Aronsson (2004)) as recycling of prior participants’ utterances, which is not seen as imitative in any mechanistic way. Instead this involves some kind of perspective-taking, teasing, joking or parody. Furthermore, recycling, as language play is not only understood as playing with the language, but also as a way for the students who make these comments to acknowledge one another in a kind of verbal duel (Cook 2000). This posting and the comments, thus, display an intertwined framing in which the language play with content and form accomplishes an uokeyed interaction in relation to schooling. A similar combination, in which the emphasis on playing with content is performed partly by playing with form, is displayed in Fig. 3.

The posting in Fig. 3 presents disparate framings of the activity. On the one hand, it is a response to a teacher’s trigger about the students’ music preferences; on the other hand, it is framed in line with social media conventions such as the use of multiple lowercase letters where uppercase letters would be expected in formal contexts and the common ending with emoticons (cf. Boyd 2008; Dresner and Herring 2010; Thorne 2013). The comment (spela över), is a slang Swedish expression that means “overact” or “show off” in English, and is followed by a sceptical emoticon and the exclamation “(ohhh reaaaaaally)” in parentheses. First, language play can be seen in the mixing of languages (Androutsopoulos 2014). Second, the use of English as L2 becomes part of the language play and not only as a means of expression (cf. Warner 2004). The two boys are from the same Swedish class; thus, the upkeyed, mocking framing is brought about by the students’ shared history. The framing is done both by playing with the content in dismissing the validity of the statement and also by playing with the form where (ohhh reaaaaaally) is written in a way that could be understood as imitating a specific pronunciation. The reply is a proper answer, beginning with a plain emoticon, in which a reprimand is given for the use of Swedish and a clarification of the music taste, but it also ends with an emoticon that sticks its tongue out, possibly signalling some kind of revengeful play. Thus, the specific emoticon that completes the posting is not only understood as a social media convention; it also implies a continuation of the teasing framing in the comment (cf. Walther and D’Addario 2001). This kind of ironically or mockingly framed language play is also shown in Fig. 4.

The playful use of a picture of Gandalf with that statement attracts the other students to continue and even heightens the humorous framing (cf. Crystal 1998; Hattem 2014). This is linguistically accomplished by playing with content and form—and by making comments about the picture and the statement. The first comment, “He’s your mother,” is a playful content response to the statement. The second response, “Duckface,” and the third comment, “Bortom det du ser,” are addressing the picture. The third comment in Swedish, which means “beyond what you see,” is also one of the few instances of language play that involved mixing languages in these groups. Thus, the language play is mainly in English, even in threads that consist of only students from the same country. The fourth comment, “HAHAHAHA you’re sick… < 3”, displays how the content of the onomatopoeic laughter, together with the rude message and the final heart, can be understood as an encouraging framing. Thereafter, there are three comments on the statement and a final comment referring to a popular meme based on that line from the movie; “They’re Taking the Hobbits to Isengard”. The interaction that involves only students from the same class demonstrates that they have sufficient substantive knowledge and their communication is dependent on their shared history, which enables them to tease in a very local language play (cf. Lantz-Andersson 2016). Following Bell’s (2009) argument, it is shown here that humour arises from comments that could be seen as rude, but through the known common ground for communication, the comments are perceived as playful. Figure 6 is an alternative example of upkeyed framing where a language play, far from the institutional framing, is performed.

The overall findings show that when the students frame the communication by including features of the linguistic repertoires of their out-of-school social media use, language play with both content and form is performed. The analysis of the interactions revealed both playing with form, for example, shown by the choice of linguistic repertoires, including rhyming, punning and repetition and playing with content, related to meaning and often involving some kind of irony or ridicule in the message (cf. Cook 2000; Danet 2001). For example, in Fig. 4 the students played with the form of language by choosing certain expressions and emoticons that became intertwined with playing with the content in the discussion of whether a song by Justin Bieber is good or not.

