Greetings,
This week I am completing a course on telecollaboration which was offered through the Elevate Program at the University of Colorado Boulder. If you are interested in learning how to integrate technology into your language classroom I recommend you reach out to Edwige.Simon@Colorado.EDU and to visit altec.colorado.edu/elevate.
"In sum, telecollaboration is characterized by institutionalized technology-mediated intercultural communication for the purposes of FL learning and the development of intercultural awareness (Byram, 1997; Harden & Witte, 2000: Kramsch, 1998)." (Belz, J 2005)
I was fortunate to be experiencing a telecollaboration between my second-semester Spanish students and a group of Brazilian students studying Spanish simultaneously while taking the course. I say 'fortunate' because it gave me an opportunity to reflect upon the literature, research, concerns, and recommendations while observing it unfold in my classroom and virtually.
This combination of academic and real world classroom experience resulted in a few key takeaways for future telecollaborative endeavors.
1. Planning is crucial. Telecollaboration isn't something one just decides to do spontaneously. First you have to identify the desired learning outcomes and articulate them clearly so that you and your partner understand and agree upon the objectives. Once the outcomes are established it is time to identify the type of task that will best elicit the learning outcomes. I found the work of Robert O'Dowd and Paige Waire in Critical issues in telecollaborative task design (2009) to be very helpful in not only identifying appropriate tasks but also in considering the pitfalls associated with such tasks.
The reason planning is so important is because there are potential pitfalls for every type of telecollaborative task and for every partnership. If we consider these factors prior to execution we are more likely to develop mitigating strategies. This will ultimately lead to a more productive partnership and learning experience for teachers and students.
2. Relationships must be developed and nurtured. In our course Carolin Fuch, our instructor, had us begin by introducing ourselves both in writing and video. The literature offered additional ice breaker strategies that can be used to help the students on both sides of the exchange get to know one another. In future partnerships I would argue that it is just as important for the teachers to have a solid relationship as it is for the students. It would be well worth the time up front to complete multiple relationship building activities with the partner teachers. These might include not only the written and video introductions, but perhaps a questionnaire activity like those that are used in the Cultura Model. I found as I was working with my Brazilian counterpart that in our daily correspondence they were much more comfortable with very familiar greetings such as 'besos'. I, on the other hand, struggled to know what I should say and if I would be judged as 'too formal' and distant if I didn't reciprocate with similar salutations. This could have been resolved early in our relationship and contributed to our understanding of one another's culture.
Strong relationships based upon open communication will make it possible to work through misunderstandings, miscommunication, and just pure exhaustion that invariably creeps into these experiences.
3. The conditions for optimal language learning are the same in a face-to-face classroom and in a telecollaboration. I found it very interesting that our first reading wasn't about telecollaboration rather it was Introduction: Foundations for teaching and learning by Joy Egbert, Elizabeth Hanson-Smith and Chin-chi Chao, (2007). In this article they reviewed eight conditions for an optimal language learning environment. These conditions are not modified based upon the means of delivery but are the hallmark of a productive and nurturing learning environment. The takeaway for me is to consider each of the eight conditions while planning regardless of the delivery platform. Perhaps I should put a poster above my desk outlining the ideal language learning environment.
4. Lastly, students need to be introduced to best practices for a virtual exchange. Throughout the course I found myself adding to a list of 'best practices' that I envision sharing with my students in the future. I learned from the exchange this semester that much of what they experience and the expectations that are placed upon them are very 'foreign' from previous learning experiences. They needed to be prepped and taught how to maneuver an inter-cultural relationship and in doing so we will help to avoid propagating stereotypes and cultural misunderstandings. Here is a list of recommendations that I pulled from the work of O'Dowd, Waire, and Fuch.
1. Acknowledge comments made by your partner and show interest. Ask questions in response to information received.
2. Answer questions you are asked.
3. Be curious - seek additional information about your partner and his/her culture.
4. Complete all assigned tasks on time.
5. Don't judge.
6. Listen to their views and share your views. The goal is to exchange perspectives not change one another.
7. When frustrated by an exchange reach out to your teacher.
8. Be sensitive, tolerant and willing to consider opposing views and perspectives.
9. Be considerate in how you present information.
10. Dig deep and explore the cultural significance.
11. Don't be afraid to share how you feel about your own culture, positive and negative, but explain your views. Provide your partner with analysis and personal opinion.
12. Go beyond the assigned tasks to build your relationships.
13. Consider the use of the second person. Is it appropriate?
14. It is more important to get to know one another than to go straight to the assigned task.
Going forward I plan to continue to seek out opportunities for my students to learn through virtual exchanges. The learning extends beyond language and culture to team dynamics and use of technology, all skills that they need to be the leaders of the future.
I would like to extend a special thank you to Carolin Fuch for her guidance, responsiveness, and willingness to share a plethora of resources and expertise with us throughout the course. I would also like to thank all my classmates, especially Amanda Damon, who contributed to improving my understanding of the power of telecollaboration.
Tuesday, May 24, 2016
Friday, March 18, 2016
Affordances and Challenges of Technology
The Affordances and
Challenges of Technology in the World Language Curriculum
“The Statement of Philosophy in the National
Standards for Learning Language clearly defines what matters, saying; “The
United States must educate students who are linguistically and culturally
equipped to communicate successfully in a pluralistic American society and
abroad” (Fowdy and Hendrickson, p. 32).
In my view, technology is critical to successfully accomplishing this
charge despite the challenges that come with employing new approaches.
Technology affords greater connection, differentiation, personalization, and
assessment all of which are essential to creating a curriculum that leads to
linguistic and cultural proficiency.
The Cultura exchange is a model which connects learners in two different
countries for the purpose of comparing perspectives. This online connection
along with Skype sessions gives students in both countries an opportunity to
identify their own culture and reflect upon it while simultaneously learning
about others. Sabine Levet (2015), one of the founders of Cultura, explained
that “on the forum, students ask and answer questions, allude to the context,
make hypotheses about their own culture, and react to their classmates’
comments. They agree, disagree, try to see both sides and reconcile different
viewpoints” (p. 4). The Cultura model
gets beyond what many refer to as Big C and pushes participants to think deeply
about many aspects of culture that previously were left unmentioned.
