Beasiswa DataPrint, beasiswa dengan syarat yang simple dan bermanfaat

Oke guys, ☺kali ini saya ingin berbagi informasi yang bermanfaat buat saudara-saudara sekalian. Bagi kalian yang aktif sosial dan pendidikan dan hobi menulis, ada beasiswa bagus untuk kalian, saudara dan teman-teman juga, yaitu Beasiswa DataPrint. Beasiswa tersebut ada tiap tahunnya, saudar-saudara. Syaratnya mudah, masuk ke link, daftar, dan juga membuat essay yang tiap tahun ganti. Ada beberapa tips registrasi gan;
1. Persiapkan laptop, internet dan kesehatan fisik dan rohani
2. Catat nama dan kode informan yang ngasih tau agan informasi beasiswa ini.
3. Persiapkan essay, data prestasi dan kegiatan yang sedang dilakukan serta hal hal yang isinya banyak di Ms Word. Why? Karena jika ada kolom yang lupa di isi atau koneksi putus, semua yang kalian ketik akan hilang dan bikin capek, frustasi, kezel bat....
4. Sebelum klik submit, pastikan semua langkah ke empat SUDAH DILAKSANAKAN.
5. Baca Basmalah, lalu klik Submit. yuhuuu
6. Oh ya, jangan lupa beli produknya gan, biar dapat kupon dan jadi rekomendan bagi rekan2 agan yang lain untuk mendapat beasiswa ini. Kalau banyak yang daftar berkat rekomendasi dari agan, siap2 deh dapat hadiah.
Ok, good luck.

 Insya Allah akan menambah semangat saudara-saudara dalam beramal sholeh di bidang sosial dan pendidikan. monggo ini linknya gan 👌:
http://beasiswadataprint.com/

Digital Technologies for English Language Learning

Teaching elementary students literacy strategies that enable them to engage with increasingly complex texts is not easy, especially when it comes to discussing ideas with teachers and peers. As such, it is important to teach students to both listen and speak effectively during the early stages of their education.

Speaking and listening benchmarks

Many states’ learning standards for speaking and listening require that students be able to:

·         Present information, findings, and supporting evidence such that listeners can follow the line of reasoning, and the organization, development, and style are appropriate to task, purpose, and audience.

·         Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

·         Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

In order to achieve these goals, students must have opportunities to hone speaking and listening skills during classroom discussions, in small groups or with partners. They must be able to follow conversations and take part in discussions through adding relevant information, making accurate and just comparisons, and develop their points using evidence. To achieve this end, teachers can use a few strategies to get students to better engage as both listeners and speakers.

Five ways elementary teachers can help students improve listening and speaking skills

 

1. Provide pre-learning activities that enable students to focus on what is important

These activities might include key vocabulary terms, an outline of what will be taught, study guides and objectives. This information makes it possible for students to know where and how to focus their listening and then develop stronger oral responses that are more focused.

2. Stop repeating instructions

This advice may go against what teachers typically do, which is to repeat directions or steps multiple times to ensure student comprehension. However, giving instructions multiple times trains students that they do not have to listen the first time, and that the information will be readily available if they choose not to listen.

3. Model good listening and speaking behavior for students

Students learn by how teachers listen and speak, which means it is important for educators to model the behaviors they wish students to emulate. This means that teachers need to practice good listening skills (focusing their full attention on the speaker without interrupting) and good speaking skills — paraphrasing the other person’s ideas before responding, clearly articulating ideas and using correct grammar and structure.

4. Provide structured activities for students to do during or after the listening activity

              If students are watching a documentary or educational film, the teacher might pause periodically to have students write down questions. Alternatively, if students are participating in a group discussion, tell them to take turns as the speaker and provide specific instructions for those who are listening. This might involve taking notes on what the speaker is saying and reporting or paraphrasing their contributions. This strategies allows students to focus their points or ideas before participating in discussions.