An important aspect is that the activity is in the form of persistent writing, which not only enable meta-linguistic reflections, such as deliberate formulations (Danet 2001) but also the evolving demands of written, chat-like turn taking, which is a relatively new practice for language use. Thus, adding to the complexity is the hybrid-genre aspect of oral and written communication, common in social media spaces. This includes use of specific emoticons (or other ways of exaggerating and emphasizing) as indicators for irony, teasing and so on (cf. Dresner and Herring 2010; Walther and D’Addario 2001). Another aspect is that social media interaction often includes the kind of English that flourishes in media such as YouTube clips, movies, music, etc. In all, this is a use of language that can be characterised as the vernacular of younger generations and as a global Internet language, which is seldom part of English L2 curricula because it does not belong to what Kern (2014) calls the authoritative language. An additional aspect of significance is that the communication is done in a second language. Being familiarised with the conventions of writing something spontaneously in a foreign language is different—and considerably more challenging—than saying it, because when the writing is unplanned, the foreign language learner must consider norms (or how to break them) regarding spelling, grammar and vocabulary choices (Lantz-Andersson 2015).

Fusaroli and Tylén (2012) maintain that practicing a language by means of interacting is not about information sharing; “it is rather the very act of constructing and attuning to shared information in local contexts of coordination” (p. 104). Similar findings are presented by Bell et al. (2014), who studied the use of language play across a large number of communicative activities in L2 learning. They show in their study that the students aligned to other students’ choice of linguistic repertoire despite their differences in style, and displayed awareness of the ways humour functions as a social practice in the communication.

Emoticons often graphically mirror facial expressions, although numerous signs represent other objects—for example, a heart or a hand gesture. However, Dresner and Herring (2010), argue that emoticons do not necessarily mirror the writer’s actual facial expression; instead, they align with conventional, situational and intentional aspects of the interaction. In other words, emoticons interplay with the linguistic utterance they are attached to and can include nuances of playfulness.

Traditionally, a clear distinction between written and spoken language has been made in the classroom, where written language is negotiated in terms of a more linguistically complicated product, while spoken language has been regarded as a mediating process. However, the unplanned and informal style of writing in many social media spaces – comparable to oral speech but in the mode of written language – suggests that the traditional distinctions between the forms and functions of writing and speech become less useful (Kern 2014). Instead, interactions in social media spaces can be seen as conversational practices where participants make pragmatic use of various linguistic repertoires on a “communicative playing field” (Kramsch 2014, p. 305)

online videos claim the top spot

The Common Sense Media report pulled from a national survey of more than 1,600 American 8-to-18-year-olds about their use of, and relationship with, different types of media. Tweens were defined those ages 8 to 12, and teenagers as those ages 13 to 18. The report also found that by age 11, most kids — 53 percent — have their own smartphone. That figure rises to 69 percent by the time they’re 12.

On average, American 8-to-12-year-olds spent 4 hours and 44 minutes on screen media each day. And teens average 7 hours and 22 minutes — not including time spent using screens for school or homework.

Teachers were excited by their pedagogic experiments, and would meet regularly to discuss and display what learners were producing under the influence of the new pedagogy

n fact, not dealing with difference means exclusion of those who don’t fit the norm. It means ineffectiveness, inefficiencies and thus wasted resources in a form of teaching which does not engage with each and every learner in a way that will optimise their performance outcomes. It even cheats the learners who happen to do well—those whose favoured orientation to learning the one-size-suits all curriculum appears to suit—by limiting their exposure to the cosmopolitan experience of cultural and epistemological differences so integral to the contemporary world (Kalantzis, 2006b)

With these new communication practices, new literacies have emerged. And these new literacies are embodied in new social practices—ways of working in new or transformed forms of employment, new ways of participating as a citizen in public spaces, and even perhaps, new forms of identity and personality

Children from lower SES households are about twice as likely as those from high-SES households to display learning-related behavior problems. A mother’s SES is also related to her child’s inattention, disinterest, and lack of cooperation in school (Morgan et al., 2009).