Over the past two years I have piloted
experiences that connect students to native speakers for the purpose of linguistic
and cultural development. Talk Abroad (https://talkabroad.com/)
is a service in which students schedule an appointment to speak for 30 minutes
with a native Spanish speaker who is living outside the United States. I
provide guidance with regards to the theme of the conversation but invariably
they take unpredictable twists and turns. This forces students to find a way to
communicate just like they would have to do in another country. The
conversations are recorded and can be used as formative or summative
assessments, as well as being a tremendous source of cultural information.
Collaborative Online International Learning (COIL) is another type of international
partnership which connects classrooms in two countries. Students in both
countries collaborate using online tools to complete research, activities, and
presentations together. In order to be successful students must work through
the coordination, logistics, linguistic, and cultural issues that could easily
divide and hinder progress. Currently, my second semester Spanish students are
initiating a collaboration with students of Spanish in Brazil. The common
language for the instructors and students is Spanish making it an authentic
learning environment for growth. The international connection that is occurring
in all three scenarios described is only possible because technology affords us
that connection.
Technology also affords differentiating and personalizing of the
learning experience. The flipped classroom model is one approach that
recognizes that students learn differently and at different paces and that life
sometimes gets in the way. It also reverses the traditional model in terms of
what students do in the classroom and what they learn and practice on their
own. By posting videos of skills based activities, lectures, or other content
based information and requiring students to watch the videos, take notes, and
come to class prepared teachers can subsequently use class time for real world
applications.
The time that would have previously
been spent “teaching” from the front of the room can now be spent in a
classroom that is buzzing with active learning, student-centered activities, and
teachers guiding the learning (Bergmann & Sams, p. 5).
There are many technological tools that afford both differentiation and
personalization. Among those that we examined were gaming, digital
storytelling, and online tools that can be used for both formal and informal
learning. Teachers have used games in
the language classroom I would venture to say for a very long time. However,
today students have the ability to immerse themselves in virtual worlds, solve problems,
and in doing so practice the target language and/or learn about the culture
with the help of technology. Students can progress through games at their own
pace and start at their appropriate level. Both of these factors demonstrate
differentiation and personalization of the learning. Many games online are not
played alone rather they are a collaborative effort of players anywhere in the
world. Prensky (2003) contends that the long held belief that video games for
example are just a form of play fails to acknowledge the deeper learning that
transpires “to take in information from many sources and make decisions
quickly; to deduce a game’s rules from playing rather than by being told; to
create strategies for overcoming obstacles; to understand complex systems
through experimentation” p. 2). All of
these skills are skills that are needed to thrive in the 21st century
workforce.
Digital storytelling is a way to tell stories using computers and
digital media. It is also an ideal way to personalize the learning experience. Vinogradova
(2014) explained that “digital stories
as multimodal personal digital narratives can address the needs of culturally
and linguistically diverse language learners as well as the needs of educators
looking for innovative, transformative, and student-centered teaching” (p. 3). Digital
story projects give the students choice and an opportunity to communicate about
what is personal and meaningful to them. This can be a very powerful tool for a
student who is more of an introvert by nature.
There are countless online tools that language educators can use today
in conjunction with their curriculum or can promote to students for informal
learning. Among the tools mentioned throughout the course were: Duo Lingo,
Busuu, Babbel, Conjuguemos, social media sites like Facebook, Instagram, and Twitter.
Informal learning can also be promoted through language social networking on
sites such as Lenguajero and the Polyglot Club.
This brings me to the challenges of integrating technology into the
language curriculum. Although I believe the benefits far outweigh the
challenges and as a colleague stated just yesterday when talking about the
merits of technology integration “I have drank the Kool-aid”. I see one challenge that will continue to
hinder our progress and that is time. Integrating these tools into our
curriculum requires time. We need time
to research the tools in order to thoroughly understand their applications and
identify which tools are most appropriate for the task at hand. We need time to
train on their uses and to develop student learning outcomes, assessments, and
activities. In some cases, as in Voice Thread, we need time to promote the tool
and request funding. Once we identify a tool and plan an activity to pilot with
the tool we need time to reflect on its effectiveness and make adjustments. The
list of time related activities is endless but the amount of time we have to dedicate
to this endeavor is not endless. Therein lies the biggest hindrance to
technology integration.
However, I refuse to end this paper on such a negative note. My strategy
of perseverance is little by little. Each semester I will experiment with a few
more tools. I will keep some and refine how I use them and drop others. This
semester I experimented with course specific Face Book pages to share language
and culture related information amongst my students. I am in the midst of a
collaboration with a classroom in Brazil and am experimenting with Google Forms
for formative assessments. Next semester I would like to tackle digital
storytelling! The learning and teaching cycle continues … isn’t that what it is
all about?
References
Bergmann, Jonathon & A. Sams.
(2012). Flip your classroom: Reach every
student in every class every day. United States: International Society for
Technology in Education.
Fowdy, K. & L. Hendrickson.
(2014). Assessing what matters. The
Language Educator, 9 (2).
Levet, S. (2015). The cultura
model: Developing students intercultural competence. FLTMAG.
Prensky, M. (2003). Really good
news about your children’s video games.
Vinogradova, P. (2014). Digital
stories in a language classroom: Engaging students through a meaningful
multimodal task. FLTMAG, July. Retrieved
from http://fltmag.com/digital-stories/
Thursday, March 17, 2016
Thursday, March 10, 2016
Independent Language Learners
"What do you do to help students take ownership of their own learning and therefore become more self-regulated and independent language learners?"
The past two semesters I have started my classes with an introduction to the language proficiency levels. Using an shared by Kara Parker my students create sample texts in English for each of the proficiency levels (Novice low - Intermediate high). We then evaluate the texts to underscore what constitutes each level. I conclude this activity by asking each student to state what they can already do with the Spanish language, what they want to be able to do with the language, and how they will meet their goal. Their input gives me a sense of where they are when we begin and we refer back to those responses at the end of the semester to see what has been achieved.
To continue along this path of employing the performance levels, after each unit assessment students work in groups to tackle the writing performance task and the speaking performance task that were on the test. Each group brainstorms and develops a group response. The responses tend to employ more language then they produced as individuals but it shows them how to tackle the assessments and provides them with strategies for future assessments. As part of this activity they exchange group products and assign a performance level. This helps them become more comfortable with the criteria and with the idea of assessing one's own work.
