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.