Technology Integration Project
At this link you will find an ongoing project that will last until the end of April 2008 in which I will document my ideas of how I will integrate technology into my classroom as an educator. I will use ideas that I have learned in past experiences, through CEP 416, as well as through networking with peers, etc.
I will be creating a course website that will entail teaching the Spanish language and culture to a high school Spanish level II classroom, which includes grades 9 – 12, and will include reading, writing, speaking and listening with technological enhancement. My students will use and develop this website throughout the course of the year using Google Pages. The website is:
Through this website, they will enhance and develop their Spanish speaking abilities by using VoiceThread. They will create short VoiceThreads to judge their speaking ability at the beginning of the year, post them, and then will create VoiceThreads throughout the year to compare their speaking ability. To begin the year, students will make introduction VoiceThreads titled, "Quien yo soy", 'Who I Am", and will post them on their blogs. The other students in the class will then go onto the students VoiceThreads and make comments on them so the students can hear that they are interesting!
These kinds of activities will happen throughout the year such as a food VoiceThread, many different cultural awareness activities involving VoiceThread, as well as VoiceThreads involving teaching and learning using my voice.
Another great opportunity the students will have through the website and within the classroom context is the ability to use Blogger. It is vitality important that students have the opportunity to communicate with native speakers, and the Internet gives students the perfect opportunity to connect with the Latin American world and students there! Through Blogger, students will post blogs twice a month (more is optional) and the native speakers will respond to their blogs. However, not only with the students be posting their blogs, but our blog pen pals will be posting their blogs in the off week that we do not post, so our students will be responding to their blogs. This will enhance my students' reading and writing ability in the target language, and will also help connect them with real culture from other peers their age in another country. This will motivate them to learn new ways to communicate and they will foster new motivation to learn! They may even learn new slang!
Through ePals, my students will be able to communicate with another culture and foster their reading and writing skills as well (using the same qualities as Blogger). If looked at closely, writing an email and posting a blog are two very different writing styles, and students will be able to have experience in both writing styles. They will be required to complete these emails once a month (more is optional), and the classroom we are communicating with will be replying to us once a month, as well. Students will enhance and develop their reading and writing abilities.
The website will also provide students a .pdf file of the syllabus, which is a good option for the students and the teacher because the student can never say, "I didn't know that because I never received a copy of the syllabus." The teacher has the ability to say that it has been posted on the website. Also, I have the option of changing the syllabus (as long as it's stated that they have this option and if it's a major change they send a note home to parents) and instead of passing out a new syllabus, I can announce it to the class and let them know that if they want an updated syllabus they can print it off online.
Google Calendar will be available and updated on the website, which is a good tool for both students and parents. This will provide students and parents a list of current events and important activities that are coming up in the school and community that the family might want to take part in. For example, if there is a free movie night in the park, I will post it on my calendar. Or, if I am offering extra credit next week, a parent may be interested in knowing this so they can help their student complete the assignment.
Also, I will keep a blog of current assignments so that students and parents alike can go to the website to see homework that is due, if any. This is an important part of the website because many students like to stretch the truth with their parents, thus not turning in their work and falling behind. By keeping an updated list of homework assignments online, parents can check and see if students have homework and then make sure they are completing that homework on time and fulfilling their obligations to the class.
Students will also enjoy a cultural portion of the website, where they will be able to go to view new books that are out, movies that are new in Latin America, art that is important to Spain and Latin America, streaming music and music videos, News and RSS Feeds, and important food recipes if they want to try new foods! Culture is such an important part of learning a language and fostering motivation within students This link is very important to have on a website because many times students feel lost when searching for quality cultural materials, and within this link there are many superb materials on this website and students may increase their intrinsic motivation by using it.
The project will address the following standards:
Michigan Educational Technology Standards (Grades 9 – 12)
Basic Operations and Concepts
Understand the purpose, scope, and use of assistive technology.
Understand that access to online learning increases educational and workplace opportunities
Social, Ethical and Human Issues
Create appropriate citations for resources when presenting research findings
Adhere to the district acceptable use policy as well as state and federal laws
Technology Productivity Tools
Use a variety of applications to plan, create, and edit a multimedia product (e.g., model, web cast, presentation, publication, or other creative work)
Technology Communications Tools
Use available technologies (e.g., desktop conferencing, e-mail, groupware, instant messaging)
to communicate with others on a class assignment or project
Use a variety of media and formats to design, develop, publish, and present products (e.g.,
presentations, newsletters, web sites) to communicate original ideas to multiple audiences
Collaborate in content-related projects that integrate a variety of media (e.g., print, audio, video, graphic, simulations, and models) with presentation, word processing, publishing, database, graphics design, or spreadsheet applications
Technology Research Tools
Compare, evaluate, and select appropriate internet search engines to locate information
Michigan World Language Standards (High School)
1.1 Interpersonal Communication: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
Use the target language in email messages, text messages, blogs, webpages, letters and notes to greet, take
leave, or make introductions
Exchange information in writing in the target language on familiar topics such as personal interests, memorable
experiences, school activities, and family life
1.2 Interpretive Communication: Students understand and interpret written and spoken language on a variety of topics.
1.3.N.S.c Record materials in the target language, such as a puppet show, fashion show, or weather report
1.3 Presentational Communication: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Illustrate and present materials in the target language such as an advertisement, poster, or menu
2.1 Practices and Perspectives: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
Explain the practices and significance of an important:
- civil or religious holiday or celebration AND
- regional holiday or celebration AND
- personal or family holiday or celebration
Within a community or culture in which the target language is spoken
5.1 Use of Language: Students use the language both within and beyond the school setting
Exchange information in the TL with people locally and around the world through avenues such as pen pals,
email, and electronic presentations.