I plan to expand this activity for my introductory language students to include a strategy that David Thompson presented in the Language Educator article Developing Student Awareness with Self-Assessment Exercises (Feb 2014). Students will complete a post-test reflection which Thompson refers to as a wrapper (54). The self-assessment that occurs will presumably aid students in preparing for the next assessment. I anticipate that once students have completed the post-test reflection individually they will share their ideas for preparing for the next assessment.
At the start of first semester Spanish my students read an article which presents ten strategies that one can use to learn a language. I ask them to rank the activities from the strategies they are most likely to employ and find helpful to the least and to explain why they ranked certain activities at the top. We then discuss the strategies and how they can best accelerate and solidify their learning.
Self-motivated students who spend time watching movies and programs in the target language, reading authentic text, and creating quizzes to review the vocabulary on Quizlet are precious few. Many students do the minimum and expect favorable results both in grades and in proficiency. It takes consistent guidance and encouragement to inspire these students to set personal goals and rise above the status quo.
I believe that technology has a role to play in helping students to expand and assess their growth with the language. I provide students with a list of different tools so they can use the tool which best meets their needs and interests. One current student of mine has chosen to use Rosetta Stone to add to his vocabulary and improve his pronunciation. Another creates quizzes for herself that not only reinforce unit vocabulary but have an auditory component so she can hear the words and then spell them. A third student uses Duo Lingo to expand her skills with the language. Giving these students an opportunity in class to share the merits of the tools they are using and how they are independently taking control of their own learning is another way that I can help to promote students learning on their own.
The past two semesters I have started my classes with an introduction to the language proficiency levels. Using an shared by Kara Parker my students create sample texts in English for each of the proficiency levels (Novice low - Intermediate high). We then evaluate the texts to underscore what constitutes each level. I conclude this activity by asking each student to state what they can already do with the Spanish language, what they want to be able to do with the language, and how they will meet their goal. Their input gives me a sense of where they are when we begin and we refer back to those responses at the end of the semester to see what has been achieved.
To continue along this path of employing the performance levels, after each unit assessment students work in groups to tackle the writing performance task and the speaking performance task that were on the test. Each group brainstorms and develops a group response. The responses tend to employ more language then they produced as individuals but it shows them how to tackle the assessments and provides them with strategies for future assessments. As part of this activity they exchange group products and assign a performance level. This helps them become more comfortable with the criteria and with the idea of assessing one's own work.
I plan to expand this activity for my introductory language students to include a strategy that David Thompson presented in the Language Educator article Developing Student Awareness with Self-Assessment Exercises (Feb 2014). Students will complete a post-test reflection which Thompson refers to as a wrapper (54). The self-assessment that occurs will presumably aid students in preparing for the next assessment. I anticipate that once students have completed the post-test reflection individually they will share their ideas for preparing for the next assessment.
At the start of first semester Spanish my students read an article which presents ten strategies that one can use to learn a language. I ask them to rank the activities from the strategies they are most likely to employ and find helpful to the least and to explain why they ranked certain activities at the top. We then discuss the strategies and how they can best accelerate and solidify their learning.
Self-motivated students who spend time watching movies and programs in the target language, reading authentic text, and creating quizzes to review the vocabulary on Quizlet are precious few. Many students do the minimum and expect favorable results both in grades and in proficiency. It takes consistent guidance and encouragement to inspire these students to set personal goals and rise above the status quo.
I believe that technology has a role to play in helping students to expand and assess their growth with the language. I provide students with a list of different tools so they can use the tool which best meets their needs and interests. One current student of mine has chosen to use Rosetta Stone to add to his vocabulary and improve his pronunciation. Another creates quizzes for herself that not only reinforce unit vocabulary but have an auditory component so she can hear the words and then spell them. A third student uses Duo Lingo to expand her skills with the language. Giving these students an opportunity in class to share the merits of the tools they are using and how they are independently taking control of their own learning is another way that I can help to promote students learning on their own.
Thursday, February 25, 2016
Video Games: Are they really educational?
I have been asked to reflect upon the following quote:
“What attracts and “glues” kids to today’s video and computer games is neither the violence, or even the surface subject matter, but rather the learning the games provide. Kids, likeand all humans, love to learn when it isn’t forced on them. Modern computer and video games provide learning opportunities every second, or fraction thereof.” (Prensky, 2003)
Having read this quote countless times I am still not convinced that children are attracted to games because of the learning that games provide. Perhaps this is pessimistic on my part but I believe that people in general are attracted to games because they are fun, stimulating, and often challenging. From my experience the learning that occurs is an added benefit of engaging in the game often repeatedly, but I don't believe it is the motivation.
I have a nine year old granddaughter who will spend a concerted amount of time playing a game. As I watch her, I see she is challenged to succeed in the game's objectives and she repeats the game because she is determined to surpass her own best scores. When I ask her why she plays the game she typically tells me that it is fun.
I agree wholeheartedly with Prensky that modern computers and video games provide tremendous learning opportunities for all of us. From a teaching and learning standpoint they are particularly valuable for helping our students to learn and practice their skills in a fun and engaging way. The games captivate people's attention causing them to try over and over in an effort to improve their mastery. I also believe that the quality of games continues to improve making them more dynamic and attractive to the player. Although learning may be occurring it is the dynamic nature of the interaction and competition that I believe motivates us to play.
I would argue that the more important point that Prensky makes in his article Really Good News About Your Children's Video Games is that according to an increasing amount of research children are gaining more than just knowledge from their experiences with games. He states that "on deeper levels they learn infinitely more: to take in information from many sources and make decisions quickly; to deduce a game's rules from playing rather than by being told; to create strategies for overcoming obstacles; to understand complex systems through experimentation. And, increasingly, they learn to collaborate with others." (1)
Given the mounting research demonstrating that through the use of video and digital games children develop critical skills needed for the future there would seem to be significant implications for our education system. The evidence supports a strong counter argument to the long held belief that 'play' is only valuable for elementary students. It also validates the declaration that people learn both content and critical skills through gaming.
The nature of educational transformation is a topic of debate across this nation as stakeholders demand that students graduate with adequate knowledge and skills to succeed. Although I am not one to play games I feel compelled to acknowledge that there is a valid place for games in the teaching/learning experience. These tools are yet another resource that can be used to teach, practice, and assess 21st century skills such as the ability to collaborate, problem-solve, and think critically. Perhaps it is time for educational institutions across the K-16 spectrum to adapt the learning experience to include a gaming dimension among other research based best practices and technologies.