5. Create ways for introverted students to participate and contribute to conversations

            Quiet or introverted students often get left out of large group discussions. In order to make participation easier for them, allow students to show their agreement or disagreement with an idea by holding up two fingers for “yes” or three fingers for “no.” This allows all students to participate and indicate they have been listening as well as respond in a way that best suits their needs.

            There are a number of ways elementary teachers can help students develop strong speaking and listening skills regardless of the curriculum they’re teaching. These practices will enable students to understand what is expected of them and how to perform well in their lives down the road.
 

10 Ways to Use Technology to Build Vocabulary

By: Bridget Dalton, Dana L. Grisham

Teaching and learning vocabulary

The first five eVoc strategies focus on explicit teaching of vocabulary and helping students become independent word learners.

eVoc strategy 1: Learn from visual displays of word relationships within text

Wordle is a free Web application that allows you to create a word cloud based on the frequency of words in a particular text. It can be used to stimulate students' thinking about the meaning, importance, and relationship of words as they analyze, create, and publish Wordles. To create a word cloud, you paste text into the applet and then manipulate the visual display by selecting the color scheme, layout, and font. Word clouds can be used to highlight keywords and themes to prepare students for reading, as well as prompt discussion after reading.

eVoc strategy 2: Take a digital vocabulary field trip
        Teachers can create a digital version of a vocabulary field trip using a free online program called TrackStar (trackstar.4teachers.org). Like the popular WebQuest (Dodge, 1995), TrackStar allows you to collect a series of websites and annotate them so that students follow the online journey.
        eVoc strategy 3: Connect fun and learning with online vocabulary games
       We recommend two sites that offer a variety of activities to engage students in playing with words and word meanings: Vocabulary Games and Vocabulary. Games include crossword puzzles, picture-word matches, word scrambles, and 8 Letters in Search of a Word (a game that can draw you in unexpectedly as you race to create as many words as possible from eight letters within the time limit). The games are supplemented with themed word lists, test preparation items, and activities on prefixes and suffixes. These sites can be bookmarked for students' independent practice and can provide a basis for whole-group instruction.
       eVoc strategy 4: Have students use media to express vocabulary knowledge
        The previous eVoc strategies all require student interaction, from manipulating a visual word map to taking an online vocabulary field trip. This strategy focuses on students' vocabulary representations in multiple modes-writing, audio, graphic, video, and animation (Nikolova, 2002; Xin & Rieth, 2001). The first set of examples draws on promising research with universally designed digital text (Dalton & Proctor, 2007), suggesting the benefit of having students develop word meaning as they read a definition, view graphics, listen to the word, write or audiotape a personal connection to the word, create a caption for a graphic, and complete an interactive word map (Proctor et al., 2007; Proctor, Uccelli, Dalton, & Snow, 2009).
        This kind of collaborative publication and engagement with an external audience is characteristic of successful multimedia learning (Fadel & Lemke, 2008). There really is no end to the creative possibilities when students use media to develop and celebrate the wonder of words.
eVoc strategy 5: Take advantage of online word reference tools that are also teaching tools
        Many online word reference tools are also excellent teaching resources. For example, the Visual Thesaurus website complements its fee-based content with free information such as the Behind the Dictionary and Teachers at Work columns and teacher-created themed word lists. Many use multiple distribution platforms to reach learners wherever they are. For example, the Back in School webpage of Dictionary.com
Develop strategic digital readers with "on-demand" vocabulary help
This section highlights two online tools that provide just-in-time support while reading. Students can develop their strategic learning repertoire as they customize their own collection of supports.
eVoc strategy 6: Support reading and word learning with just-in-time vocabulary reference support
       Whether avid or reluctant reader, we all encounter unfamiliar words in our reading and need strategies for what to do when this occurs. Rather than using print dictionaries or asking the teacher, students can learn to use online dictionaries and thesauri.
Two popular free online dictionaries/thesauri are Reference.com and Merriam-Webster. Tools expressly designed for students include Word Central from Merriam-Webster , Back in School from Dictionary.com, and Yahoo Kids! American Heritage Dictionary of the English Language.
      A strength of digital text is its capacity to communicate in multiple modes, enhancing understanding by providing two channels of input, visual/spatial and linguistic (Mayer, 2001). Merriam-Webster offers an online visual dictionary (visual.merriam-webster .com/index.php), and Enchanted Learning provides a picture dictionary for young children. Be on the alert for educational sites that offer specialized picture glossaries, such as NASA's online space picture dictionary. These sites can be added to your browser favorites. And, finally, it is important to teach students to notice and strategically use the vocabulary help that is offered on various sites, such as the word wizard that pops up when students are reading Scholastic News Online.
eVoc strategy 7: Use language translators to provide just-in-time help for ELLs
       The value of a translator is that it supports learning words as they occur naturally in authentic text and allows students to view bilingual versions of a text side by side so that they can use their first-language knowledge to develop their English vocabulary. You can paste text into the translator field, select the input and output languages, and view the translation (see Babelfish, Google translator, and Bing Translator).
Expand wide reading and incidental word learning with digital text
Reading widely and deeply is important for vocabulary development and reading comprehension. These two strategies help increase students' volume of reading and, indirectly, their incidental word learning (Cunningham & Stanovich, 2001; Nagy & Herman, 1985).
eVoc strategy 8: Increase reading volume by reading digital text
      Class libraries, read-alouds, book clubs, and independent reading time during the school day can increase the amount and variety of student reading. However, it is challenging to find the resources and time required to provide up-to-date material, to be responsive to students' interests, and to accommodate readers at different reading levels.
     Many educational publishers and organizations provide free online content, including articles and media about current events, some of which are generated by students themselves. A few of our favorites include the following:

