A class response system. A way to keep people engaged in meetings or Zoom sessions. Freemium model - pay for more capabilities, but basic level is free.
Wetoku is a web service or Web 2.0 tool out of Korea that provides a simple platform for interviewing someone via the Internet. Collaborating globally is a must for our students and as result interviewing can be a challenge. Wetoku makes doing an interview as easy as filling out some basic information, creating an interview session and then sending the creative interview session's URL to the interviewee. Once the recording is done, the interviewer can embed the copy of the URL into a blog or website. You will need a web-cam for this tool.
through collaborative technology‐mediated tasks, we can promote productive language output (spoken and written) and the type of interaction that facilitates language learning and motivates students to continue improving their language skills
I certainly hope so, because what is stated here is the ultimate goal of a language class, and this fall we have no choice but for everything we do to be "technology-mediated"
This is what I'm looking for: exercises that "build community," or put in a more basic way, exercises that force students to interact with each other in the target language...
This is what I'm looking for: exercises that "build community," or put in a more basic way, exercises that force students to interact with each other in the target language...
I agree that what we need now more than ever is collaborative, community building exercises. Last semester when we went online, at least we knew our students and they knew us. In the fall, if we go online, there will be students that we haven't met and built a rapport with in person. It will be more important than ever to foster an interactive environment and focus on meaning and communication.
The app I used was called "Sock Puppets" They first wrote out a script then recorded them using the App. Finally, we had them switch iPads and watch the other "puppet shows".
I love the idea. But....unfortunately, how many public schools can or would fund a bunch of ipads to use in the classroom? I believe this is an expense that should be used. but, here in TX we dont even have $$ for basics! :(
Tudini's new book takes a Conversation Analysis approach, which is new to online Second Language Acquisition. It provides observable, previously undocumented insights into how native speakers and learners pursue the learning of foreign language and culture during online text chat.
We aim to provide examples of authentic language spoken in its natural cultural environment so that students of all ages can better understand the interplay between a language and its culture. The videos were filmed with handheld camcorders and microphones provided by the Center. The video and audio quality varies.
This resource page gives access to spoken language and culture through authentic video and audio materials. There are materials in different languages on a variety of topics raging from basic communication, to culture, social life, transportation, etc. I found materials from some of Latin American countries and Spain on necessitites>emergency situations (Emergency Room, Taking the Physical Exam, etc.) for my Medical Spanish class.
Students should be aware that we have tried to remain true to the language our subjects
actually uttered. Therefore, we have not corrected grammatical errors and the videos sometimes show highly colloquial language, local slang, and regional specific speech patterns.
The Foreign Language Teaching Forum is an integrated service for FL teachers, dedicated to encouraging communication, sharing, and collaboration at all levels. Our broad discussion topic is foreign language teaching methods for any level of instruction in all languages.
The basic premise of the list is that as professional Foreign Language teachers we are all in this together and are here to help one another.
"The Foreign Language Teaching Forum is an integrated service for FL teachers, dedicated to encouraging communication, sharing, and collaboration at all levels. Our broad discussion topic is foreign language teaching methods for any level of instruction in all languages."
Such an important article. I'd seen it - but not read the whole thing. It's so tru: changing everything, even when you're committed, takes a ton of work!
"A 2014 paper by researchers at Michigan State University, in East Lansing, provides a tangible example: Teachers and students in the small-scale study were found to be making extensive use of the online word-processing tool Google Docs. The application's power to support collaborative writing and in-depth feedback, however, was not being realized. Teachers were not encouraging group-writing assignments and their feedback focused overwhelmingly on issues such as spelling and grammar, rather than content and organization."
This really gets to the heart of the idea of combining education and technology: the technology has to serve the goal and it doesn't sound like the teachers' goals were the same as the stated goals of the assignment. So obviously Google Docs is a fantastic tool, but it has to be utilized appropriately for it to be effective.
I must say I have sat through many workshops in my tenure at my university that included the modification of some practices and even included, to my frustration, the basic structure of a lesson from stating outcomes to assessment. The problem with our particular situation is that usually it is directed to a "one-size-fits-all" use of a given technology that may not apply to many disciplines. I have found them somewhat useful for upper-level courses at times, but the language classes often pose the need for a kind of collaboration and interpersonal technology that isn't presented. Hence my desire to take this course.
Another difficulty is the overwhelming number of technological applications presented--I can't tell you how many--and the students really become overwhelmed, since they often have to learn new technologies in almost many courses. Some work and some don't, and since they are the guinea pigs and there are no guarantees that everything will work as planned, and given the astounding changes in tech, the newness never seems to end, neither for the student nor the teacher. So focusing on just 1 or 2 to begin with seems like the only way to deal with it.
Finally, I think that, at least in our university, the huge courses found often in the sciences reflect the slowness to adopt meaningful change. Many in these disciplines have simply used the tech to deliver more lectures on topics students must memorize, perhaps adding clickers for comprehension checks. There seems to be a great disconnect between what happens in the classroom and the amazing advances in tech they have made for their hands-on work--labs, collaborative work, etc.
Still, the students liked it and I was able to get a good sense of where student mastery of the material was and I gleaned which students need to focus where in terms of pronunciation and basic grammar. I will do this again.
It is good for me to see that even when there is no grade riding on it, students still watch one another’s videos: in other words, they want to watch each other. I can’t speculate as to what drives that, but as an instructor, I am pleased simply that they do it.
This to me is very important. There are always a couple students who will never want to participate in class, at least not orally. This will be such a relief to this type of student and I will be happy to count this as a way of participating in the course.
I agree 100% there are many more introverted students that are wary of participating in class discussions, VT allows them to participate more without feeling uncomfortable.
"If you don't have a microphone on your computer, you can use a telephone to comment. If you're in the classroom and don't have either, you can use text if you need to, or webcam commenting.
I like that students have the option of texting their response. Since I tech at a boarding school, those students that are in supervised study hall, may text their response so they won't interrupt others' studying. As long as I inform the proctors and the students don't stay on their devices for too long ;)
This feature is great for those students who are creative and/or love to doodle.
I am collecting examples of how educators are using Voicethread in their classroom or for professional development on a wiki at: http://voicethread4education.wikispaces.com/
Ed.VoiceThread.com, a secure site just for educators and their students