Children from low-SES families enter high school with average literacy skills five years behind those of high-income students (Reardon, Valentino, Kalogrides, Shores, & Greenberg, 2013).

less access to learning materials and experiences, including books, computers, stimulating toys, skill-building lessons, or tutors to create a positive literacy environment (Bradley, Corwyn, McAdoo, & García Coll, 2001; Orr, 2003).

low SES in childhood is related to poor cognitive development, language, memory, socioemotional processing, and consequently poor income and health in adulthood. The school systems in low-SES communities are often underresourced, negatively affecting students’ academic progress and outcomes (Aikens & Barbarin, 2008). Inadequate education and increased dropout rates affect children’s academic achievement, perpetuating the low-SES status of the community. Improving school systems and early intervention programs may help to reduce some of these risk factors; therefore, increased research on the correlation between SES and education is essential.

SES affects overall human functioning, including our physical and mental health.

I believe that the word choice involved in identifying construction as opposed to creation is also of the utmost importance. Creation can be viewed simply as the act of producing, or causing to exist.  Construction is the building or assembling of an infrastructure. Construction is equal parts inspiration and perspiration. Construction calls on creativity as well as persistence, flexibility, and revision. Construction asks our students and teachers to focus on the power and patience employed during work process…and not just the final resultant work product

Mere total number of “views” per uploaded video comprises a measure of fertility, at least in one sense of “reproduction” – since viewing entails making a copy. And the number of views is certainly one measure recognized by practitioners of remix as evidence of objective (beyond subjective) attainment

•Photoshopping remixes (e.g., Lostfrog.org)•Music and music video remixes (e.g., Danger Mouse’s “Grey Album” and the Grey video)•Machinima remixes (e.g., Machinima.com)•Moving image remixes (e.g., Animemusicvideos.org)•Original manga and anime fan art (e.g., DeviantArt.com)•Television, movie, book remixes (e.g., Fanfiction.net)•Serviceware mashups (e.g., Twittervision.com)

language acquisition research.

Inductive instruction is a “bottom-up” approach, meaning that the teacher provides examples of the structure in context and students make observations, detect patterns, formulate hypothesis, and draw conclusions. PACE Model is an example of this approach.

Others point to the teaching of grammar implicitly, suggesting that students acquire language structure only through meaningful exposure in context.

Cine, Televisión

Roller, Skateboard  

Biología

Viajes, Paseos

MIS PREFERENCIAS...Mi color preferido...RojoMi animal preferido...Lobo   Mi deporte preferido...Roller, Skateboard   Mi estilo de musica...VariedadesMi estilo de cine o TV...VariedadesMi asignatura preferida al colegio...Biología, Ciencias naturalesMi oficio ideal...Actor, Comediante   Mi época preferida...HoyMe gustaría vivir...En un castilloEn mi mundo ideal...Pueden trasladarse por teleportación

MIS DISTRACCIONES... Viajes, Paseos Cine, Televisión Ciencias Lectura Animales, Naturaleza Cocina

Hola! Mi nombre es Sofia y estoy acá para divertirme con alguien por correo y pasarla bien.

MY HOBBIES... Trips Cinema, Television Sciences Reading Animals, Nature Cooking MY PREFERENCES...My favorite color...RedMy favorite animal...Wolf   My favorite sport...Roller-skate, Skateboard   My style of music...Music of variety showsMy style of cinema, TV...Variety showMy favorite subject at school...Biology, Life sciencesMy ideal job...Actor, Actress   My favorite time...TodayI dream of living...In a fortified castleIn my ideal world...You can move by teleportation

Hola! Mi nombre es Sofia y estoy acá para divertirme con alguien por correo y pasarla bien.

An Illustrated Taxonomy of Annotation Types (notes, page-notes, replies, etc.