“What attracts and “glues” kids to today’s video and computer games is neither the violence, or even the surface subject matter, but rather the learning the games provide. Kids, like
Having read this quote countless times I am still not convinced that children are attracted to games because of the learning that games provide. Perhaps this is pessimistic on my part but I believe that people in general are attracted to games because they are fun, stimulating, and often challenging. From my experience the learning that occurs is an added benefit of engaging in the game often repeatedly, but I don't believe it is the motivation.
I have a nine year old granddaughter who will spend a concerted amount of time playing a game. As I watch her, I see she is challenged to succeed in the game's objectives and she repeats the game because she is determined to surpass her own best scores. When I ask her why she plays the game she typically tells me that it is fun.
I agree wholeheartedly with Prensky that modern computers and video games provide tremendous learning opportunities for all of us. From a teaching and learning standpoint they are particularly valuable for helping our students to learn and practice their skills in a fun and engaging way. The games captivate people's attention causing them to try over and over in an effort to improve their mastery. I also believe that the quality of games continues to improve making them more dynamic and attractive to the player. Although learning may be occurring it is the dynamic nature of the interaction and competition that I believe motivates us to play.
I would argue that the more important point that Prensky makes in his article Really Good News About Your Children's Video Games is that according to an increasing amount of research children are gaining more than just knowledge from their experiences with games. He states that "on deeper levels they learn infinitely more: to take in information from many sources and make decisions quickly; to deduce a game's rules from playing rather than by being told; to create strategies for overcoming obstacles; to understand complex systems through experimentation. And, increasingly, they learn to collaborate with others." (1)
Given the mounting research demonstrating that through the use of video and digital games children develop critical skills needed for the future there would seem to be significant implications for our education system. The evidence supports a strong counter argument to the long held belief that 'play' is only valuable for elementary students. It also validates the declaration that people learn both content and critical skills through gaming.
The nature of educational transformation is a topic of debate across this nation as stakeholders demand that students graduate with adequate knowledge and skills to succeed. Although I am not one to play games I feel compelled to acknowledge that there is a valid place for games in the teaching/learning experience. These tools are yet another resource that can be used to teach, practice, and assess 21st century skills such as the ability to collaborate, problem-solve, and think critically. Perhaps it is time for educational institutions across the K-16 spectrum to adapt the learning experience to include a gaming dimension among other research based best practices and technologies.
Thursday, February 4, 2016
Teaching Culture
"Teaching culture is not an easy task, and many teachers feel that they do not know the culture they need to teach well enough to be an expert in the classroom." Sabine Levet, FLTMAG, July 2013.
I agree that teaching culture is a challenge in many respects. However, given the inherent need for our students to be inter-culturally competent it is even more important that we commit to moving beyond teaching surface culture.
The biggest challenge that I am experiencing when it comes to teaching culture is one of a mindset change in how I approach teaching and learning experiences. At a recent professional development session our presenter, Kara Parker started the workshop with "Lead with culture and language will follow!" She then proceeded to show us over the course of two days that through the use of culturally authentic resources we can create student-centered language learning experiences. But this is more difficult than just finding some good stuff on the internet and introducing it into the classroom. This requires time, cultural knowledge on the part of the educator, resourcefulness, connections, and creativity.
In fact, this philosophical switch from language being the driving force to culture is very dramatic. Traditionally, I would teach a topic and weave in cultural tidbits, products, practices, and perspectives based upon my own experiences and education. I recognize now that this approach will only result in a cultural competency level of novice. Previously, students weren't asked to analyze their own culture in relation to others. They were not asked to evaluate their perspectives and those of others on a broad range of issues. The challenge of creating these experiences is great but exhilarating.
This leads me back to Sabine Levet's quote in which she points out that some teachers don't feel they have the requisite expertise to teach culture. I understand why teachers feel that way. I teach Spanish and there are 21 Spanish-speaking countries each with their own products, practices, and perspectives. It is impossible to be culturally connected to all the societies where our languages are spoken. In our classrooms we share what we have studied and experienced personally and for some teachers that is more than others. Even a native speaker of a particular country is not versed in the entire community. This is yet another challenge but one that can be managed through the use of technology. We are now able to connect with native speakers through a multitude of networked sites, conversation exchanges, and social media.
The technology of today affords us the opportunity to easily connect with people of other cultures.
By applying the strategies that make up models like Cultura our students can move beyond the superficial understanding of others to being culturally informed and competent citizens.
Another challenge we face as a profession in relation to teaching culture is the assessment component. Many if not most educational institutions and their constituents expect learning to be assessed. We are expected to prove that our students have learned what they were taught. Capturing cultural knowledge for purposes of assessment has often resulted in the meaningless regurgitation of facts rather than deep cultural understanding.
This question of 'how to assess culture' resulted in a bit of a personal transformation. I was inspired by yet another presenter, Pablo Muirhead, to rethink how what culture is taught and how the learnign is assessed. Pablo shared the Iceberg Concept of Culture and a culture project he designed that was in large part experiential. Students actually go into the community, interact with Spanish-speakers, and explore the culture. The required reflection serves as an indicator of how far along the ICC continuum a student has traveled through these experiences. These projects replaced the ten culture questions on the final exam and my students are better for it. They have expressed deeper interest and enthusiasm for the community and culture. In this respect I believe we are on the right path, but I recognize that our students need even more intensive exploratory experiences and the challenge for me is to create them.
Sunday, November 29, 2015
Technology Decisions
Greetings,
At our institution I believe that our Technology Education Innovation team and our Executive Director of Technology lead the decision making process for technology purchases. There is also a committee with faculty representation that participates in the technology decisions. In the past I have not been involved in this process, but recently the budget process changed and Divisions are now being asked to propose future needs, to include technology.
After piloting two Voicethread activities this past semester, as part of the Elevate course, I reached out to the TEI team and asked if we could purchase it. At first I was informed that we may be able to be part of a pilot that the State University of New York (SUNY) system is conducting. But the concern was that only a few teachers would use the tool making it difficult to justify in the future.
I explained that I could envision its application in many different disciplines across the College and that this would be a particularly valuable tool for our online courses. Later I heard one of the faculty reps from the technology committee also praising the value of Voicethread making me think that this will be a priority in the future.