       Time for Kids

   Weekly Reader

       National Geographic Kids

   National Geographic Kids' blogs

       Science News for Kids

eVoc strategy 9: Increase reading volume by listening to digital text with a text-to-speech tool and audio books

A common concern among educators is the readability of websites and Internet content. One powerful strategy is to allow students to listen to text with a text-to-speech (TTS) tool or, when available, listen to audio narration. This provides students with access to age-appropriate content and grade-level curriculum, a right mandated by the Individuals with Disabilities Education Improvement Act of 2004. For struggling readers, TTS increases their reading speed, reduces stress, and for some, but not all, improves comprehension (Elkind & Elkind, 2007).

         Fortunately, there are free TTS tools that can be mounted on the browser toolbar for easy access while reading, such as Click, Speak for Firefox (click speak.clcworld.net), or downloaded to your desktop, such as the NaturalReader free TTS utility. Balabolka is a PC-based TTS application that can run off a thumb drive. Some e-book readers such as Microsoft Reader are free to download and can be used with public domain content that is part of their e-book library.

eVoc strategy 10: Combine vocabulary learning and social service

        This final eVoc strategy is a free online vocabulary game, Free Rice that has attracted millions of users, young and old. We believe it offers an opportunity to promote students' engagement with words while contributing to the social good.

Free Rice presents a word and four answer choices on the screen. For each correct answer, the United Nations World Food Programme donates 10 grains of rice to countries in need. The game adjusts its difficulty level based on the response, filling a bowl with rice as the player adds to his or her score. As a class activity, the teacher could project the website on screen and guide students in playing the game for 5 minutes daily, discussing choices (e.g., "I think it must be 'x' because 'y'") and strategies (e.g., "Any words we can eliminate? Does the root word give us a clue we can use?"). Students can play individually or with a partner, reporting back to class on their rice earnings and sharing intriguing new words.

ICT Final Test-Digital Magazine

• Digital Magazine about Movies

This our Digital Magazine about Movie Review

https://joom.ag/lpqQ

Members of the group
Lailatun Nurul Aniq (2201413152) page 3-6 and 15
Yefta Eko Nugroho ( 2201413155) page 1 and 7-10
M. Ali Azhar (2201413158) page 2 and 11-14

The Examples of Translation Techniques

Examples of Translation Techniques

1. AMPLIFICATION

IND        : Masjid Bai

turrahman berlokasi di sebrang Simpang Lima Semarang

ENG       : The Baiturrahman Mosque is located in Semarang, which precisely across the Simpang Lima

IND        : Pasar Klewer terletak di gerbang barat utara komplek Keraton yang menjual aneka jenis kain terutama Batik.

