How Voki Implementation Began at Bergen

This article describes how VOKI was discovered and implemented at Bergen Community College. Voki is a free multidisciplinary tool to create your own persona by designing a talking avatar to suit your needs. Voki offers customization options for selecting your image, background, and voice. Messages can be delivered in any of 30 languages. At Bergen, Voki has been used in online courses and embedded on numerous web pages. Prior to the May 2015 ELD Conference, Ms. Margolies presented on this topic in 2014 at the Bergen Community College’s CITL Technology Showcase and the NJEdge Annual Conference

Integrating online services into English language teaching and learning: the case of Voki

The article deals with teaching English as a foreign language with the use of modern Internet technologies. The emphasis is upon the online application Voki and beneficial ways to implement it in the classroom. The article also presents an overview of classroom activities using Voki aimed at developing students’ communication skills

How has my learning enabled me to create and share an animated video to assist newly qualified teachers in the creation of a safe critical space for their students?

This paper presents my emergent living theory as it developed while I attempted to address my concern “How has my learning enabled me to create and share an animated video to assist Newly Qualified Teachers in the creation of a safe critical space for their students?” I explore how my learning on the Masters in Education and Training Management (e-learning) has affected me both personally and professionally and how my learning has impacted the learning of others. In particular, I look at the role of critical pedagogy as it impacted my development of the video. I document the creation and distribution of an animated video using the State package by Xtranormal, through one action reflection cycle. I claim that through the use of an animated educational video, NQTs may engage critically with classroom management and in so doing improve their practice so that they can facilitate critical discourse among their students in a safe environment

Engaging your Students with Voki Talking Avatars

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The Use of Voki as A Media to Support the Enhancement of First Grade Students Speaking Skills at SMPN 4 Tambun Selatan

Speaking skill is very crucial for every human being in order to be able to communicate and deliver his or her thoughts among themselves. However, many people around the world speak in vary languages; it depends on their origin. Consequently, many or most of them do not master or able to speak in those languages. So that, people around the world agreed to use some languages as international languages. These languages used as a medium of communication by people whose native languages are different or not mutually intelligible; people are used to say those languages as Lingua Francas. There are some languages that included in Lingua Francas i..e, English. This research is aimed to investigate and explore the use of VOKI to support the enhancement of first grade students’ speaking skills at SMPN 4 Tambun Selatan, Bekasi. The method used in this research is qualitative approach, and it applied Research and Development technique. In this case, the writer collected the data by using observation, structural interview, questionnaire and documentation. The interview was done for the students of first grade students’ speaking skills at SMPN 4 Tambun Selatan, Bekasi. Based on the result of the research, it was found that there were several factors which influence students’ inabilities to speak in English properly, they were students’ speaking ability was low or poor, time limitation, uncomfortable feeling in learning English, lack of motivation, lack of exposures, insufficient materials, and did not know how to start speaking, and lack of feedback. In addition, it was also found that Voki had some features that could be used to solve those problems of the research, the problems of students in speaking English properly. This research can be concluded that the use of Voki as a media to enhance students’ speaking skills to promote the extensive learning at SLTPN 4 Tambun Selatan is useful. It is proven by several problems that hinder the teaching learning process are solved

Pemanfaatan Voki dalam Upaya Peningkatan Kemampuan Melafal Kata Dalam Bahasa Inggris pada Anak Usia 7-8 Tahun