I realize now that the more I experiment with technology and learn about its application in the teaching learning process the more I can participate in these discussions. I am particularly interested in collaborating with the language faculty to identify the optimal strategies and tools for our curriculum. Currently, only a couple of us are using technology to any serious degree. I would like to set up faculty exchanges in which we introduce technology to others in our department and share activity ideas. I am confident that his will energize innovations in our classrooms and give us the concrete data needed to convince the 'powers that be' to make purchases to support our efforts.
The quote "knowledge is power" comes to mind. Prior to studying technology I didn't feel qualified to voice an opinion about technology integration, but the more I learn the more I want to try and share.
Until next week,
Photo taken by Theresa Baginski Nov 2015
New York Country Winter
At our institution I believe that our Technology Education Innovation team and our Executive Director of Technology lead the decision making process for technology purchases. There is also a committee with faculty representation that participates in the technology decisions. In the past I have not been involved in this process, but recently the budget process changed and Divisions are now being asked to propose future needs, to include technology.
After piloting two Voicethread activities this past semester, as part of the Elevate course, I reached out to the TEI team and asked if we could purchase it. At first I was informed that we may be able to be part of a pilot that the State University of New York (SUNY) system is conducting. But the concern was that only a few teachers would use the tool making it difficult to justify in the future.
I explained that I could envision its application in many different disciplines across the College and that this would be a particularly valuable tool for our online courses. Later I heard one of the faculty reps from the technology committee also praising the value of Voicethread making me think that this will be a priority in the future.
I realize now that the more I experiment with technology and learn about its application in the teaching learning process the more I can participate in these discussions. I am particularly interested in collaborating with the language faculty to identify the optimal strategies and tools for our curriculum. Currently, only a couple of us are using technology to any serious degree. I would like to set up faculty exchanges in which we introduce technology to others in our department and share activity ideas. I am confident that his will energize innovations in our classrooms and give us the concrete data needed to convince the 'powers that be' to make purchases to support our efforts.
The quote "knowledge is power" comes to mind. Prior to studying technology I didn't feel qualified to voice an opinion about technology integration, but the more I learn the more I want to try and share.
Until next week,
New York Country Winter
Saturday, November 21, 2015
Constantly Learning
Greetings from a tired language teacher,
Three weeks of class left this semester and I think it is safe to say students and teachers alike are a bit exhausted. But this week, like every other in the life of an educator, resulted in great learning for all of us. This weeks' lessons were many but I think highlighting what I learned about Fair Use is most beneficial to those of you who dedicate yourself to teaching.
In general there is a belief among educators that we can use just about anything for the purposes of teaching and we won't get in trouble. In this digital age there is a plethora of delightful images that we cut and paste without thought spicing up our lesson plans, activities, and handouts. However, what I learned is that under Fair Use there are four criteria that would be considered in a legal setting if sued for violating unauthorized use of an image or video. That's right, we could be sued.
In the FLTMAG article Teaching Materials in the Digital Age: Using and Sharing Images and Video Responsibly written by Alison Hicks and Courtney Felt we learn that a court would consider if it was used for profit or not, if the nature of the image was changed from how it was originally intended, the impact usage had on its ability to profit, and how much of the copyrighted work was used (3).
This may not have been overly important when our teaching took place solely face to face and visibility of what we used was limited to our classroom. But times have changed and our presence online expands daily as we post our lessons and activities in learning management systems, we create educational blogs, wikis, and web pages, as well as, videos.
The question I suggest we ask ourselves is: Have I borrowed anything be it an image, video, or activity that I need to cite? If the answer is yes and especially if it is part of our online presence then it would be wise to do so. In doing so we show that we value the creativity of others and we model for our students proper conduct in the digital world.
Well, now that I have reflected on this lesson learned. I think I will go check my previous posts and as the old saying goes "not just talk the talk, but walk the walk".
Happy Thanksgiving
Three weeks of class left this semester and I think it is safe to say students and teachers alike are a bit exhausted. But this week, like every other in the life of an educator, resulted in great learning for all of us. This weeks' lessons were many but I think highlighting what I learned about Fair Use is most beneficial to those of you who dedicate yourself to teaching.
In general there is a belief among educators that we can use just about anything for the purposes of teaching and we won't get in trouble. In this digital age there is a plethora of delightful images that we cut and paste without thought spicing up our lesson plans, activities, and handouts. However, what I learned is that under Fair Use there are four criteria that would be considered in a legal setting if sued for violating unauthorized use of an image or video. That's right, we could be sued.
In the FLTMAG article Teaching Materials in the Digital Age: Using and Sharing Images and Video Responsibly written by Alison Hicks and Courtney Felt we learn that a court would consider if it was used for profit or not, if the nature of the image was changed from how it was originally intended, the impact usage had on its ability to profit, and how much of the copyrighted work was used (3).
This may not have been overly important when our teaching took place solely face to face and visibility of what we used was limited to our classroom. But times have changed and our presence online expands daily as we post our lessons and activities in learning management systems, we create educational blogs, wikis, and web pages, as well as, videos.
The question I suggest we ask ourselves is: Have I borrowed anything be it an image, video, or activity that I need to cite? If the answer is yes and especially if it is part of our online presence then it would be wise to do so. In doing so we show that we value the creativity of others and we model for our students proper conduct in the digital world.
Well, now that I have reflected on this lesson learned. I think I will go check my previous posts and as the old saying goes "not just talk the talk, but walk the walk".
Happy Thanksgiving
Saturday, November 14, 2015
My Fantasy Language School
Greetings,
Before I start to dream about a Fantasy Language School I first want to imagine a world where people of all colors, cultures, languages, religions, and any other difference that currently divides our world accepted one another with arms wide open. I dream of a world where we acknowledge that everyone has the same basic needs; to be loved, to be fed, to be educated, to be accepted, and to live with dignity and security. To the people of Paris and all of France, my heart and prayers go out to you. (Click on image to see Jean Jullien's tweet.)
This week we are being challenged to dream. We are asked to imagine what our ideal language school would be like if the decisions were all ours and money was not an object. Now you know
why it is called a dream!
First, my school would exist within a society that truly valued language and culture. There wouldn't be debates over the value of studying language nor the argument that English is the only language we need to know. Language learning would be an aspiration for the many and polyglots would be recognized for their brilliance and valued as are doctors today.
My language school would be a microcosm of our multicultural world. Diversity would be present in every aspect of the institution from the administration to the staff, faculty, and students. Everyone would be appreciated for their unique perspectives and on any given day anyone could fill the role of student or teacher. The walls would visually represent the world and all the signage would be in multiple languages. The school would be partnered with other schools across the globe providing students with access to partners for projects and information exchange.
