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<rss xmlns:ps="http://trailfire.com" version="2.0"><channel><title>"Jarred TLC FA07" by bcole</title><link>http://trailfire.com/bcole/trails/49473</link><category>bcole/trails</category><ttl>60</ttl><item><title>jarredbrinkmann - The Role of Technology in Vocabulary Acquisition</title><link>http://trailfire.com/bcole/marks/167179</link><description><![CDATA[Hi Jarred,<BR><BR>First off, what a great webpage presentation here!&nbsp; It looks like Google Pages gives you a clean layout and template.&nbsp; Did you find it easy to navigate?]]></description><category>Jarred TLC FA07</category><author>bcole</author><pubDate>Tue, 04 Dec 2007 15:52:20 -0800</pubDate><guid isPermalink="false">trailfire:markId:167179</guid></item><item><title>jarredbrinkmann - The Role of Technology in Vocabulary Acquisition</title><link>http://trailfire.com/bcole/marks/167184</link><description><![CDATA[Yes, good points here.&nbsp; It&#39;s interesting because I kind of struggle with this in the L2 classroom myself.&nbsp; I&#39;m inclined to not allow students to mine their e-dictionaries during class.&nbsp; I&#39;d rather have them ask 3 people before they go for their dictionaries.&nbsp; But, I suppose as a learner I would probably want to have it nearby for a sense of security.&nbsp; Is that hypocritical?]]></description><category>Jarred TLC FA07</category><author>bcole</author><pubDate>Tue, 30 Oct 2007 20:15:48 -0700</pubDate><guid isPermalink="false">trailfire:markId:167184</guid></item><item><title>jarredbrinkmann - The Role of Technology in Vocabulary Acquisition</title><link>http://trailfire.com/bcole/marks/167188</link><description><![CDATA[Very clear opening paragraph here - focsued, states the problem you are interested in and your reasons for exploring further.]]></description><category>Jarred TLC FA07</category><author>bcole</author><pubDate>Tue, 30 Oct 2007 20:18:48 -0700</pubDate><guid isPermalink="false">trailfire:markId:167188</guid></item><item><title>jarredbrinkmann - The Role of Technology in Vocabulary Acquisition</title><link>http://trailfire.com/bcole/marks/167189</link><description><![CDATA[I&#39;m curious what you mean here in your use of fossilization, Jarred.&nbsp; Typically this concept is associated with older learners.]]></description><category>Jarred TLC FA07</category><author>bcole</author><pubDate>Tue, 30 Oct 2007 20:20:21 -0700</pubDate><guid isPermalink="false">trailfire:markId:167189</guid></item><item><title>jarredbrinkmann - The Role of Technology in Vocabulary Acquisition</title><link>http://trailfire.com/bcole/marks/167191</link><description><![CDATA[Ah yes!&nbsp; That was my experience in high school as well.&nbsp; A lot of memorization and vocabulary tests.&nbsp; A lot of translation.]]></description><category>Jarred TLC FA07</category><author>bcole</author><pubDate>Tue, 30 Oct 2007 20:22:07 -0700</pubDate><guid isPermalink="false">trailfire:markId:167191</guid></item><item><title>jarredbrinkmann - The Role of Technology in Vocabulary Acquisition</title><link>http://trailfire.com/bcole/marks/167193</link><description><![CDATA[Ah yes, especially as you enter into different registers and get into different genres - the associated vocabulary will become critical.&nbsp; In EAPP, we would focus a lot on cohesive devices for example.&nbsp; I can see where moving into language for specific purposes then makes sense for learners because it creates frames around which new language can be associated.]]></description><category>Jarred TLC FA07</category><author>bcole</author><pubDate>Tue, 30 Oct 2007 20:28:23 -0700</pubDate><guid isPermalink="false">trailfire:markId:167193</guid></item><item><title>jarredbrinkmann - The Role of Technology in Vocabulary Acquisition</title><link>http://trailfire.com/bcole/marks/167194</link><description><![CDATA[<IMG STYLE="width: 237px; height: 189px;" SRC="http://www.emofaces.com/wallpaper/1280x1024/smile.gif">]]></description><category>Jarred TLC FA07</category><author>bcole</author><pubDate>Tue, 30 Oct 2007 20:31:16 -0700</pubDate><guid isPermalink="false">trailfire:markId:167194</guid></item><item><title>jarredbrinkmann - The Role of Technology in Vocabulary Acquisition</title><link>http://trailfire.com/bcole/marks/167198</link><description><![CDATA[could you offer up a definition here so we&#39;re working with the same concept?