Due to the limitations of Weebly, my audio and video Podcasts can be found on a different blog, here.


This podcast was created for a High School Spanish II classroom. It meets the following Michigan State Standard and Benchmark:

Communication: Communicate in Languages Other Than English

1.2 Interpretive Communication: Students understand and interpret
     written and spoken language on a variety of topics.
 
     1.2.N.L.d Understand main idea of an audio presentation (CD,
                  lecture, radio, podcast, songs/music)

Podcasts can be used in a variety of ways inside and outside of the classroom. Students can listen and follow along on a podcast when the teacher wants to present new information in the target language, for example when the teacher would like to introduce new vocabulary. The teacher can use the podcasts as a review for an exam, or as a performance assessment within the classroom. Podcasts can be used by the students to present book reports for fellow students to listen to, or so parents can listen to them to showcase their language learning ability. Video podcasts can broadcast information about their lives to pen pals in Latin America or Spain, for example, or it can be used as an introduction to everyone in the classroom.

Another great way to use podcasts is to communicate with other educators as well as parents. Educators may like to look at other students' podcasts to see what they are doing, as well as my personal professional development. Also, it would be a good communication tool to keep in touch with parents on what is new in the community as well as the inside the classroom.

I chose to create a mock digital story that provides an example of something my students might construct as part of a lesson or unit in a course I teach. For example, with the VoiceThread above, as you watch it you will see that I have researched a city in Mexico, commented on each photo, and others have commented on the photos as well. This is an example of a project that I would give my students to do as part of their final portfolio and a good portion of the grade would be commenting on other videos. It is important because students would be able to utilize the Spanish language, complete research about the culture, products, government and politics of a foreign country that speaks Spanish, and also write in the Spanish language. They would then need to read other video comments as well as read the information in order to find good information to complete the project. This would be an all around exciting and excellent project for my students to complete. We could then post them online for their parents to view their work and see their progress in the Spanish language.

Creating the digital story was very simple, although I did have to work out a few minor kinks at first due to my own errors. At the time that I am writing this I do not have a microphone available, but hope to have one before the assignment is due (because I do have one at my parents' home) and will be there this weekend, so hopefully I will be able to see how my voice comments affect the outcome of the story. The doodling is an interesting technique, but I have yet to figure out how to incorporate that into my Spanish curriculum. If anyone has any ideas or thoughts, please run those by me!

As you can see above, I can use the digital storytelling to showcase my students' research, but there are many other ways to utilize this unique technology. First, it is necessary to say that this is a fascinating technology and I believe that students will be thrilled at the prospect of learning how to use this. The students can use digital storytelling to have oral exams over book reports; students can actually have debates using digital storytellings over hot topics (of course they would use the Spanish language!); we can keep a running tab on how their language skills are improving throughout the year through digital storytelling; educators introducing new topics with digital storytelling to gain the students' interest, etc.; and finally, something that Ms. Sarah Wilson is focusing on that is an excellent idea is that of having students present themselves using digital storytelling. This is especially useful for students who are upper-level Spanish and can prepare and speak in full, complex sentences about their past experiences. It is an 'About Me' presentation in the first few weeks of class that would focus on bringing the classes together. I think it is an excellent idea.  

Photo Attribution:
Original Image: Quinceanera Alter
http://www.flickr.com/photos/aliceomega/1358730826/sizes/l/

by: impercivibleneon87 (flickr account name)

Released under an Attribution Non-commercial No Derivative Works 2.0 Generic License.

http://creativecommons.org/licenses/by-nc-nd/2.0/deed.en

Before this week's lab in CEP 416, if a student had approached me to help her look for images online about a project we were doing in class, in this case Quinceañeras in Mexico, I would have directed her to a few different websites that I have used in the past. For example, I have used Google Images, Yahoo Images, MSN Images, or just search the internet using the keyword 'images' to see what came up. This is what I have used in the past to search for images as well as where I have used to get images from. In regards to how to cite the images, the thought would have honestly not crossed my mind. I would not have mentioned to the student to cite their image at all. If she would have been adamant about citing, I would have said to list the website where she found it on. I am sorry to say that I have never cited an image source until I realized in this lab that it was actually considered stealing to use someone's image without their permission.