We wouldn't use text books to drive our curriculum. Instead, we would create a curriculum driven by real world problems and scenarios. Students would choose the problems they want to work on making the curriculum fluid and allowing for learning to take place naturally. The organic nature of this process would remove the time constraints of semesters or quarters. Instead students would study a unit until they were ready to move on.
Don't get me wrong, there would be learning objectives. I like "Can Do" statements because students can judge what they can do and can determine their own progress and needs. The teacher would serve to consult, advise, guide, monitor progress, redirect, while exploring and learning side by side with the students. The Can Do statements would reflect the global skills our students need now and would need in the future.
Grades would be a thing of the past! I truly don't like grades or grading for that matter. Students would receive feedback from a committee of teachers and students, as well as, the outside world who examined, admired, and critiqued the students' published work, solutions, and creations.
The school would have a theater where students could go in and see foreign films and documentaries, as well as, the news as it happens. Students would be encouraged to be aware of current events by having the flexibility to go take a break in the theater and watch the news and even create news.
We would have state of the art technology throughout the school which allowed our students to connect with people across the globe whenever they wanted or needed to for their research. Every student would have multiple devices that they could use to create and communicate. The technology would serve to give the students access to fellow students and experts while working on their individual and collaborative projects.
Every week would include students working in teams, pairs, and individually to create, communicate, and explore. There would be weekly virtual field trips and opportunities to hear from experts on the topics we were exploring. Students across grade levels or language courses would have an opportunity to share their progress with one another to include with our global partner schools.
Okay, enough dreaming, what can I do today in the real world? I can create student-centered learning activities that put me in the consult, guide, and assist role and allow my students to take center stage. I can look at alternatives to our text book and continue to explore how to optimize technology use in the teaching learning process. I can pursue additional activities that expose students to authentic world resources and the exploration of global perspectives.
Before I start to dream about a Fantasy Language School I first want to imagine a world where people of all colors, cultures, languages, religions, and any other difference that currently divides our world accepted one another with arms wide open. I dream of a world where we acknowledge that everyone has the same basic needs; to be loved, to be fed, to be educated, to be accepted, and to live with dignity and security. To the people of Paris and all of France, my heart and prayers go out to you. (Click on image to see Jean Jullien's tweet.)
This week we are being challenged to dream. We are asked to imagine what our ideal language school would be like if the decisions were all ours and money was not an object. Now you know
why it is called a dream!
First, my school would exist within a society that truly valued language and culture. There wouldn't be debates over the value of studying language nor the argument that English is the only language we need to know. Language learning would be an aspiration for the many and polyglots would be recognized for their brilliance and valued as are doctors today.
My language school would be a microcosm of our multicultural world. Diversity would be present in every aspect of the institution from the administration to the staff, faculty, and students. Everyone would be appreciated for their unique perspectives and on any given day anyone could fill the role of student or teacher. The walls would visually represent the world and all the signage would be in multiple languages. The school would be partnered with other schools across the globe providing students with access to partners for projects and information exchange.
We wouldn't use text books to drive our curriculum. Instead, we would create a curriculum driven by real world problems and scenarios. Students would choose the problems they want to work on making the curriculum fluid and allowing for learning to take place naturally. The organic nature of this process would remove the time constraints of semesters or quarters. Instead students would study a unit until they were ready to move on.
Don't get me wrong, there would be learning objectives. I like "Can Do" statements because students can judge what they can do and can determine their own progress and needs. The teacher would serve to consult, advise, guide, monitor progress, redirect, while exploring and learning side by side with the students. The Can Do statements would reflect the global skills our students need now and would need in the future.
Grades would be a thing of the past! I truly don't like grades or grading for that matter. Students would receive feedback from a committee of teachers and students, as well as, the outside world who examined, admired, and critiqued the students' published work, solutions, and creations.
The school would have a theater where students could go in and see foreign films and documentaries, as well as, the news as it happens. Students would be encouraged to be aware of current events by having the flexibility to go take a break in the theater and watch the news and even create news.
We would have state of the art technology throughout the school which allowed our students to connect with people across the globe whenever they wanted or needed to for their research. Every student would have multiple devices that they could use to create and communicate. The technology would serve to give the students access to fellow students and experts while working on their individual and collaborative projects.
Every week would include students working in teams, pairs, and individually to create, communicate, and explore. There would be weekly virtual field trips and opportunities to hear from experts on the topics we were exploring. Students across grade levels or language courses would have an opportunity to share their progress with one another to include with our global partner schools.
Okay, enough dreaming, what can I do today in the real world? I can create student-centered learning activities that put me in the consult, guide, and assist role and allow my students to take center stage. I can look at alternatives to our text book and continue to explore how to optimize technology use in the teaching learning process. I can pursue additional activities that expose students to authentic world resources and the exploration of global perspectives.
Saturday, November 7, 2015
Failure in the classroom
Saludos,
Can you believe it is now November? Only five weeks of class remaining and another semester will come to an end. It seems like an appropriate time to consider the question "have you ever experienced failure in the classroom? What happened and how did you recover from it (or did you?)"?
Well, anyone who has taught more than a month would be lying if they didn't admit to failing in the classroom. To one degree or another every teacher misses the mark at some point. I have been teaching since 1991 so it is fair to say I have had days when I walked out thinking ...
"Wow, I really blew that one."
"Oh my, that was a disaster."
"This is crazy, I don't even deserve to call myself a teacher."
"Why didn't that work?????"
Then invariably what happens is I think about the lesson, the interactions, and how my students reacted. I ask myself "at what point did it fall a part?" Lots of time I don't sleep that night trying to figure out what went wrong and how to make it better. With me, I obsess more about fixing it than the failure itself.
I will give you an example of just such a day! I planned this elaborate assessment day with four different activities. The students were grouped and moved from one assessment station to the next. I thought I had it perfectly orchestrated, but quite quickly it started to break down and chaos seemed to ensue. Now it wasn't chaotic in the sense of a classroom of 20 five year olds running around, rather 20 young adults moving around confused and frustrated for a multitude of reasons. There was obvious tension and I realized fairly quickly that this wasn't a favorable situation for assessing language performance, but just wasn't sure how to fix it on the spot.