ENG       :  Klewer market, an old market that sells any kinds of fabric and predominanEngy batik. Located in off the west gate of Keraton’s North Square.

IND        : ….maka untuk membela keutuhan Negara Majapahit dia bersumpah untuk tidak makan palapa sebelum Nusantara dapat dipersatukan.

ENG       : Gajah Mada, the famous vicegerent of Majapahit kingdom pledged not to eat palapa, rice with side dishes before Nusantara, Indonesian archipelagohas been united under the reign of Majapahit.

IND        : ‘Aneh,’ katanya. ‘Bentuknya ajaib. Ini uang ?

ENG       : ’ ‘Weird !’ he said, ‘What a shape! This is money ?’

IND        : Taman kanak-kanak

ENG       : Kindergarten (Eng/German)

IND        : Selamat pagi. Kau datang lebih awal hari ini.

ENG       : Good morning. You're early today.

IND        : Banyak warga negara Indonesia di kapal itu.

ENG       : There are many Indonesian at the ship.

IND        : Kata-katanya terdengar sekeras dinding batu ruangan itu.

ENG       : His words were as hard as the rock walls.

IND        : Tiba-tiba, seperti sebuah meriam, dinding kaca itu meledak.

ENG       : Suddenly, like cannon, the glass exploded.

2. TRANSPOSITION

IND        : Pada tanggal 22 Agustus 1945 Panitia Persiapan Kemerdekaan Indonesiamenetapkan pembentukan Barisan Keamanan Rakyat untuk memelihara keamanan dan ketertiban umum di daerahnya masing masing.

ENG       : The Indonesian Independence Preparatory Committee decided to set up the organization of People’s Security Body at its meeting on August 22, 1945.

IND        : Setelah beberapa kali kebangkrutan, krisis tersebut diakhiri oleh  peraturan pemerintah mengenai perdagangan tulip.

ENG       : Affter many bankruptcies, the crisis was ended by government regulation of the tulip trade.

IND        : Dengan ragam pilihan yang begitu banyak yang cocok untuk semua anggaran dan selera,  mulai dari  obat tradisional Cina yang berumur ratusan tahun sampai peralatan teknologi  mutakhir, untuk orang yang suka membeli barang kecil - kecilan, persinggahan di Singapura bisa memberikan sesuatu untuk semua orang.

ENG       : With its astounding variety of shopping options to suit all budgets and tastes spanning the centuries from age - old traditional Chinese medicine to the latest  cutting edge technological  gadgets a retail - oriented sojourn in Singapore truly does offer a unique shopping experience.

IND        : Keukenhof juga memiliki taman di bawah atap berdampingan dengan rumah kaca untuk  pameran yang layak untuk dikunjungi, setiap inci dari  53.000 kaki persegi ruangan kelihatan seperti bersemi.

ENG       : Keukenhof also has a roofed - in garden with an adjacent show glasshouse which is reason enough to visit; every inch of  the 53,000 square feet spaceseems to be in bloom.

IND        : Seluruh ototnya terasa seperti membatu.

ENG       : All of her muscle felt like stone.

3. MODULATION

IND        : Unik adalah kata yang tepat untuk mendeskripsikan Singapura – negara berukuran kota kosmopolitan yang dinamis, yang memiliki banyak kebudayaan yang berbeda, kelompok - kelompok etnik dan keharmonisan dari beragam agama.

ENG       : Unique is the word that best captures Singapore – a dynamic, cosmopolitancity – state where different cultures, ethnic groups and religions blend harmoniouIndy.

IND        : Para wisatawan mengenakan pakaian selam dan snorkelnya, sebelum perlahan - lahan turun  ke dalam air dalam kelompok berisi lima orang – menceburkan diri keras -keras dianggap sebagai tanda bermusuhan oleh lumba - lumba.