However, it is a happy day now that I am able to say that my perspective has changed on searching for images on the internet and I would lead my student in a different search direction after the lab this week. Although I realize that these other websites mentioned above can still be viable sources (only if they have the correct 'some rights reserved' copyright), however, there are a plethora of other images available to the students. For example, if the students does a search at Creative Commons Search, they will be able to find images provided through many different search engines. The student can also use FlickrCC to search, as well as other websites. I will also sit down with them and go over which images they will use by showing them how the licenses work. I will also show them how to correctly cite where the image is taken from (see example above).

Focus: Spanish Level II Focus (Typical Grade 10)

Michigan World Languages Standards and Benchmarks:

Connections 3.2: Point of View: students acquire and recognize the distinctive viewpoints that are only available through the world language and its cultures.

   - 3.2.M.a - Use audio, video and/or print material available only in the target language to acquire information.


Comparisons 4.2: Comparing Cultures: Students demonstrate an understanding of the concept of culture through a comparison of the culture studied and their own.

   - 4.2.M.a - Identify the significance of the cultural practices within the target culture(s) and compare them to one's own.


Michigan Educational Technology Standards and Expectations outlined for Grades 9 - 12.

Technology Communications Tools:

1. Identify and describe various telecommunications or online technologies (e.g., desktop conferencing, listservs, blogs, virtual reality).

2. Use available technologies (e.g. desktop conferencing, e-mail, groupware, instant-messaging) to communicate with others on a class6nbsp;was giving them. Allowing them to choose from the resources gives them more motivation to examine what each resource offers them, and then they can choose from that.

My websites will be used in very different manners. They are all very useful and technologically advanced (of course), and students will use them to help increase their learning. I used the del.icio.us account bundle, lacasa, to give my students the opportunity to go and pick and choose which websites they wanted to use for the week. Also, they will be using Google Calendars to keep up-to-date with what we are doing in class.

For example, students can learn vocabulary for the family and house through the elementary Spanish website. (They will using this website on Tuesday, February 12.) Here, the students can listen to the vocabulary in a native speaker voice, say the vocabulary aloud, repeat the word back as they flash on the screen, and then see how some of the sentences are formed that deal with the vocabulary used.

Next, on the same day (Tuesday, February 12), students can utilize Flashcard Exchange to make their own flashcards of the vocabulary they learned, save the flashcards they made as well as print them off to remember them. Students can make them in any language as well as use images on the flashcards to help them study the vocabulary.

Next, on Wednesday, February 13, students will use ePals, where students will communicate with fellow students from Argentina that they have communicated with throughout the year and discuss with them either through e-mail or instant messaging how parties in Argentina are put together, what they do to prepare for parties and what they do at the parties to further their knowledge of how to celebrate on Friday.

On Thursday, February 14, students will use the Study Spanish website to further their knowledge of the simple paste tense, which we will begin learning on Thursday. We will not use this website as the primary source of learning, but the students do have the option to use it as a resource and it offers online quizzes, vocabulary lessons, verb conjugation, etc.

Finally, throughout the week the students will use their blogs on ePals and Blogger to keep track of what they are learning so that I know they are learning what I want them to learn or I realize that they are not learning what they should be and I can change my learning style or do something differently.

These websites can help these students as a resource to further their knowledge in the Spanish language.

Since I'm leaving on June 15, 2008 to teach English as a Foreign Language in the Galapagos Islands, 600 miles off the coast of Ecuador, for two months, I thought it might be useful to find out the history of the islands and useful information cultural information that I could use to integrate myself into their culture and use in my teaching while I'm there. Searching on Google, I first entered: "Galapagos Islands" OR "Islas Galapagos" (as they are called in Spanish) so I could get a full listing of both English and Spanish websites available to me because I am able to read both languages fluently.

Using this search only, of course 241,000 hits came up on the web with this criteria. The first four were Wikipedia, but I didn't want to use that material, so I browsed through other websites and came across the Ecuadorian Ministry of Tourism, and looking further into the website even though it contained solely things for tourists (of which I will not be because I will be living there) I did find a Ecuadorian dictionary of slang words they use there, something very useful to someone in my situation!

I know Charles Darwin had a lot to do with the Galapagos Islands, but I wanted to find out more about his studies there, specifically when he was there and what he found. So, I entered "Charles Darwin" AND "Galapagos Islands" and found this video where I learned about the Charles Darwin Foundation and all they are doing to save the tortoises and other plant and animal habitats throughout the islands in the name of Charles Darwin.

Being able to use the specific operators helped me to narrow my search functions significantly and did not bring up the usual "Visit the Galapagos Islands Today on our cruise ship vacation websites", which is very comforting.

