Web-based Tools to Support Learning

PART I

I designed this planning resource for a technology-infused curriculum to be applicable into any language classroom, but in my case, a French language classroom. According to the Standards for Foreign Language Learning, language learners should be competent  not only in their communication, listening, and writing skills, but they should be able to develop multiple perspectives via knowledge and comparison of the culture they study, and being exposed to authentic materials. Likewise, students should be able to build communities through using language outside the classroom and for their personal enjoyment, as well as  make connections as they learn cultures and languages different from theirs. This would require a lot of research, reading, writing, speaking, and listening to and with native speakers of target language, professionals, and peers.

This is basically what I tried to do in my plan. Through tools like Skype, Facebook, YouTube, Wikispaces, Blogger, and Voice thread, students can be connected to peers and pen pals who could be natives or learners of their target language, and target language classrooms where they can create and share around the world. At the same time, it is also an avenue to work collaboratively, form communities, as well as gain knowledge of target culture when there is a native speaker to learner interaction. Cultural knowledge would help students have multiple perspectives, think critically as they compare cultures, which would eventually lead them to develop their ethical competence. Openculture is a very good tool that gives students access to different cultures.

Language learning is a lifelong process that demands students to acquire lifelong skills, which is why it is essential for students to build their Personal Learning Networks (PLNs). Here sites like Diigo, Forvo, and WordSteps and some of the afore-mentioned tools come to play. Forvo and Wordsteps particularly help learners build their vocabularies and sharpen their pronunciations.

PART II

Before I set-up my plan, the first thing I considered was the Standards of Foreign Language Learning, which to me is like a guideline of what to expect of my students and what I would want them to accomplish. Thereafter, I selected tools that would help me achieve my end goal- getting students to build communities, to have knowledge of other cultures, to make connections, to communicate in target language, and to make comparison in order to develop insight on the nature and culture of their target language. Therefore, I selected tools that would ensure my students and myself be able to connect to peers and native speakers like Facebook and Skype, so they can develop cultural insights, tools that would ensure a lot of in and out of verbal and written classroom sharing, collaboration, collective feedback, and creativity (Wikispaces, Skype, Facebook, YouTube, Voicethread, Blogger, Forvo), and tools that would help us be life-long learners or more proficient/ near native in our language use and understanding of other cultures (Forvo, Diigo, WordSteps, Openculture). In addition, I believe a lot of learning occurs at informal settings, which is why I particularly chose Facebook. Students would learn a lot chatting in target language and sharing links with peers, whether native or non-native. The best way to become proficient in a language is to have multiple opportunities to use it.

In my opinion, the TPACK model and the SAMR model are synchronous in that they both advocate a transformation in the 21^st century approach to teaching. The TPACK presented all the aspects of learning that ought to be incorporated into the 21^st century classroom- content, technology, and  pedagogy. The model presented these aspects as common entities, as inseparable and thus should be used in tandem for learning to occur. There is no need trying to use technology to substitute or augment the traditional classroom set-up. However, there is a call for transformation where technology would be used in the classroom to teach content via creating, collaborating, sharing, and communicating. The SAMR model is a little bit less detailed but pretty much seeks the same goal- transformation. The only difference I think is that it seems to gear more towards creating using technologies. I have had personal classroom experiences which were not typically bad but exploring these tools made me wonder how better it would have been if I experienced the use of these tools in the classroom. My schooling experience has mostly been every man for himself because of its competitive nature. Plus I must confess that even the teacher preparation courses have failed to address this somewhat. True the need for new literacies has been promoted overall but there have been little guidance on how to go about it, which is why I am thankful for this class and all the modelling so far. I want to bring learning as close to my students as much as I can. I believe these new technology-tools have broadened the horizon of learning and teaching. All educators can  and should do is embrace them, for their good and the good of their students. For teachers seeking to infuse technology into their curriculum, here are some questions you might want to consider:

• How much does tool enhance both teacher and students productivity?
• Is support available? Is tool free or blocked and can it be unblocked? If it is not, is funding available? How can a compelling case be presented to school boards/districts to see the need for tool?
• How would tool selected help address the need of content? Can tool be used to achieve intended outcome?
•  Does tool help connect to other learners and classrooms across the globe?
• What is the tool review like? Do current users like it? Are they comfortable with the support? Does the tool crash often?
• What standards are addressed and  how would the tools help achieve goal?

For more questions to consider click here or here.



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Personal Learning Networks

Embedded below is my Book Talk 1:

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Digital Citizenship

Below is my Action Plan and presentation for Module 5. Enjoy!