&nbsp; I appreciate your links to the articles, but providing clear explanations within your text would be more reader friendly.]]></description><category>Jarred TLC FA07</category><author>bcole</author><pubDate>Tue, 30 Oct 2007 20:33:45 -0700</pubDate><guid isPermalink="false">trailfire:markId:167198</guid></item><item><title>jarredbrinkmann - The Role of Technology in Vocabulary Acquisition</title><link>http://trailfire.com/bcole/marks/167203</link><description><![CDATA[So, one might say a multi-modal approach?<BR><BR>I wonder how the tool that I am using to annotate your project might be a tool you could use to build such glosses?&nbsp; I found a number of tools and decided on this one called &quot;<A HREF="http://www.trailfire.com">Trailfire</A>.&quot;&nbsp;]]></description><category>Jarred TLC FA07</category><author>bcole</author><pubDate>Tue, 30 Oct 2007 20:38:41 -0700</pubDate><guid isPermalink="false">trailfire:markId:167203</guid></item><item><title>jarredbrinkmann - The Role of Technology in Vocabulary Acquisition</title><link>http://trailfire.com/bcole/marks/167205</link><description><![CDATA[Yes, interesting results, indeed.&nbsp; This would raise particular issues for a teacher wouldn&#39;t you say?&nbsp; Especially for a teacher who doesn&#39;t share students&#39; L1.&nbsp; Hmmm...]]></description><category>Jarred TLC FA07</category><author>bcole</author><pubDate>Tue, 30 Oct 2007 20:40:31 -0700</pubDate><guid isPermalink="false">trailfire:markId:167205</guid></item><item><title>jarredbrinkmann - The Role of Technology in Vocabulary Acquisition</title><link>http://trailfire.com/bcole/marks/167206</link><description><![CDATA[Yes, I suppose that might be the best alternative.&nbsp; I recall other glosses had even more data including audio and video - I think that was in the context of Reading comprehension, but just the same, interesting in the sense of adding scaffolds for lexical help.]]></description><category>Jarred TLC FA07</category><author>bcole</author><pubDate>Tue, 30 Oct 2007 20:42:17 -0700</pubDate><guid isPermalink="false">trailfire:markId:167206</guid></item><item><title>jarredbrinkmann - The Role of Technology in Vocabulary Acquisition</title><link>http://trailfire.com/bcole/marks/167209</link><description><![CDATA[Well said here, Jarred.&nbsp; Your exploration into the research offers up some clear routes to take with glosses and I appreciate your point of view.&nbsp; As a teacher you can make incidental or intentional choices as well.&nbsp; I hope this project sets you on a course for the latter, and maybe a way to focus some interesting classroom based research.<BR><BR>One question I have for you with regards to your discussion of incidental vs intentional is whether you see a connection between the two processes.&nbsp; Is one less active than the other?&nbsp; Can incidental learning translate into more intentional learning?<BR><BR>In phase 2 you&#39;ll take your exploration and consider some different tools, create an example or two and dig into this approach a little more to share with other teachers.&nbsp; Do you have any particular tools in mind?<BR><BR>Overall, your project hits the mark pretty well.&nbsp; I see a clear foundation for a design on this topic and look forward to working with you on the pedagogical implications for working with technology to build vocabulary.<BR><BR>Grade: 18/20 A -]]></description><category>Jarred TLC FA07</category><author>bcole</author><pubDate>Tue, 30 Oct 2007 22:01:08 -0700</pubDate><guid isPermalink="false">trailfire:markId:167209</guid></item></channel></rss>