I agonized over this that night and the whole next day. I am a senior teacher. I kept asking myself "how did that happen? I thought I had it perfectly planned?"
The next class I greeted my students by simply stating that they had witnessed a teacher's plan fall apart in front of their eyes. I told them that I needed their honest input and suggestions and that I would take their input into account as I planned future assessments. That day we all learned something and fortunately I didn't lose any sleep that night.
“Failure is only the opportunity to begin again, only this time more wisely.” - Henry Ford
Until next week,
Can you believe it is now November? Only five weeks of class remaining and another semester will come to an end. It seems like an appropriate time to consider the question "have you ever experienced failure in the classroom? What happened and how did you recover from it (or did you?)"?
Well, anyone who has taught more than a month would be lying if they didn't admit to failing in the classroom. To one degree or another every teacher misses the mark at some point. I have been teaching since 1991 so it is fair to say I have had days when I walked out thinking ...
"Wow, I really blew that one."
"Oh my, that was a disaster."
"This is crazy, I don't even deserve to call myself a teacher."
"Why didn't that work?????"
Then invariably what happens is I think about the lesson, the interactions, and how my students reacted. I ask myself "at what point did it fall a part?" Lots of time I don't sleep that night trying to figure out what went wrong and how to make it better. With me, I obsess more about fixing it than the failure itself.
I will give you an example of just such a day! I planned this elaborate assessment day with four different activities. The students were grouped and moved from one assessment station to the next. I thought I had it perfectly orchestrated, but quite quickly it started to break down and chaos seemed to ensue. Now it wasn't chaotic in the sense of a classroom of 20 five year olds running around, rather 20 young adults moving around confused and frustrated for a multitude of reasons. There was obvious tension and I realized fairly quickly that this wasn't a favorable situation for assessing language performance, but just wasn't sure how to fix it on the spot.
I agonized over this that night and the whole next day. I am a senior teacher. I kept asking myself "how did that happen? I thought I had it perfectly planned?"
The next class I greeted my students by simply stating that they had witnessed a teacher's plan fall apart in front of their eyes. I told them that I needed their honest input and suggestions and that I would take their input into account as I planned future assessments. That day we all learned something and fortunately I didn't lose any sleep that night.
“Failure is only the opportunity to begin again, only this time more wisely.” - Henry Ford
Until next week,
Saturday, October 31, 2015
P21: Partnership for 21st Century Learning
Saludos,
This week's topic is P21 or the Partnership for 21st Century Learning. If you haven't heard of P21 and you have a role in preparing people for a future in the 21st Century I recommend you take a look at their website: http://www.p21.org/
Essentially, P21 is a coalition of educational experts, business leaders, and educators who have united for the purpose of leading a movement of innovation in our educational system. Their stated mission is "to build collaborative partnerships among education, business, community and government leaders so that all learners acquire the knowledge and skills they need to thrive in a world where change is constant and learning never stops".
This week's topic is P21 or the Partnership for 21st Century Learning. If you haven't heard of P21 and you have a role in preparing people for a future in the 21st Century I recommend you take a look at their website: http://www.p21.org/
Essentially, P21 is a coalition of educational experts, business leaders, and educators who have united for the purpose of leading a movement of innovation in our educational system. Their stated mission is "to build collaborative partnerships among education, business, community and government leaders so that all learners acquire the knowledge and skills they need to thrive in a world where change is constant and learning never stops".
The P21 Framework visually depicts the skills and knowledge needed to succeed in the 21st century. Notice that I said skills and knowledge, not either or. It also displays circular rings which represent the support systems which must be in place to realistically prepare people for their future. That is where we in education have a roll to play. In order for the mission to be accomplished as stated, the support systems must have the end game in mind.
In higher education we often talk about preparing people for the 21st century but I wonder if we fully comprehend what that means and what it would entail. We acknowledge the need to prepare people for the 21st century, but I have seen little evidence that we fully embrace the concept in its totality. If we are committed to the belief that our students will need in depth knowledge and skills to optimize their potential in a world whose only constant is change then every institution and educator must employ the 4 Cs of this model. We have to willingly embrace change, collaborate across disciplines to create innovative learning experiences that cause our students, as well as, ourselves to thinking critically. The education that is needed isn't divided into disciplines, departments, and schools. It is one that joins not separates and pushes for innovation not stagnation.
I can imagine a Community College in which the teachers are divided into teams and each team is made up of faculty from the Social Sciences, Humanities, and STEM Divisions. The teams work in unison to design real world learning experiences that model problem-solving and collaboration. The archaic model of stove-piped disciplines goes away and it is replaced by faculty promoting one another's disciplines for the sake of creating the most worthwhile learning opportunities possible.
Some will argue that the P21 model is designed for the K-12 world. I disagree, I see it as a model for learning at all levels of formal education and beyond. I say this because the outcomes of this model are the skills we apply in the workforce and in our homes. We need these skills to manage the change that is coming to our environment, our classrooms, our offices, and our homes.
I see preparing people for the 21st century as a necessary mandate. My roll, being one educator in this vast system, is to understand the 21st century skills, continue to prepare myself , evaluate my current practices and be willing to let go of what doesn't get the needed results. I have to be willing to work across disciplines and borders to model collaboration and risk-taking. I have to experiment with new technologies and strategies. I have to do this for the sake of my students and our future.
Saturday, October 24, 2015
Teachers as Change Agents
Another week has flown by and it is time for me to check in with what I have learned about technology integration in the Modern Language classroom. After reading an article written by Peggy Ertmer and Anne T. Ottenbreit-Leftwich I came to one conclusion with regards to the role and the teacher and the role of technology in my classroom. That conclusion is; I am still the entity that must inspire, challenge, and lead my students. I am choosing to use a variety of technology tools to facilitate the learning but it is I who must create the environment for growth and change. Simply adopting a new software or a new App will not bring about that growth.
The community college where I teach supports my aspiration to learn and integrate the most appropriate technology into the learning experience. A few years ago they added a new position to lead technology-enhanced instruction (TEI) across the campus. Since, we have been afforded individual and small group training. They review the instructional application and effectiveness of tools and share the information via newsletters, a website, and a resource list.
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| Outside Cuzco, Peru (Photo taken by Theresa Baginski) |
The administration, most of my colleagues, and of course the TEI team recognize that our students will need to use technology in their future careers. As one of my colleagues in the Elevate course pointed out, our Modern Language students in the future will need to use their language skills via technology far more often then face to face and we need to prepare them for that communication platform. The notion that technology integration is simply 'bells and whistles' fails to acknowledge that our world is entirely dependent upon technology and regardless of the field of study students pursue they will have to understand the application of technology to be effective and successful.
