Post on 19-Jan-2015
description
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Let ThemBlog,Glog,
Microblog& More!!
Enza Antenos-Conforti, PhDMontclair State University
Educational Challenge
Do students use technology in class?
A recent study by Professor Reynol Junco of Lock Haven University states that 29% use Facebook while 66% sends or receives a text message
Students use the Internet to communicate
Authentic and transparent in their use (perhaps too transparent!)
They aren’t knowledgeable users
Do social media resist educational purposes?
Students spontaneously use social media to comunicate about school, even to talk about homework!
Do we even speak the same
language?
We cannot deny the existence of social media. Rather we must accept their dynamic nature, understand how they work, and how our students use them.
Our question is how to use them to improve our teaching and learning of foreign languages?
Share (knowledge, materials, opinions & reflections)
Collaborate (students & teachers, students & students, groups of students)
Integrate & alternate (from typical traditional lessons)
Participate (in CMC, computer mediated communication)
Why Bring SM to the FL Classroom?
Why would you use social media in your
Spanish/Portuguese class?
The technological tool must be selected to reach learning objectives and outcomes1. What is the objective
of the lesson/unit? 2. What tools can we
integrate to reach the objective?
Does the Tool Make or Break the Lesson?
Immagine di: http://ilforumdellemuse.forumfree.it/?t=44736544
Social media are always social and relational…for this reason, even when using these tools in the classroom, it is necessary to:
Create a profile
Articulate a list of users for networking
Use these networks to create communities of acquaintances, interests, resources and groups
Social & Relational
http://tiny.cc/enzaac
Let’s Navigate Through SoMe
In the blogsphere, there is
(Inter)cultural Competence
In-depth analysis in reading comprehension and lexical development
Participation of both author and reader in a more formal platform
Blogginng
Develop the presentational mode of written communication (ACTFL)
Allow for all students to provide feedback on an argument/topic
Let Them Blog!
How to Create a blog for the
course/class The teacher starts with
a post and asks for feedback/comments
Each student is responsible for a future post and then to comment on posts of other classmates
Promotes creative thinking
Creates conditions favorable to learning through interest and fun
Develop digital comptencies/literacies: supports integration of multi-media
It’s functional to cooperative learning: students can work in pairs/group
Glogging
http://lcstudentwiki.wikispaces.com/Spanish+Glogster
The poster board of our day gets a facelift!
Presenting onself or a topic more creatively (using texts, audio, video, images, links to sites, etc.)
Let Them Glog!
How to All register on
Glogster.com The teacher creates a
class with the names and email adresses of classmates
Students share and collaborate on these e-posters
http://ivenus.edu.glogster.com/tuttosudime/
Microblogging
Allow students to communicate in writing via brief messages (only 140 characters!) in the target language, with more frequency
Communicate with classmates, me and native language speakers in a relaxed atmosphere
You can read my complete study on Twitter in Italian III (intermediate level) http://chss.montclair.edu/~antenose/mytwitter.pdf
Let Them Microblog!
How to Every opens a Twitter
account – new one that is TL specific!
Prompt students to share Twitter/Edmodo using questions or tasks
As they become more familiar with Twitter (it’s self-perpuating, organic), many will share without being prompted, and create their own network for learning
Introduced to Twitter in FA08
Tweeted in Italian for 7 months, after course ended
Now a bilingual twitterer, and she’s not an Italian major or minor!
A Twitter Success Story
Content and Information Cultural and language videos
(One semester of Spanish)
Collaboration Mashups on certain topics
Partecipation Comments/reviews Video uploading too
Youtube-ing
http://bit.ly/dHq8cp [pdf]http://www.youtube.com/watch?v=gk5fp6MMFNQ
Online media album (pictures, text, video)
Comments possible via voice, text, video
Similar to discussion board but with superlative supplements
Partecipation (opinions and feedback)
VoiceThread-ing
http://voicethread4education.wikispaces.com/
A free audio product by Google (need only have a Google account)
Can be shared with teachers and classmates
Leave phone messages to develop speaking skills
Record conversations with speakers to develop speaking, listening and negotion skills
Some Spanish examples:http://span2313.wikispaces.com/GoogleVoice
Google Voice-ing
Benefits Students are already
familiar with many of the tools
They already use these communication tools
Continual interaction of students face-to-face and online
Minor resistance
Regular Use of Social Media!?!
Drawbacks Teachers need to know
these tools well Students might not
appreciate the educational use of these tools
Communication is 24/7 Much noise in SM It takes time
http://www.slideshare.net/catepol/social-network-nella-didattica
“Originally published as a series of blog posts titled Technology in Modern Foreign Languages, this collection of articles explores how teachers are successfully incorporating the use of new technologies into their classroom practice with a focus on enhancing teaching and learning.
Technologies such as blogging, microblogging, web 2.0, wikis, sound recording and videoconferencing have all found their way into our classrooms and harnessing them effectively is at the heart of 21st century pedagogy.
The original articles can be read at Boxoftricks.net”José Picardo
Appendix: Technology in MFL
Muchas gracias
for sharing ideas with me:Julia Cozzarelli (Voicethread)Reynol Junco (Students & SM)
José Picardo (Technology in MFL)
Caterina Polincaro (Italian e-learning)
Esperanza Roman (YouTube) Donna Shelton (Google Voice)