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Using Technology as a Platform for Play and Communic ation

Using Technology as a Platform for Play and Communic ation Anita Alkhas, UW-Milwaukee, alkhas@uwm.edu.

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Using Technology as a Platform for Play and Communic ation

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  1. Using Technology as a Platform for Play and Communication Anita Alkhas, UW-Milwaukee, alkhas@uwm.edu

  2. Draw kids out of their seats with a variety of engaging, playful activities that support communication and self-expression. Add fun tools to your toolbox, whether you are using a Smart board or just a chalkboard! Make technology work for you: each activity will be presented with a high and low tech option.

  3. My favorite activity or resource (low or high tech) is _____. I’d like to do ____. Is there a good app for that?

  4. When I have an idea, I tend to reach for: My pen or My iPad/ smartphone/ laptop, etc http://www.polleverywhere.com/multiple_choice_polls/LTE4MDkyODc2MDU

  5. Poll Everywhere

  6. Hand signs/Color-codedrulersvs Clickers/Polling

  7. Technology?

  8. Technology?

  9. A few points to consider when incorporating low and high tech activities/techniques: • We live in both high and “low” tech worlds, so we should learn in both. • Digital natives (are they here yet?) need help negotiating effectively between the real and the virtual worlds (moving in both directions) • Offer low/high tech choices for assignments/assessments (differentiation/learning styles) • Have back-up plans when high tech fails you • We can’t use high tech optimally if we haven’t mastered effective low tech approaches

  10. Learning Styles (VARK) Visual (pink) Aural (blue) Read/Write (red) Kinesthetic (green)

  11. A few points to consider when incorporating low and high tech activities/techniques: • Objectives come first, technology second • Capitalize on our most important resource - one another (humans together)

  12. Wisconsin Standards Flower

  13. Three modes: communication in context • Cognitively engaging • Intrinsically interesting • Culturally connected • Communicatively purposeful (Curtain, Sandrock, Clementi) Technologically-mediated communication should also follow these four points

  14. Sample Performance Assessments – Summative

  15. Remember when incorporating low and high tech activities/techniques: • Communication, Cultures, Communities, Connections, Comparisons take place in both grounded and virtual realities!

  16. Speaking the target language via string and cups/play phones vstelephones(Interpersonal Communication) Creating community: capitalizing on what the real classroom, face to face instruction can offer Differentiated instruction: -learning styles (VARK) -giving choices for assignments/assessments

  17. Issues with reception/ access to phones String & Cup phones exaggerate the need for enunciation Make explicit components of INTERPERSONAL communication (have to listen, then speak, then listen…)

  18. Learning Check Texting is communicating in the: • Presentational mode • Interpretive mode • Interpersonal mode • Insidious mode

  19. Dice Game (interpersonal mode) –spontaneity!

  20. PADLET (Wallwisher) for conceptualizing/brainstorming (interpersonal)

  21. My favorite activity or resource (low or high tech) is _____. I’d like to do ____. Is there a good app for that?

  22. Life of Pie

  23. Low & high tech storytelling • Group 1: Backdrop/Scenery • Half the group describes the scenery, while the other half draws it • Group 2: Dialogue • Half the group chooses two characters (from the toys on the table) and comes up with dialogue (2 quotes from each character) and dictates the dialogue to the other half of the group (who writes it in the dialogue bubbles)

  24. diigo links (tagged by mode)

  25. CONNECT HERE: https://groups.diigo.com/group/flesfest or: http://www.wi-nell.org (under links) http://www.wi-nell.org/links.html or: alkhas@uwm.edu

  26. Presentational Speaking:VocarooHigh-tech with little to no learning curve (user friendly) Note: High-tech should not be used for the sake of it being high-tech, there must be an additional reason for employing high-the (as opposed to low- or no- tech) techniques. Objectives come first, technology second.

  27. Presentational speaking Presentational writing Presentational speaking

  28. Audio/Video Recording = High-tech is the clear winner

  29. Note: Can use in place of PowerPoint, because you do not have to move linearly. SampleGlogs: http://www.krisknisely.edu.glogster.com/french-104-chapter-12/ http://www.krisknisely.edu.glogster.com/french-104-chapter-9/ http://krisknisely.edu.glogster.com/joyeuse-st-valentin/ http://krisknisely.edu.glogster.com/revision-de-103/ http://krisknisely.edu.glogster.com/french-103-chapitre-2/ http://ajalkhas.edu.glogster.com/la-saint-valentin/ http://ajalkhas.edu.glogster.com/capsule-anita/

  30. Glogster (Presentational-speaking/writing mode) –see diigo link “Alternatives to Powerpoint”

  31. Presentational-Speaking

  32. Paper & Pencil vs Computers Interpretive/Presentational Communication

  33. Learning styles Why do some students expect online tests/workbooks to teach them? They don’t approach high/low tech versions in the same way. How does the format affect their resistance to/engagement with corrections? (ie. Does one format give them more time to reflect than another?) What is the interaction with the format and how we assess the 3 modes? On paper they take the time to go back and correct their work but online they don’t go back? Pen and paper movement

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