ENG       : The visitors put on their suits and snorkels before easing into the water – splashing loudly is regarded as a display of hostility by dolphins – in groups of five.

IND        : Terdapat juga hotel - hotel biasa, penginapan kecil, pondok wisata, and lapangan perkemahan tidak jauh dari gemerlapnya tulip.

ENG       : There are also the usual hotels, quaint inns, boarding houses and campsites, not far from the blaze of tulips.

IND        :   Setelah beberapa kali kebangkrutan, krisis tersebut diakhiri oleh peraturan pemerintah mengenai perdagangan tulip

ENG       :  After many bankruptcies, the crisis was ended by government regulation of the tulip trade.

IND        : Berwisata menikmati kumpulan bunga tulip telah menjadi semacam upacara Musim Semi di Negeri Belanda. Walaupun Anda dapat mengunjungi ke banyak negara  tetapi Anda tidak  akan melihat lebih banyak tulip sebagaimana yang ada di negara Anda sendiri

ENG       : Touring through such tulips has become a rite of spring in Holland, although you can drive through most of the country and see no more tulips than at home.

IND        :  Ada baiknya agen perjalanan wisata Anda melakukan pemesanan setahun di muka.

ENG       : It‟s a good idea to have your travel agent make reservations a year in advance.

IND        : Dia terjatuh kedalam jurang

ENG       : He was fallen into the cliff

IND        : Tidak terlalu besar

ENG       : It’s small

IND        : Bukuku ketinggalan

ENG       : I left my book

4. ADAPTATION

IND        : Penelitian ini adalah bagian dari sebuah penelitian mengenai pantunMelayu.

ENG       : This research is a part of a study on Malay four-lined verse.

IND        : Mereka didalam Kantung Ajaibku.

ENG       : They're here in my Four - Dimensional Pocket.

IND        : Piring-piring di depannya sekarang penuh berisi makanan. Belum  pernah dia melihat begitu banyak makanan yang ingin dimakannya  terhidang di satu meja.Daging sapi panggang, ayam, babi, kambing,  sosis, daging asap, steak, kentang rebus, kentang goreng, puding,  kacang, wortel, kaldu, saus tomat, bahkan permen pedas.

ENG       : The dishes in front of him were now piled with food. He had never  seen so many things he liked to eat on one table: roast beef, roast  chicken, pork chops and lamb chops, sausages, bacon and steak, boiled  potatoes, roast potatoes, fries, Yorkshire pudding, peas, carrots, gravy,  ketchup and, for some strange reason, peppermint humbugs

IND        : Ayo kita main-main dengan mereka.

ENG       : Let’s have fun with them.

IND        : Istiratat

ENG       : Take a rest

Blended Learning

First Definition:

Blended learning is a formal education program in which a student learns:

(1) at least in part through online learning, with some element of student control over time, place, path, and/or pace;

(2) at least in part in a supervised brick-and-mortar location away from home;

(3) and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.

The majority of blended-learning programs resemble one of four models:

1. Rotation model — a course or subject in which students rotate on a fixed schedule or at the teacher’s discretion between learning modalities, at least one of which is online learning.

a. Station Rotation — a course or subject in which students experience the Rotation model within a contained classroom or group of classrooms.

b. Lab Rotation – a course or subject in which students rotate to a computer lab for the online-learning station.

c. Flipped Classroom – a course or subject in which students participate in online learning off-site in place of traditional homework and then attend the brick-and-mortar school for face-to-face, teacher-guided practice or projects.

d. Individual Rotation – a course or subject in which each student has an individualized playlist and does not necessarily rotate to each available station or modality.

2. Flex model — a course or subject in which online learning is the backbone of student learning, even if it directs students to offline activities at times. Students move on an individually customized, fluid schedule among learning modalities. The teacher of record is on-site, and students learn mostly on the brick-and-mortar campus, except for any homework assignments. These variations are useful modifiers to describe a particular Flex model.

3. A La Carte model — a course that a student takes entirely online to accompany other experiences that the student is having at a brick-and-mortar school or learning center.