This takes me back to the beginning of this post where I acknowledge that merely using a form of technology will not bring about change. Teachers who do that are just adding 'bells and whistles' to their instruction. In order to truly be a change agent we have to thoughtfully consider the intended learning outcomes and then apply the most appropriate technology. But that isn't all we need to do;
we also need to determine how to use the technology to push our students to those higher-level thinking skills of evaluate, analyze, and create within our content areas. This requires energy, patience, determination, and a willingness to fail on occasion.
We ask our students to venture into the unknown everyday. Why wouldn't we expect the same of ourselves?
Until next week,
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| Cuzco, Peru (Photo taken by Theresa Baginski) |
Thursday, October 22, 2015
Great Story Telling Tool
Wow! I am so happy that I follow Creative Language Class. Today I received Kara's latest blog post on how she chooses which vocabulary she will target for a unit. The blog referenced back to a previous post that sounded interesting and useful. This is where the Wow comes in. I learned about Adobe Voice and was able to see its application for telling a story with pictures and voice. It looks super easy to use and would be great for any level of my Spanish classes. Here is the link to the example provided:
http://www.creativelanguageclass.com/technology/come-close-its-time-for-a-story/
My next unit in Intermediate Spanish is on memories and leaving your home country to live in another country. I want to pull in immigrant stories as part of the unit, have my students interview an immigrant, and then they can use Adobe Voice to tell their own family story.
I have to try this out myself! I will add to this post once I have completed it so you can see another example.
http://www.creativelanguageclass.com/technology/come-close-its-time-for-a-story/
My next unit in Intermediate Spanish is on memories and leaving your home country to live in another country. I want to pull in immigrant stories as part of the unit, have my students interview an immigrant, and then they can use Adobe Voice to tell their own family story.
I have to try this out myself! I will add to this post once I have completed it so you can see another example.
Friday, October 16, 2015
Professional Development
Inspiration, ideas, resources, and contacts drive me to seek out professional development. I am confident that as a result of any given PD experience I will be inspired, get a new idea, learn about an amazing resource or meet an interesting person. The key for me is to listen carefully and socialize ideas.
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| Antigua, Guatemala (Photo taken by Theresa Baginski) |
My favorite source of professional development is any activity that affords the opportunity to learn from colleagues and share my own ideas. Over the course of the past 18 months I was fortunate enough to receive the support of my employer to organize four separate professional development events. Teachers represented middle and high schools, our community college, and a four-year college. Over the course of the four events we focused on culture, the language proficiency levels, creating classrooms driven by authentic input, and the oral proficiency interview. Our goal is to create a seamless pipeline of language learning so that our students can get the most out of each classroom experience.
I can't speak for anyone else that attended those full day events, but I was definitely inspired by our presenters and fellow participants who shared their ideas and resources. This inspiration has driven innovation, curiosity, and a willingness to change what needs to be changed.
For the language teacher out there who just read this blog I would like to share one of the tools that I learned about in a recent workshop and a list of technology tools that I received at a conference. I hope that both of these will help you as you strive to make your classroom 'real' for your students.
https://sites.google.com/site/technologyforclac/
https://www.diigo.com/user/theresabaginski
Saturday, October 10, 2015
My use of technology
This is my first blog ever and I have been asked to address my personal relationship with technology.
Technology has become an integral part of my life as it is of most people in the United States. I use my iPhone to text my children, husband, extended family, and friends. I also use it to research information, to access Google Maps so that I can find my destination, and my students use it to record themselves when we are conducting Performance Assessments.My use of technology extends into my office where I Skype with my students, access emails, and plan my lessons.
Gradually over the years, our dependence on and utilization of technology has expanded. I can still remember buying our first Apple computer and using the encyclopedia on it to help my daughters do research for their school reports. I can also remember when I first realized the dangers of online communication, as my 14 year old filled out an online profile stating she was 18 years old.
Now I use technology in my classroom everyday. I work in a 'smart' classroom which allows me to access the Internet and in turn project the world on a screen in an instant. It is hard for me to imagine what it was like before I could simply look information up online and immediately project a visual image which displayed the world for my students. However, I am not naive. I often encounter challenges with new applications or tools and when that I happens I seek out the expertise of our IT experts. At JCC we have a strong team of experts who willing assist and instruct faculty and students. This has been a key factor in my successful implementation of technology to manage and instruct.
Personally I see myself as intermediate on the technology proficiency scale. I am willing to experiment with technology and see the advantages to integrating it into our curriculum. However I strongly believe that there is a balance between traditional teaching strategies and the use of technology to teach Modern Languages.
My goal is to identify the applications of technology that are most useful in teaching languages.
Our students deserve to be prepared for the 21st century work force and that will include both language and teachnology skills.
Technology has become an integral part of my life as it is of most people in the United States. I use my iPhone to text my children, husband, extended family, and friends. I also use it to research information, to access Google Maps so that I can find my destination, and my students use it to record themselves when we are conducting Performance Assessments.My use of technology extends into my office where I Skype with my students, access emails, and plan my lessons.
Gradually over the years, our dependence on and utilization of technology has expanded. I can still remember buying our first Apple computer and using the encyclopedia on it to help my daughters do research for their school reports. I can also remember when I first realized the dangers of online communication, as my 14 year old filled out an online profile stating she was 18 years old.
Now I use technology in my classroom everyday. I work in a 'smart' classroom which allows me to access the Internet and in turn project the world on a screen in an instant. It is hard for me to imagine what it was like before I could simply look information up online and immediately project a visual image which displayed the world for my students. However, I am not naive. I often encounter challenges with new applications or tools and when that I happens I seek out the expertise of our IT experts. At JCC we have a strong team of experts who willing assist and instruct faculty and students. This has been a key factor in my successful implementation of technology to manage and instruct.
Personally I see myself as intermediate on the technology proficiency scale. I am willing to experiment with technology and see the advantages to integrating it into our curriculum. However I strongly believe that there is a balance between traditional teaching strategies and the use of technology to teach Modern Languages.
My goal is to identify the applications of technology that are most useful in teaching languages.
Our students deserve to be prepared for the 21st century work force and that will include both language and teachnology skills.
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