Teachers favourite Ipad Apps

Here is a handy visual that Educational Technology and Mobile learning created based on iTunes collection ‘Teachers’ Favourites’. They say that you will in it « find a number of key iPad apps popular among teachers and educators.  The apps are arranged into four main categories: apps for communicating with students and parents, apps for creating quizzes and tests, apps for fostering students creativity, and apps for planning lessons.  Two apps that are not in iTunes original collection and which we added to second category are Google Classroom and Edmodo. »

You can download for free in PDF format from here.


Link for the article: http://www.educatorstechnology.com/2017/04/teachers-favourite-ipad-apps.html

Schools technology over time

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Réflexions autour des instructions officielles pour l’enseignement du Français au Portugal : l’état des lieux

Parution de mon article « Réflexions autour des instructions officielles pour l’enseignement du Français au Portugal : l’état des lieux » qui a comme objet de réflexion les instructions officielles actuelles pour l’enseignement du Français (comme langue étrangère) au Portugal du 3ème cycle de l’enseignement basique (l’équivalent au collège français). En effet, depuis sa sortie en 1993, il n’a souffert aucune reformulation/substitution comme pour d’autres disciplines du collège, notamment de langues. Nous nous fixons donc comme objectif de réfléchir sur cette situation qui nous semble fortement contradictoire.

Vous pouvez le lire en ligne dans le numéro thématique annuel de Carnets : «Du Français en cause aux causes du Français», organisé par Ana Clara Santos, Catherine Simonot et Maria de Jesus Cabral.

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et tout prochainement sur carnets.revues.org 
Bonne lecture !!

5 eLearning Course Components Infographic

The eLearning Course Components Infographic
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1. Diagnostic Evaluation
Include a diagnostic evaluation at the beginning of the course. This will enable the learner to recognize or blend in prior knowledge they have about the main topic. You may present the evaluation as a test or by including a problem-based situation along with some questions.

2. Learning Objectives
The learning objectives are the WHAT and WHY of the eLearning course; are the compass that directs the learning process. Once these are defined, you can plan for the contents, strategies and the evaluation forms. In other words, determining learning objectives will help you determine what to include (or exclude) in a course.

3. Teaching and Learning Strategies.
If the objectives are the why and what of a course, the teaching-learning strategies define HOW we are going to deliver these objectives.

  • Activation Strategies
    It takes time to prepare students for a new set of information. Therefore, it is important to start each section by activating prior knowledge. Allow learners to connect previous experiences with that they’re currently learning.
  • Demonstration Strategies
    So many eLearning courses are “tell tell tell”, and don’t really show learners what to do. For effective instruction, don’t just tell learners how to do it, prove them how it’s done. Illustrate the information to learn in a clear and simple way, and organized to facilitate understanding. Scenarios, system simulations and role playing scenarios are forms of discovery activities that help tangibly illustrate to students the information.
  • Application Strategies
    Demonstration and application works hand in hand. Show students how to apply new information is a good start. But you have to allow them to apply it on their own. Let them practice and learn from their mistakes.
  • Recap Strategies
    Finally, it is important to display the most relevant aspects of the topic just seen. Using summaries and knowledge checks are common recapitulation strategies, although schemes, concept maps and infographics can also be used.

4. Formative Evaluation
Formative evaluations will allow learners to review what is being learned and receive feedback about their progress. Feedback is crucial in motivating learners and ensuring the efficiency of their learning process. When provided with feedback, learners usually try to correct mistakes and eliminate errors accordingly.

5. Summative Evaluation
Include a Summative Evaluation at the end of the course to quantitatively and qualitatively verify compliance with the learning objectives.

Source: SHIFT

As boas práticas de ensino da escrita

finalmente em livro



Esta obra procura sintetizar a investigação na área da escrita e do desenvolvimento dessa competência nos estudantes, bem como ilustrar a sua inclusão nas orientações oficiais através da análise dos programas de Francês. Por fim, descreve-se um modelo de prática eficiente de ensino da escrita. Assim sendo, este livro torna-se útil para professores dos vários níveis de ensino que queiram desenvolver as competências de escrita nos seus estudantes de forma eficiente e fundamentada.

Mais informações em: http://www.bubok.pt/livros/7632/AS-BOAS-PRATICAS-DE-ENSINO-DA-ESCRITA

Web-based language class activities


Over the past two decades, a growing number of educational researchers have studied the benefits of using information and communication technologies (ICT). Research on Computer-Assisted Language Learning, mostly foreign language learning, shows that the use of ICT is beneficial to the development of learners’ competences. This paper presents the preliminary results of an ongoing research on this topic. Building on a brief review of the literature and the analysis of lesson plans of Portuguese language teachers, this study argues that ICT are mainly used to support traditional methodological approaches, contrasting with the learner-centred ones encouraged by recent research on the topic.

Full paper at: http://www.sciencedirect.com/science/article/pii/S1877042813010537#

Evaluating Web Resources

This is a multidisciplinary guide on evaluating research sources, especially resources found on the World Wide Web.


Currency: the timeliness of the information

  • When was the information published or posted?
  • Has the information been revised or updated?
  • Is the information current or out-of date for your topic?
  • Are the links functional?

Relevance: the importance of the information for your needs

  • Does the information relate to your topic or answer your question?
  • Who is the intended audience?
  • Is the information at an appropriate level (i.e. not too elementary or advanced for your needs)?
  • Have you looked at a variety of sources before determining this is one you will use?
  • Would you be comfortable using this source for a research paper?

Authority: the source of the information

  • Who is the author/publisher/source/sponsor?
  • Are the author’s credentials or organizational affiliations given?
  • What are the author’s credentials or organizational affiliations given?
  • What are the author’s qualifications to write on the topic?
  • Is there contact information, such as a publisher or e-mail address?
  • Does the URL reveal anything about the author or source?
         examples: .com (commercial), .edu (educational), .gov (U.S. government),
                   .org (nonprofit organization), or .net (network)

Accuracy: the reliability, truthfulness, and correctness of the content, and

  • Where does the information come from?
  • Is the information supported by evidence?
  • Has the information been reviewed or refereed?
  • Can you verify any of the information in another source or from personal knowledge?
  • Does the language or tone seem biased and free of emotion?
  • Are there spelling, grammar, or other typographical errors?

Purpose: the reason the information exists

  • What is the purpose of the information? to inform? teach? sell? entertain? persuade?
  • Do the authors/sponsors make their intentions or purpose clear?
  • Is the information fact? opinion? propaganda?
  • Does the point of view appear objective and impartial?
  • Are there political, ideological, cultural, religious, institutional, or personal biases?

By scoring each category on a scale from 1 to 10 (1 = worst, 10=best possible) you can give each site a grade on a 50 point scale for how high-quality it is!

45 – 50 Excellent | 40 – 44 Good | 35 – 39 Average | 30 – 34 Borderline Acceptable | Below 30 – Unacceptable

Note: the CRAAP test was developed by librarians at CSU Chico. See link on left.

 source: http://libguides.library.ncat.edu/content.php?pid=53820&sid=394505

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