4. Enriched Virtual model — a course or subject in which students have required face-to-face learning sessions with their teacher of record and then are free to complete their remaining coursework remote from the face-to-face teacher.

Second Definition

            Blended learning is a term increasingly used to describe the way e-learning is being combined with traditional classroom methods and independent study to create a new, hybrid teaching methodology. It has already produced an offshoot – the flipped classroom – that has quickly become a distinct approach of its own.

A learning model in three parts

There is a general consensus among education innovators that blended learning has three primary components:

·         In-person classroom activities facilitated by a trained educator.

·         Online learning materials, often including pre-recorded lectures given by that same instructor.

·         Structured independent study time guided by the material in the lectures and skills developed during the classroom experience.

 An individual semester of blended learning may emphasize classroom time at the beginning, then gradually increase the amount of work that students do online or during independent study. Many argue that class discussion boards, for example, are far more useful if the participants have met face-to-face first.

The “flipped” classroom, a more recent coinage, refers to classes that are structured almost exclusively around a reversal of expectations for lectures and homework. Students are expected to watch lectures online at home, and do homework while they are in class.

    Blended learning redefining teaching roles

               In some situations, the move to blended learning has inspired educators to redefine traditional roles. The word “facilitator” has emerged as an alternative to “teacher,” bringing with it a slightly different focus. The facilitator places an emphasis on empowering students with the skills and knowledge required to make the most of the online material and independent study time, guiding students toward the most meaningful experience possible. Facilitators focus on four key areas:

·         Development of online and offline course content.

·         Facilitation of communication with and among students, including the pedagogy of communicating content online without the contextual clues students would get in person.

·         Guiding the learning experience of individual students, and customizing material wherever possible to strengthen the learning experience.

·         Assessment and grading, not unlike the expectations for teachers within the traditional framework.

            By putting an emphasis on learning through supervised activities, blended learning has proven to be very adaptable to what some corporations are calling blended training. Trainers can shift their focus from the delivery of knowledge to its application, and companies spend less flying trainers around to oversee all instruction in person.

However, Blended Learning Education system is one of the alternative method to combine between tradition method (face to face) and e-learning activity (online). If teacher or lecturer can manage the combination in this method, the classroom will not lost the comfort in learning and there will be no boring class. (M. Ali Azhar)

GLOBAL EDUCATION NETWORK (GEN)

New technologies and telecommunications networks have dramatically transformed all facets of life, from medicine to agriculture, entertainment to politics, and economics to service industries (Milken Foundation, 1999).

                Access to information, and therefore knowledge, is becoming increasingly available to citizens in many countries where access was formerly enjoyed only by a privileged few. They also present challenges in many forms (Hallberg and Bond, 1996).

This paper examines the opportunities and challenges associated with technology in the delivery of education worldwide, with a focus on developing countries. There are profound implications for governments, educators and students around the world. The paper offers some practical suggestions for education policy makers and leaders in further incorporating technology in global education systems.

Most observers acknowledge that there are barriers associated with technology acquisition and use, no matter what the intended purpose. Many of the world's economic systems are deeply steeped in a principle of tradition that discourages access to technology. Individuals who seek access may do so for personal, professional or educational growth. The Milken Foundation identifies five criteria that characterize a scenario for technology acquisition, informed use, productive output, and contributions to development. Those considering acquiring new or additional technology should consider these questions as a framework.

• First, what is it that technology will do for students and educators that is compelling enough to make all the effort worthwhile? (The Incentives)
• Second, what is it that communities need in order to make informed decisions and wise use of technology and telecommunications for improvements in learning? (Capacity building)
• Third, what is getting in the way of educators and students effectively using technology and how can we fix the system to get rid of these barriers? (System Changing)
• Fourth, what is it that we need in order to ensure that all students have the opportunity to learn in a technology-enriched learning environment? (Mandates)
• Fifth, how will we know it when we see it? What does success look like in terms of student performance? What indicators will we be using? How will the data be collected? What evidence will be analyzed and evaluated against which benchmarks? (Benchmarking) (Milken Foundation, 1998.)