Primary Source Annotation (Jeff McClurken, University of Mary Washington)

Installing the Chrome Browser Extension

engage and encourage collaborative interaction with online text

highlighting unfamiliar words.

A HyperDoc can still include opportunities to work collaboratively with a small groups, use non-digital resources, and allow for student creation and communication of their learning. Creating a HyperDoc helps me make sure I am adding in a balanced variety to my classroom.

HyperDocs let us use it all — Chromebooks, laptops, iPads, G Suite, Flipgrid, Padlet, Quizizz — to do what was previously impossible.

learning variety than when everyone has the same textbook and worksheets.

The exponential growth of the Internet lets you find great digital content to package with non-digital content in HyperDocs. That includes YouTube videos, articles, websites, games, AR/VR simulations, and yes, even selected textbook materials.

It’s great if you are just getting started with HyperDocs.

HyperDocs let you insert those elements into a packaged lesson created specifically for our students

Lesson design using great Pedagogy.Using the best Content available.Incorporating Technology in a meaningful way.

SpanishCognates.org helps both Spanish speakers learn English fast and English speakers learn Spanish fast. Many English words and Spanish words have Latin or Greek roots and the same meaning; these words are called cognates. The Spanish language borrows many English words and, vice versa, English borrows many Spanish words. By knowing a few simple cognate rules, students can learn Spanish and English fast by quickly expand their Spanish vocabulary or English Vocabulary. SpanishCognates.org organizes the list of cognates in alphabetical order (A-Z listing), classroom subjects and by the ending rule of the cognates. This website is designed for anyone learning Spanish or learning English on their own, as well as instructors teaching Spanish or teaching English in the classroom.

On the whole, these findings suggested that the teachers were concerned about technological access and support when they used iPads in classroom teaching

A possible explanation for this result might be that iPads served as a substitute of transmitting linguistic knowledge to students in the context of conventional teacher-centred teaching

The students worked in teams to collect information, take photos of sceneries, and film their narrations. Afterwards, they compiled materials and produced video clips through iMovie. In the end, they presented the outcomes of the mini-films. The use of iPads in this project was rated at the level of modification, like the way Nancy used iPads in her pottery creation project

The case of recording students’ pottery creations was deemed as an instance of modification in that iPads enabled the students to produce and annotate multimedia

19 teaching episodes were categorised under the level of substitution; 16 teaching episodes under the level of augmentation; five teaching episodes under the level of modification; and none of the teaching episodes under the level of redefinition.

Four EFL

To fill this gap, the present study adopted the SAMR model to investigate the degree to which four Taiwanese EFL teachers enacted their TPACK in the context of teaching English with iPads over the course of one school year.

This study revealed how the teacher applied her TPACK to teaching literacy with iPads. However, this line of TPACK research failed to indicate whether technology helped teachers transform their teaching. Little was known about the degree to which teachers transformed their teaching using technology. To address this problem, Puentedura’s (2006)SAMRmodel was adopted in the present study because this framework could help differentiate the levels of four Taiwanese EFL teachers’ TPACK enactments in their iPad-based English teaching.

Results suggested that, although some of the teachers’ iPad-based teaching indicated their competency in transforming their teaching, their teaching was predominantly enhanced by the tablets as a substitute to deliver linguistic input to their students in conventional teacher-centred classrooms.

The topic of this study is professional development (PD) on Web 2.0 technologies for foreign language teachers and integration of these tools into the language classroom.

The article concludes with implications for the design of PD on technology for foreign language teachers.

Students collaboratively (with the instructor) identify an area of interest and co-construct a driving question to guide inquiry. Students engage in online collaborative inquiry as they search and sift through online texts using digital tools to address their focus of inquiry. Students critically evaluate online information by considering the credibility (truthfulness) and validity (usefulness) of the information obtained. Students synthesize what they have learned during their online inquiry by actively curating and synthesizing information across multiple, multimodal sources. Student engage in online content construction by synthesizing what they have learned and selecting the best digital text or tool before sharing this answer.

