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Tech Tools for Your Instructional Toolbox

St. Louis Regional Library Network Tech Expo, Mar. 1, 2017
by

Amanda Albert

on 20 October 2017

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Transcript of Tech Tools for Your Instructional Toolbox

Google Docs
Bubbl.us
Padlet
Google Sheets
Poll Everywhere
Bibliography
Akkakoson, S. (2013).The relationship between strategic reading instruction, student learning of L2-based reading strategies and L2 reading achievement. Volume 36, Issue 4, pp 422–450. King Mongkut's University of Technology North Bangkok, Thailand.

Aparicio, Blanca., et al. VISUAL ARTS, English for Specific Purposes. Level one. Universidad del Valle.

Axelrod and Cooper, C. (1999). Reading Critically, Writing Well: A Reader and Guide, Fifth Ed., New York: Bedford/St. Martin's. Adapted by Beth Gilmartin. Taken from: http://academic.shu.edu/english/1201/Reading/critical-reading-strategies.htm.

The Prose Reader, 5th ed., by Kim Flachmann and Michael Flachmann, (c) 1999. http://www.csub.edu/~rhewett/english100/rmode

Image taken from: http://www.e-bas.com.au/bookkeeping-blog/employers-toolbox-free-download-2



The act of capturing people, places, events, objects, and feelings in words so that a reader can visualize and respond to them. The subject or topic of the writing is “suspended in time,” and the writer uses the senses (taste, touch, smell, sight, sound) to place the reader in the “environment” of the essay. The writing can be objective (simply discussing the situation) or subjective (attempting to persuade the reader by the impact of the described situation).

Description
Tech Tools for Your
Instructional Toolbox


Using Technology in Instruction
Benefits
Challenges
Considerations
Jamie L. Emery, Saint Louis University
Amanda B. Albert, Washington University in St. Louis
SLRLN Tech Expo 2017
Reflection



Questions?
Contact:

Jamie L. Emery, M.S.
Research & Instruction Librarian
Saint Louis University
jemery2@slu.edu
@JamieLEmery



Collaborative document creation and editing tool
Google app - https://docs.google.com
Engagement - Students engage with a secondary source text, highlight leads to primary sources, and add comments about where they may be able to access them
Assessment - Evaluation of students' highlighted texts and comments
Brainstorming and concept mapping tool
Website - https://bubbl.us
Engagement - Students create concept maps or citation maps that illustrate relationships relevant to their research
Assessment - Evaluation of students' concept maps or citation maps

Collaborative online bulletin board
Website - https://padlet.com
Engagement - Students share found sources and possibly their evaluation of those sources
Assessment - Evaluation of students' notes on Padlet
Please post a note on our Padlet about how you could use one of these tools in your instruction.

https://padlet.com/jemery21/instructional_toolbox


Collaborative online spreadsheet
Google App: https://sheets.google.com
Engagement - Students record their engagement with the research/search process by answering specific questions on the spreadsheet
Assessment - Evaluating student responses, often by commenting directly on the document
Amanda B. Albert, M.S.
Information Literacy Coordinator
Washington University in St. Louis
amandabalbert@wustl.edu
@AmandaBAlbert
Full transcript