do you speak silvina orsatti spanish teacher instructional technology specialist 2011 nectfl sans...
TRANSCRIPT
Do you speak Do you speak
Silvina OrsattiSilvina OrsattiSpanish TeacherSpanish Teacher
Instructional Technology Instructional Technology SpecialistSpecialist
2011 NECTFL Sans Inc/Mead 2011 NECTFL Sans Inc/Mead Leadership FellowLeadership Fellow
Dr. Frank BrooksDr. Frank BrooksAssociate ProfessorAssociate Professor
Spanish andSpanish andForeign Languages EducationForeign Languages Education
Indiana University Indiana University of Pennsylvaniaof Pennsylvania
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Learning other languages and understanding the cultures of the people who speak them
is vital to success in the global environment in which our students will live and work
The goal of a language program is to develop
students' language proficiency
around modes of
communicative competence reflecting real life communication
ACTFL Standards for Foreign Language Learning
= The Five Cs
Partnership for 21st Century Skills
ACTFL 21st Century P-21 skills map
Standards demand higher-leveluse of content
Web 2.0 applications can help students
develop language proficiencyand enhance 21st century skills
while making learning more enjoyable
and meaningful for them
We’ve come a long way!
Web 1.0 sites are static
Information might be useful but, in many cases, there is no reason for a
visitor to return to the site later.
Example: a personal Web page that gives information about the site's owner,
but never changes.
Web 1.0 sites aren't interactive
Visitors can only visit these sites; they can't impact or contribute to the
sites.
Example: profile pages that visitors can look at but can not impact or alter,
whereas a wiki allows anyone to visit and make changes.
Web 1.0 applications are proprietary
Users can download, but they can't see how the application works or
change it.
Web 1.0 vs Web 2.0Web 1.0 =
1st generation of the Internet
The Read-Only Web (for most of us)
Example: if we didn’t have access to special knowledge (e.g., how to write html code) or special technology (e.g., servers), then we could only 'read' the content that other people had written and published on their websites.
Web 2.0 =
2nd generation of the Internet;
The Read-Write Web
We can read content and publish our own material on the web through services that make it easy for us
All about participation, collaboration, interactivity, communication, community-building, sharing, networking, creativity
Colin Lankshear & Michele Knobel (2006): “Shifts in the Web can effect Mindset”
WEB 1.0
The world is appropriately interpreted, understood and responded to in broadly physical industrial terms
Products as material artifacts
Tools for producing
Focus on individual intelligence
Expertise and authority ‘located’ in individuals and institutions
Space as enclosed and purpose specific
Social relations of ‘bookspace’; a stable ‘textual order’
WEB 2.0
The world cannot adequately be interpreted, understood and responded to in physical-industrial terms only
Products as enabling services
Tools for mediating and relating
Focus on collective intelligence
Expertise and authority are distributed and collective; hybrid experts
Space as open, continuous and fluid
Social relations of emerging ‘digital media space’; texts in change or flux.
Web 2.0
Web 2.0 materials encourage participation through online aspects…do not require
downloading of software, can just point and click, generally designed to be intuitive and
can be easily accessible
1. Communication2. Social Interaction3. Authenticity4. Exposure5. Feedback6. Learner autonomy
Web 2.0 tools can enhance language learning by facilitating:
Web 2.0+
Language Learning
Some research (Maynard, 2002) shows that gender affects the way people think, behave
and learn.
• In FL learning, boys are more likely to drop languages.
• Most boys do not like to talk in the FL classroom because:
• Peer pressures/fear of negative feedback• Lack of self-confidence• Speaking the FL as not real work, • Prefer activities having concrete and practical
outcome, such as writing.• Pronouncing odd sounds in front of fellow
students
WEB 2.0 materials …
• Exploit potential to access language learning opportunities (even from home)
• Reduce peer pressure (Dearing & King, 2007)• Increase self-assurance when speaking
(Picardo, 2008)• Podcasts, mp3s and authentic videos help
develop speaking and listening skills.• Shift from information seekers to content
producers• Produce authentic content for “real”
audiences• Shown to be motivating (Warschauer, 2006)
Digital blooms
Digital literacy is less about the tools...
and more about the thinking!
““Closing the Technology Gap in Closing the Technology Gap in
World Language Teaching”World Language Teaching”
Project Wiki
http://psmlaonlinepd.wikispaces.com
Project Blog
http://psmlaonlinepd.blogspot.com
Webinars
RationaleTools
Tutorials and ExamplesDiscussions
Blackboard Collaborate~~~
Post-webinar discussionsEdmodo/Skype
Post-webinar activitiesCreative Corner = for a raffle prize
Experts
Becky Benner-CarrPete Brooks
Dick DetwilerThekla Fall
Laura FranklinToni Johnson
Sanaa JouejatiDianne KrauseNatalie Puhala
Amanda SewaldJan Stewart
Webinars
Let's Brainstorm!Let's Plan!
Let's Assess!Let's Share!
~~~Blackboard Collaborate
Bubbl.Us/Google Docs/MindmeisterEdmodo/Skype
WikispacesVoiceThread
Session 3 (upcoming, in the summer of 2012)
Becoming a life-long learner
Do you want to join?;-)
HANDS-ON TIME
Let's learn how to use web 2.0 tools (and apps) to enhance 21st century
skills
with online speaking activities for the world languages
classroom!
Voki http://www.voki.com
Voki is a free tool that allows you to create a talking character or “avatar”.
You can customize your avatar to look like you or take on the identity of other characters.
Your avatar can even speak with your own voice which is added via microphone, upload, or phone.
http://bit.ly/JBush
VOKI enables users to express themselves
- It can be accessed at home/school;
- Necessitates computer-student interaction: a motivation
http://bit.ly/GerLady
- Quieter, more reticent students can make their presence felt and heard
- Allows students to role- play and “hide behind a mask” (an avatar).
- Facilitates move from teacher-centered to student-centered or class-based learning
FotoBabble http://www.fotobabble.com
Project with Fotobabble
FaceJackApp (for iPhone and iPad)http://facejackapp.com
FaceJackApp is a free app that allows you to create a talking picture, and save/export it as a video.
Blabberize, for PC and Mac
Let's create a
together! Http//facejackapp.com
Avatars and Talking Photos (for Droid)
qr Voicehttp://qrvoice.net
QR Voice is a free tool that allows you to create QR codes that when scanned will play a short audio message.
To create your message and QR code you type in your message, only up to 100 characters.
QR Voice is offered in Spanish, French, English, and other languages.
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Questions? Help?
Silvina or Pete!
Twitter: sorsatti
www.iup.edu/foreignlanguages