Berbicara dalam bahasa inggris bukanlah sesuatu yang mudah dilakukan bagi para penutur asing yang bukan pengguna asli bahasa inggris. Namun, bila upaya itu dilakukan sejak dini, hal ini bukanlah menjadi sesuatu yang mustahil untuk dilakukan. Hal ini dikarenakan anak usia dini mampu menirukan suara dan logat dari perkataan atau ucapan yang ia dengar. Tujuan dari penelitian ini adalah untuk mengetahui bagaimana Voki dapat membantu meningkatkan kemampuan melafal kata dalam bahasa inggris pada anak usia 7-8 tahun. Dalam penelitian ini, peneliti menggunakan metode Penelitian Tindakan Kelas. Penelitian ini dilakukan di Sekolah Dasar Negeri Jatimulya 01 dengan menggunakan siswa-siswi kelas satu sebagai sampelnya. Berdasarkan hasil penelitian, ditemukan bahwa para siswa-siswi mengalami peningkatan yang cukup berarti di setiap siklusnya, sehingga para siswa mampu melafalkan kata dalam bahasa inggris dengan baik dan benar pada akhir penelitian. Penelitian ini dapat disimpulkan bahwa Voki mampu digunakan untuk meningkatkan kemampuan melafal kata dalam bahasa inggris bagi anak usia 7-8 tahun

Increasing english interpersonal oral communication by fifth graders immersed in a CLIL environment through the implementation of social studies self-access materials

85 Páginas.Teniendo en cuenta la importancia que tiene para las instituciones bilingües el hecho que los niños desarrollen una segunda lengua, así como contenido de las materias de forma articulada, es imperativo generar estrategias que incrementen tanto las habilidades de lenguaje como los contenidos establecidos para cada asignatura. De esta manera, este proyecto de investigación nace con el fin de identificar hasta qué punto el uso de materiales de auto acceso de ciencias sociales incrementa la comunicación oral interpersonal entre aprendices de segunda lengua de quinto grado ubicados en un contexto de aprendizaje integrado de contenido y lenguas extranjeras (AICLE). Este estudio se llevó a cabo en el Liceo Católico Campestre (institución bilingüe) ubicado en Bogotá, Colombia. Se realizó con doce participantes todos pertenecientes a la clase de ciencias sociales (asignatura en inglés) de quinto grado

Pelatihan Melafal Kata dalam Bahasa Inggris pada Kelompok Pengamen di Jatimulya Kabupaten Bekasi

Kemampuan bermain musik para pengamen yang berada di daerah Jatimulya memang tidak bisa dibilang sangat baik, namun hal itu cukup dapat menghibur para pendengarnya. Satu hal yang sangat disayangkan adalah kemampuan mereka dalam menyanyikan lagu yang menggunakan bahasa inggris. Maraknya penggunaan smartphone oleh masyarakat sekarang ini juga menjadi salah satu alasan kegiatan ini muncul. Dalam hal ini, kami memberikan sebuah pelatihan dalam bahasa inggris menggunakan multi media dengan metode audio visual yang diperuntukan bagi para pengamen agar mereka mampu untuk mengucapkan kata dalam bahasa inggris yang pada akhirnya mampu menyanyikan lagu dalam bahasa inggris tersebut secara benar dan tepat. Pelatihan ini diberikan kepada para pengamen sebanyak 12 kali pertemuan, 4 kali seminggu dengan alokasi waktu 120 menit/pertemuan dengan menggunakan media Voki sebagai alat bantu dalam pelaksanaannya. Kami juga membagi pelatihan menjadi beberapa tahapan: melafal kata, melafal huruf, dan melafal kalimat. Hal ini kami lakukan agar para pengamen tersebut lebih mudah dalam mempelajari pelafalan dalam bahasa inggris. Hasil dari kegiatan ini terlihat para pengamen tersebut terdengar mampu untuk menyanyikan lagu dalam bahasa inggris dengan bai

Innovative Web 2.0 Technologies to Support Struggling Readers

Most Web 2.0 technologies are either free or inexpensive, making them accessible for teachers to use for instructional purposes, especially to assist diverse students from lower socioeconomic backgrounds. This article discusses the qualitative findings of a mixed-methods study that investigated how a group of candidates in a reading licensure graduate program responded to Web 2.0 technology integration when working with struggling readers, including their perceptual reaction and their implemented practice. The results from the study may help K-12 classroom teachers and teacher educators better understand how to include technologies in working with teacher candidates and assist them in designing instructional practices to support all learners