Action Plan

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Digital Divide and Digital Equality

I really liked this module and thought it was insightful. Personally, I never thought that the gap between  the type of access people/students get from the internet could be some sort of divide. It is funny how concerns have moved from whether people have computers with internet access to what they actually do with the internet access they have. I did have concerns about young people using the internet or their devices mainly for entertainment purpose which I felt made them lazy and less productive. I thought they needed to be taught how to use the internet effectively and not just for entertainment, but I assumed  one of the ways to do that was making certain websites inaccessible to students and telling them not to visit these sites.  From the readings, I have come to understand that this is not necessarily a good approach.
From the voice thread discussions, one of the points practically pointed by everyone else is  that educators should stand out as bridges from 'new digital divide' to digital equality. Students need to be taught how to use the internet because most of them do not know how. The advent of mobile devices has made this task difficult as students mainly use their devices for entertainment, which is the more reasos why educators need to provide them and teach them strategies to use the internet positively. Where this gap cannot be filled at home, it is our role as educators to fill it in, in our schools, through our guidiance, and modelling.

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New Literacies

Below is my graphic representation and document for Module 3. Enjoy!

New Literacies

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Native? Immigrant? Or Not?

Undeniably, the world has continued to evolve following the consistent technological advancements and believe me, there is no stopping! With the advent of the Web, young people have become 'technologically-wired', preferring texting and instant messaging over phone calls, blogging, social media sites, and e-mails over letter writing, spending more time playing video games, creating videos, and sharing photos with friends online. This has had effects on their learning experience in schools, which are still stuck with the traditional classroom set-up and teachers who have not been able to keep up with the demands of their 21st century learners.

According to Schrum & Solomon (2007), "technology affects how students live and communicate and when, where, and how they learn ..... Having digital technology at their fingertips all the time means that students think, work, and play differently from previous generations" (p.27). Unfortunately, this has not been their experience in schools as their needs have still not been met. Their teachers (mostly digital immigrants or tourists) have made no advancements in their teaching strategies. Just like in the traditional classroom, teachers still play the role of experts while students are forced to be passive listeners.

Today's world is in need of divergent thinkers- people who think critically and do not believe in 'one' right answer. In 2009, Gilbert posited that " if all we are skilled in and duly rewarded for is the one right answer then we seriously narrow down our creativity and significantly reduce the opportunity to use the tremendous power of the human brain to take amazing cognitive leaps sideways in many different directions at the same time" (p. 43). Hence, students need to be given opportunities to create and work collaboratively, which are what they already do at home, thanks to technology.

As I read through the materials, I could not help but wonder whether or not using technologies liberally at home actually imply that kids use technologies appropriately. Are they adept enough to handle cyber bullying, predators and criminals? Prensky (2006) stated that "...with this increased online communication comes the dangers of predators and criminals-which are real-but the Natives are not about to let that spoil their party.... they have begun to create and evolve online reputation systems to keep themselves and their friends safe- or at least safer- in the digital world" (p.42). Somehow I feel Prensky's assumption is somewhat overstated. In as much as the Natives have been creative in their use of the Internet, what percentage of the Natives uses the Internet positively?

Personally, I would not call myself a native neither am I an Immigrant, however I am closer to being a native, as I am open to innovation and I love technologies and to a great extent promote critical thinking and creativity. As a learner, I was not given the opportunity to take ownership of my learning, I wish I did, I want my students to. I want my students to use their digital innovations positively. I believe this is where teachers should come in. "Students need to be taught from an early age how to evaluate the links they come across and how to use them wisely" (Vacca, J.,Vacca, R.& Mraz, M., 2011, p.39).

Schrum & Solomon (2007) pointed that "many students cannot afford 24/7 access to technology" (p.26). This is another issue that came to my attention from the readings. We have students whose parents cannot afford 24/7 Internet access- students from low socio-economic backgrounds, homeless kids, orphans, and students in the 'so-called' third world countries. As their peers advance intellectually and in creativity, they remain stuck where they are and may find it hard to adapt in their society. They have no access to technologies at home or in the streets, if they go to school at all; they attend poor schools that cannot provide them the technological knowledge they need. What would become of them? How would they survive this century? How can they be helped? I wonder.... I still wonder..... I perhaps would keep wondering!

 

 

 

Below is a short video depicting the gap between digital immigants and digital natives, and presenting the needs of the natives. Enjoy!

 

References

Gilbert, I. (2009). Nothing is more dangerous than an idea when it's the only idea you've got. Why do I need a teacher when I've got Google?: things every teacher should know (pp. 42-46). London: Routledge.

 

Solomon, G., & Schrum, L. (2007). Students and learning. Web 2.0: new tools, new schools (pp. 25-44). Eugene, Or.: International Society for Technology in Education.

 

Prensky, M. (2006). The emerging online life of a digital native. "Don't bother me Mom, I'm learning!": how computer and video games are preparing your kids for twenty-first century success and how you can help! (pp. 40-51). St. Paul, Minn.: Paragon House.

 

Vacca, J., Vacca, R. & Mraz, M. (2011). Content area reading: Literacy and learning across th curriculum (10th ed.). Boston, MA: Pearson.

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About Me

Hello, my name is Elewanya Unogu. I am happily married with 2 girls and we live here in Indianapolis. I am looking forward to being a foreign language teacher at college level. I am basically looking for innovative methods to incorporate into my future classroom teaching experience.

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