Why is global important?
Our world is becoming both increasingly diverse and increasingly connected, which means that children will need new skill sets in order to communicate and collaborate and to work and play together.

Why Technology?
I believe that technology can be instrumental in creating global learning experiences because technology has the power to breakdown geographical, economical, language, and time-zone barriers. Technology also allows for a two-way street.

Today, we are increasingly connected to the rest of the world:

·         Economic crisis as far away as Greece have an immediate effect on our stock market.

·         An Ebola outbreak in Africa spreads fear globally and dominates the news.

·         Cyber attacks that cause disruption or compromise information are launched from any location on earth.

·         Automobile exhausts in the U.S. and coal-burning power plants in China both contribute to air pollution and global climate change.

Yet many US citizens are insular, unaware of world geography, unable to communicate in languages other than English, and insensitive to cultural differences. Today’s challenges can be addressed successfully only if we can develop cooperative and trusting relationships across the world. Our ability to educate and prepare the world’s future leaders in politics, business, and education along with our determination to set positive examples for the value of democracy, civility, and human rights can shape the future of the world.

However, there were many barriers to preparing students adequately for a global economy and society. The most significant barriers include limited resources, language barriers, and lack of mobility of students.

Meeting The Challenge

New technologies provide ways to overcome the traditional barriers to global education and language learning.  Students sign up for online classes that are taught by educators who are nowhere near where the students live.
A significant benefit to instant global communications is that students can improve their language skills through student-to-student conversations regardless of where they live. 

Peer-to-Peer video conferencing also creates the opportunity for students to build an international network of friends and contacts. A global contact network built from having personal conversations with other students around the world will provide lasting benefits throughout the student’s career.  Being bilingual is more than being able to read and write in a second language. Communication through speaking is a very important element.

Through the use of Peer-to-Peer video conferencing, students can study new languages and to learn about cultural differences while building a global support network.  Students who take advantage of online access tools, such as TheTalkList, can use their devices to reach the peers nearly anywhere in the world. 

Best Practices for Online Access Tools
Using Online access tools provides many advantages to students including:

·         Choice
Large choice of tutors and others with varying ages, backgrounds, and geography.

·         Flexible and convenient scheduling
Wide calendar availability, on demand, cancellation policy

·         Pricing         
Variable pricing, no contracts, trusted payment methods

·         User experience
User interfaces tailored for language learning & cultural exchange

·         Social attraction
Personal interactions that reach across cultures and borders for friendly fun while learning

·         Safety
Proper consent policy, policies to prohibit inappropriate conversations

·         Privacy
1-to-1 classes using secure video

·         Rating
Options for students to rate their experiences with tutors

GET is a global education and technology offshore company aims to provide a complete education and technology solutions provided by best selected international and local partners organizations and sister companies to obtain the optimum.

WHY GET?

GET board members code of ethics focus on the added value strategies that empower the education entities and support on the learning leadership transformation to the third millennium education strategies based on the following:

Analyzing, Planning, Designing, Implementing and Developing Strategies to greater education world, coaching to sustain and seeding to obtain the best student achievements themes that matter through a team of expertise that developed an international platform education program based on international education systems standard

References Links:

1.          http://e-teachingweb.blogspot.co.id/2016/03/global-education-network.html?showComment=1458117836732#c4136067453003231933

2.          http://horizon.unc.edu/projects/issues/papers/Veitch.html

3.          https://globalearlyed.wordpress.com/

4.          http://elearningindustry.com/global-education-%CE%B1nd-language-learning-technology

5.          http://www.edtechroundup.org/home/do-you-engage-in-technology-supported-global-education-practices-in-your-classroom

6.          http://www.getint.net/

Another references:

1.      Agency for Instructional Technology (1998). About AIT. Retrieved May 24, 1999 from the World Wide Web: http://www.ait.net/about/ 