Webquests and Hyperdocs

Students collaboratively (with the instructor) identify an area of interest and co-construct a driving question to guide inquiry. Students engage in online collaborative inquiry as they search and sift through online texts using digital tools to address their focus of inquiry. Students critically evaluate online information by considering the credibility (truthfulness) and validity (usefulness) of the information obtained. Students synthesize what they have learned during their online inquiry by actively curating and synthesizing information across multiple, multimodal sources. Student engage in online content construction by synthesizing what they have learned and selecting the best digital text or tool before sharing this answer.

hyperdocs.co 

A HyperDoc is not a program, it’s not a curriculum you adopt, it’s a way of connecting the lesson designing process, to tech integration, to effective pedagogy. It’s about taking time and thought into the lessons we deliver

Students, working in groups, divide up the tasks to be completed, and conclude with an application of knowledge gained from the activity. I have seen WebQuests as centered around strong instructional methods such as inquiry, critical thinking, and problem-solving, yet the similarities they share do not make a HyperDoc an actual WebQuest.

I appreciate Bernie Dodge’s own explanation around the confusion when defining WebQuests, A WebQuest is centered around a challenging, doable and (ideally) authentic task. Examples of WebQuest tasks might include: writing a letter to the mayor taking a stand on whether a new landfill should be opened; writing a diary as if you were living in 1491; designing a travel itinerary for geologists visiting Italy; or creating a commemorative mural celebrating space exploration. A WebQuest is never about answering a series of questions. Even though a scavenger hunt might require some analysis or problem solving, it’s not of the same intensity of higher-level thinking that a good WebQuest entails. Obviously, there’s a place for both WebQuests and scavenger hunts, but they are different places with very different goals.”  From Larry Ferlazzo’s blog

it’s about using technology to TEACH.

Things you can do with a HyperDoc A true HyperDoc is much more than some links on a document. Creators deliberately choose web tools to give students opportunities to Engage • Explore • Explain • Apply • Share • Reflect • Extend the learning. Digital collaboration is choreographed to give every student a voice and a chance to be heard by their classmates. Critical thinking and problem-solving skills can be developed through linked tasks. Students have an opportunity to create authentic digital artifacts to show what they know and connect with a wider audience.

4.Use ePals to connect with other classrooms. Subscribe to ePals. It is free. Then communicate with teachers around the world at your level who are looking to collaborate. Plan a collaborative activity with your students and their students

Build an Online Expert BoardKeep an Online Expert Board in your classroom or on your class blog or wiki. As you observe students who demonstrate new and useful online reading and writing strategies, add the name of the student and the skill they displayed in an Online Expert Board, where everyone can see it. Students can use this information when they need help, finding another student who might be able to help them.

LanSchool,

Reverse WikipediaTypically, Wikipedia is simply used for information. Reverse this and use Wikipedia to make critical evaluation skills the primary focus. Select an entry for any topic being studied in the classroom. For homework, have students find one claim made at the site that is contested by others online and bring the disputed information as well as the sources to class. Have students share their disputed facts and sources and discuss critical evalua-tion strategies that could be used to help resolve the conflict. This conver-sation will teach many new online research and comprehension strategies to your students.Source PlusSchools increasingly require students to list the sources of any online information that is used in a report. Take this one step further and require students to also indicate how they determined that each source was reputable and reliable.

the proliferation of unedited information and the merging of commercial marketing with educational content (Fabos, 2008) presents additional challenges that are quite different from traditional print and media sources, requiring new strategies during online reading.Without explicit training in these new literacy skills, many students become confused and overwhelmed when asked to judge the accuracy, reliability, and bias of information they encounter in online reading envi-ronments

to read and infer which link may be most useful among a set of search engine results (Henry, 2006); and to efficiently scan for relevant information within websites (Rouet, Ros, Goumi, Macedo-Rouet, & Dinet, 2011). Each is important to integrate into classroom reading programs