Finally, I wanted to find the famous book that Charles Darwin wrote on his experience in the Galapagos Islands on natural selection, called: On The Origin of Species by Means of Natural Selection. This book was published in 1882, but that's all I've ever known about it. When I typed in, "On the Origin of Species by Means of Natural Selection" into Google, the entire book came up! You can read the entire book on Google Books. I thought this was remarkable.

Thus, my search of The Galapagos Islands is not over, but I feel confident that I am more prepared to go and teach, and search if I have to, information on the subjects that I will need to if need be!

Using RSS Feeds, students have the opportunity to track changes in the political reign of a country throughout the marking period, semester and year, in this, news on Cuba*. This will lead to a better understanding of the country, discussions on comparisons and contrasts between countries in Latin America and Spain, as well as using the RSS Feeds to create a final project.

There are many newspaper websites available to students that give up to date information about Cuba and it's political stability, or rather, instability, depending on how you look at it. There are also many blogs available, which offer a real perspective on native views (uncensored) to what is happening in Cuba at the moment. Blog for Cuba is a good starting point for students searching for political information that is uncensored by the government.

The best news website that was found is Granma, a Cuban newspaper based in Habana, the capital of Cuba. They offer good information on the politics of Cuba, as well.

The final project will focus on creating a presentation of their findings throughout the year, which means they will have to keep track of the articles throughout the year to use them as a reference to be able to showcase their knowledge gained from this exciting adventure.

*Note: Because BBCMundo.com can not be specifically searched for Cuba, students will gain an understanding of how to use RSS Feeds and search for topics using titles of articles of interest. This will provide more ample opportunity for learning.




Using RSS Feeds in my Future Classroom

When thinking about how I could use RSS Feeds in my future teaching, there were so many opportunities that came to mind!

From a teacher standpoint: I am able to post items on the blog for my students to keep up to date with such as homework assignments in case a student is absent, so they don't always have to come to me and ask me what is due; they can just get the update themselves (I won't have to hold their hand!) In the same manner, I can post these homework assignments for the parents to get the update if they are subscribed to my RSS Feed and see what is due in the future, so they have an idea of what their students should be working on. This is ideal so the parents can stay up to date and happy, and won't be contacting me to make sure their student isn't lying to them every day because they don't have any homework (so the student says!)

Also, I am able to professionally keep up to date with other teachers from around the world through other's blogs and professional websites and get ideas for classroom activities as well as express my opinions on a variety of topics such as classroom management, discipline, teaching methods, etc. It allows me to connect to certain areas of websites that I'm interested in, instead of having to connect to the entire blog I may be able to just be a part of certain threads that I am interested in.

From a student standpoint: The students are able to use RSS Feeds to their advantage when doing research projects and homework, as they can search for items of interest and keep up to date with information at the click of a button. Also, as I said before, the students can subscribe to my blog to get updates, as well as other students blogs or the school blog to make sure they stay up to date with class work, get necessary information about important dates in the future, and get all the juicy news that I'm sending out that they'll want to be the first to know about!

I'm also very excited to say that students are able to subscribe to Spanish speakers blogs using RSS Feeds and anytime they are interested in posting something back to them they can do so. This may be considered extra credit in my classroom, or just highly looked upon in it.

There are many, many ways that blogging can be effective in a Spanish classroom! I plan to use a few of these ideas when it comes to my own classroom and I hope that you can benefit from them, as well!

A teacher can create a blog, and students can post and tag (so the teacher knows who posted and can keep track) the blog in Spanish and respond to each other's posts in Spanish. This promotes a strong classroom community as well as a writing and communication skills between students. This will also allow students to get to know each other better. It's good to allow the students to create their own topics so they will stay interested in keeping the blog updated and active.

Another good way to utilize a blog in the classroom is to for the teacher to post homework assignments and updates on what's going on in the classroom or several classrooms for the parents to check for their students so they can stay up to date, as well. I believe that the parents will be grateful as long as the teacher keeps the blog up to date with the assignments and classroom information. For example, if there is a project due in a month, the teacher can let the parents know so they can get a jump start on it.

Finally,  students can read the blogs of Spanish speakers as an assignment and hopefully become intrigued and continue to read them and comment on them as well. Here is an example of one of these blogs that I have read and sometimes respond to. It is very interesting to get a discussion going with a native speaker of Spanish! I hope my students can benefit just as much as I have and continue to do!