2.       Alliance for Global Learning (1999, March 31). Alliance formed to bring Internet to schools worldwide [Announcement posted on the World Wide Web]. Squaw Creek, CA: AGL. Retrieved May 24, 1999 from the World Wide Web: http://165.90.8.106/press.html

3.       Association for the Advancement of International Education (1999). Home page. Retrieved June 22, 1999 from the World Wide Web: http://www.aaie.org 

4.       Associated Universities for Distance Education (1999, May). Home page. Retrieved June 9, 1999 from the World Wide Web: http://www.fmi.uni-sogia.bg

5.       California Virtual University (1999). Retrieved June 15, 1999 from the World Wide Web: http://www.california.edu  

6.       Center for Instructional Materials and Computing. (1996). K-12 educational resources: Educational journal annotations. Retrieved May 24, 1999 from the World Wide Web: http://cimc.soemadison.wisc.edu/resources/anno_CD.html

7.       CyberSchoolsNET (1998, November 3). Home page. Retrieved June 15, 1999 from the World Wide Web: http://www.cyberschools.net 

8.       Distance Education Clearinghouse (1999, June 16). Home page. Retrieved June 15, 1999 from the World Wide Web: http://www.uwex.edu/disted/home.html and http://www.uwex.edu/disted/denews.html  

9.       Dyrenfurth, M. (1992, November 12-13) Internationalizing technology education. Paper presented at the Mississippi Valley Conference. Chicago, IL: Author.  

10.   EDUCAUSE. (1999). Learning, communications and information technology. Home Page. Retrieved May 24, 1999 from the World Wide Web: http://www.educause.edu/pub/er/erm.html 

11.   Globewide Network Academy. (1999, May 22). GNA Home Page. Retrieved June 11, 1999 from the World Wide Web: http://www.gnacademy.org/html  

12.   Globewide Network Academy. (1999, June 26). Services Offered. Retrieved June 26, 1999 from the World Wide Web: http://admin.gnacademy.org:8001/uu-gna/documents/services.html  

13.   Gooler, D. and Stegman, C. (1994, July 12). A scenario of education in cyber city. Paper presented to the Japan-United States Teacher Education Consortium. Hiroshima, Japan.  

14.   Hallberg, K. and Bond, J. (1996). Revolutions in technology for development. In World Bank database. 1-9. Retrieved May 24, 1999 from the World Wide Web: http://worldbank.org/html/fpd/technet/revol.htm  

15.   International Center for Distance Learning (1999). Home page. Retrieved June 26, 1999 from the World Wide Web: http://www-icdl.open.ac.uk/ 

16.   International Schools Services (1999). Home page. Retrieved June 3, 1999 from the World Wide Web: http://www.iss.edu 

17.   Jobson, L. (1999, March 31). AGL to help schools in developing countries join the global classroom. Press Release. Squaw Creek, CA: AGL. Retrieved June 17, 1999 from the World Wide Web: http://165.90.8.106/press.html  

18.   Journal of Information Technology for Teacher Education (1999). Home Page. Retrieved May 24, 1999 from the World Wide Web: http://www.triangle.co.uk/jit/00.htm 

19.   Journal of Technology Education. Retrieved May 24, 1999 from the World Wide Web: wysiwyg://176/http://scholar.library.v…journals/JTE.html  

20.   McGinnis, L. (1999, March 31). AGL to help schools in developing countries join the global classroom. Press Release. Squaw Creek, CA: AGL. Retrieved June 17, 1999 from the World Wide Web: http://165.90.8.106/press.html  

21.   Milken Foundation (1998). Home page. Retrieved May 29, 1999 from the World Wide Web: http://www.milken.org  

22.   Palin, P. (1997, March). The university enters a fourth dimension: International education through new technologies. (180), 16-23. Princeton, NJ: College Board Review.  

23.   World Bank (1998/1999). World development report: Knowledge for development. (New York: World Bank), 1-55.  

24.   World Bank (1999). World links for development. Retrieved May 24, 1999 from the World Wide Web: http://www.worldbank.org/worldlinks/english/html  

25.   World Bank (1999). World links for development. Retrieved June 26, 1999 from the World