Instruction in how to make inferences and use textual evidence to support those inferences would be very useful to students. Educators who read with both a lens to the past and a lens to the future would interpret Reading Anchor Standard 1 by teaching both types of close reading

To be ready for college, workforce training, and life in a technologi-cal society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum. (CCSS, n.d., p. 4)Three changes are especially noticeable in the English language arts standards of CCSS:1. There is a greater focus on reading informational texts.2. Higher-level thinking is emphasized.3. Digital literacies are integrated throughout the English language arts standards

. First, it appears that online reading comprehension typically takes place within a problem- solving task (Coiro & Castek, 2010). In short, online reading compre-hension is online research. Second, online reading also becomes tightly integrated with writing as we communicate with others to learn more about the questions we explore and as we communicate our own inter-pretations. A third difference is that new technologies such as browsers, search engines, wikis, blogs, e-mail, and many others are required. Addi-tional skills and strategies are needed to use each of these technologies effectively. Keyword entry in a search engine, for example, becomes an important new literacy skill during online reading because it is required in search engines, an important new technology for locating informa-tion. Other online technologies require additional new skills and strate-gies during online reading. Finally, and perhaps most importantly, online reading may require even greater amounts of higher-level thinking than offline reading. In a context in which anyone may publish anything, higher-level thinking skills such as critical evaluation of source material become especially important online.

(1) reading to identify important questions, (2) reading to locate information, (3) reading to evaluate information criti-cally, (4) reading to synthesize information, and (5) reading and writing to communicate information

The Internet is this generation’s defining technology for literacy and learning within our global community.2. The Internet and related technologies require new literacies to fully access their potential.3. New literacies are deictic; they rapidly change.4. New literacies are multiple, multimodal, and multifaceted, and, as a result, our understanding of them benefits from multiple points of view.5. Critical literacies are central to new literacies.6. New forms of strategic knowledge are required with new litera-cies.7. New social practices are a central element of new literacies.8. Teachers become more important, though their role changes, within new literacy classrooms. (p. 1158)

A Spanish English dictionary is incredibly valuable for translating Spanish to English, helping Spanish or English learners with learning new words, verb conjugations and more. A good bilingual Spanish English dictionary won't just offer you definitions and translations of words in both languages, it will also provide those words in context with example phrases and word usage tips so you won't find yourself lost in translation. An even better Spanish English resource will provide additional useful information to strengthen your grammar knowledge and expand your vocabulary. Luckily, YourDictionary's Spanish - English Dictionary does all of that. Keep reading to learn how to make the most out of this resource! How to Find Words The main reason people go to dictionaries is to look up a specific word. There are two ways to do that with the Spanish English Dictionary at YourDictionary: Use the Search Bar You will find the search bar on the top of the page in the Spanish section of the dictionary. To use it, click on it and start typing the word you are looking for. As you start typing, you will see some suggestions below the search bar. If you see the word you are looking for, you can click on it to go straight to the definition and translation page. You can also type the whole word you are looking for and either press enter or click on the orange button next to the search bar. This will show you the closest result to the word you searched for. Use the search bar to look for words in both English and Spanish. Use the Index If you're unsure about the word you are looking for, you can always use the index. You will find it at the bottom of the page, under the title "Browse Spanish - English translation dictionary from YourDictionary". The index works just like a paper dictionary would, with words listed alphabetically. This means that, if you are looking for cancel, you will have to look on the page buz-car. Each alphabetical group of words is a link that will take you to page where all the words in that range are listed. Keep in mind that Spanish and English words are intertwined. If a word is spelled the same in both languages, it will be tagged as "English" or "Spanish." What Is in an Entry? When you go to a word's definition page, YourDictionary will show you some common translations for that word. For easy navigation between words, keep in mind that the first translation is a link to the reverse word. You will also get some additional information that will help you use the word, like whether it is an adjective, noun, adverb or verb, or if it's feminine or masculine, plural or singular, and more. Many entries include a word's pronunciation, as well as example sentences, usage, and common idioms and expressions using those words. Check Out the Reference Section Translations are great, but they are often not enough, and that's where the Spanish Reference section comes in.

