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Episode 19: Pamela Manson, College LINC instructor, on how she uses Edulinc software
October 21, 2013 04:44 PM PDT
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Language teachers and program administrators who want to make the move to LINC blended learning begin with an important question: how do I get there from here? Pamela Manson and her colleagues at Algonquin College have made the big move. In this podcast Pamela describes how she became involved in LearnIT2teach and how that's paying off for her teaching, her learners & her LINC program. 8 minutes.

Episode 18: Svetlana Lupasco, LINC Literacy Instructor
October 08, 2013 08:38 AM PDT
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In the build up to TESL Ontario 2013, we are focussing lots of attention on practitioners. What are the classroom benefits of blended learning? What does it take to get it going? In this podcast, you'll listen to Svetlana Lupasco describe her approach to ESL Literacy, the role technology plays in her teaching, and the courseware she has created for her classes. Svetlana also gives us a sneak preview of what attendees can expect at her technology lab session at TESL Ontario 2013. Svetlana is a LINC teacher, a 9-year TESL professional from Toronto and a recent graduate of Stage 4 in the LearnIT2teach training.

Svetlana shares her course materials at: (http://literacyesl.blogspot.ca/)

Episode 17: Professor Ken Beatty
March 14, 2013 08:43 AM PDT
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Jim Edgar continues his conversation with Ken Beatty, a CALL professor at Anaheim University. Jim asks Professor Beatty to summarize an inspiring conference presentation he had given at TESL Canada. The topic was 'The Unexpected Next'. In his summary, Professor Beatty lists six emerging language technologies. and their application to language teaching and learning. These are really six key techniques for making the most creative and effective use of learning technologies. This is not at all just for techies. It's practical advice for the blended learning instructor.

Episode 16: Vance Stevens, Part Three
February 12, 2013 01:29 PM PST
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In this final section, Vance describes the importance of teachers modelling technological innovation to other teachers. Vance also gives some technology tips. Vance also underlines the need for teachers to be playful and exploratory with new technology.

Episode 15: Vance Stevens, Part Two
February 12, 2013 01:25 PM PST
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Vance speaks to the importance of community of practice when teachers want to innovate and apply new learning technologies. As the father of Webheads and Webheads in Action, Vance has demonstrated that his approach to online community building works.

Episode 14:: Vance Stevens, Webhead in chief
February 12, 2013 01:21 PM PST
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Vance Stevens,a pioneer in computer-assisted language learning since the 70's, and Rob McBride, LearnIT2teach Project, in conversation in March 2012 at TESOL Philadelphia. Vance has taught TESL extensively at the university level in the USA and the Middle East. Thousands of TESL professionals know him as the originator and the animator of Webheads, a community of practice for instructors wanting to integrate technology into their teaching.

This is the first of three podcasts with Vance. In Instalment #1, Vance speaks to the origins of Webheads and how it operates to encourage collaboration and sharing among TESL practitioners.

Episode 13: Pascal St-Jean introduces Tutela
January 22, 2013 08:13 AM PST
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This podcast was recorded at the TESL Canada 2012 Conference shortly after the official launch of Tutela.ca, Citizenship and Immigration Canada's national repository for settlement language training. The podcast features Pascal St-Jean, one of the site administrators and core developers. Pascal provides a brief history of Tutela, an overview of what the site offers, strategies being used to build an online community and how being community-driven will impact the site's future.

Episode 12: Why Use Technology in the Language Classroom? by Dr. Ken Beatty, CALL Professor (Anaheim University)
November 02, 2012 12:06 PM PDT
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In this episode, Dr. Ken Beatty provides insights into the benefits of using technology from both the teachers' and learners' perspectives. Dr. Beatty makes practical suggestions, and he offers advice to the many teachers who would like to do more with educational technologies, but say they don't have time to learn them. Dr. Beatty is a Professor of Computer-assisted Language Learning at Anaheim University. He is also widely published in his field. This episode was recorded by Jim Edgar at the 2012 TESL Canada Conference.

Episode 11: Part Three of an interview with Dr. Phil Hubbard, Stanford University
July 21, 2012 07:29 AM PDT
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Teachers can act as 'change agents' by leading efforts to integrate CALL in their program. But this can be a dangerous path if you become known as the techie teacher, and then are relied on for technical support. Teachers in that position should be rewarded by administrators, but they should also try to teach skills to other teachers and students. Teachers need to know a little technology 'first aid' in order to fix issues themselves.

CALL has evolved a lot in the past 30 years. Mobile technology for learning and games for learning are two exciting new technologies. But people need to think carefully about what really helps and not just adopt trendy technology.

Teachers facing challenging environments and perhaps suspicious of learning technology should try to 'role play' the language learner. Dr. Hubbard suggests that teachers try using CALL materials in another language to experience technology from the learners point of view. This way, teachers can learn to understand what learners enjoy and what might frustrate them.

Episode 10: Part Two of our interview with Dr. Phil Hubbard, Stanford University
July 14, 2012 08:06 AM PDT
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Technology skills for teachers are becoming more and more in demand. Building your tech skills enhances your marketability. Teachers learn best from each other. Teachers collaborating to learn new skills is a real plus. Hiring a teacher with tech skills can improve a program as she can be a model for others. A program might start the process of change and innovation with a specific project to meet a need because teachers begin to see the value of innovation when they put it work. A group of teachers collaborating to do something new lightens the individual load and makes it more interesting for everyone. Length, less than five minutes.

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