An even better Spanish English resource will provide additional useful information to strengthen your grammar knowledge and expand your vocabulary.

A good bilingual Spanish English dictionary won't just offer you definitions and translations of words in both languages, it will also provide those words in context with example phrases and word usage tips so you won't find yourself lost in translation.

To cite this publication: The National Standards Collaborative Board. (2015). World-Readiness Standards for Learning Languages. 4th ed. Alexandria, VA: Author.

The World-Readiness Standards for Learning Languages create a roadmap to guide learners to develop competence to communicate effectively and interact with cultural understanding. “World-Readiness” signals that the Standards have been revised with important changes to focus on the literacy developed and the real-world applications. Learners who add another language and culture to their preparation are not only college- and career-ready, but are also “world-ready”—that is, prepared to add the necessary knowledge, skills, and dispositions to their résumés for entering postsecondary study or a career.

Download Two-Page Summary of the World-Readiness Standards for Learning Languages

By better describing the types of knowledge teachers need (in the form of content, pedagogy, technology, contexts and their interactions), educators are in a better position to understand the variance in levels of technology integration occurring.

understanding approaches to successful technology integration requires educators to develop new ways of comprehending and accommodating this complexity.

integration efforts should be creatively designed or structured for particular subject matter ideas in specific classroom contexts

This model is based on evidence that the most resilient, adaptive, and effective learning involves individual interest as well as social support to overcome adversity and provide recognition.

FUSE Studio FUSE facilitates learning through ‘making,’ develops 21st century skills, and builds collaborative, youth-centered learning communities. FUSE is designed for students in middle and high school, but is also implemented in community colleges and in lower elementary in some contexts.

The research is clear: Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity.

Abigail discovers One Direction and Harry Potter fanfiction and a supportive community on Wattpad, an online publishing app. She begins writing her own fanfiction on there, gaining a following and confidence.

Connected learning combines personal interests, supportive relationships, and opportunities. It is learning in an age of abundant access to information and social connection that embraces the diverse backgrounds and interests of all young people.

The World Wide Web has become this generation’s defining technology for literacy. This technology facilitates access to an unlimited amount of online information in a participatory learning space. Multiple theories and years of research have investigated the literacy practices in these online and hybrid spaces.

What is backward design?102,874 views102K views•Aug 25, 2013 141 11 Share Save 141 / 11 Kristine Kershaw Kristine Kershaw 87 subscribers

What is backward design?Understanding Differentiated Instruction

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I place students in authentic situations as much as possible. When they tweet and blog, they have a public audience beyond our class. I ask students to tweet to other educators and learners (locally and internationally). They tweet about their burning questions and seek feedback on what they are working on for class. When working across cultures, we tackle questions of inequalities related to language use (English when my students aren’t native speakers but fluent) and infrastructure (the Internet is slower in Egypt).

After students have the skill to use multiple platforms, I allow them the choice of which platform to use for the support they need, but I make sure they ask questions. When is it best to do a Google search versus ask a question on Twitter? Why would students tweet to a particular hashtag or person versus another? When they tweet to people from another country in another time zone, what kind of context do they need to consider? What should they add, remove, or modify in order to communicate better?

Digital skills would focus on which tool to use (e.g., Twitter) and how to use it (e.g., how to tweet, retweet, use TweetDeck), while digital literacy would include in-depth questions: When would you use Twitter instead of a more private forum? Why would you use it for advocacy? Who puts themselves at risk when they do so?

Use of Collaboration Technology

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