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Do you speak

Do you speak. ?. Silvina Orsatti Spanish Teacher Instructional Technology Specialist 2011 NECTFL Sans Inc/Mead Leadership Fellow. Dr. Frank Brooks Associate Professor Spanish and Foreign Languages Education Indiana University of Pennsylvania.

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Do you speak

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  1. Do you speak ? Silvina OrsattiSpanish Teacher Instructional Technology Specialist 2011 NECTFL Sans Inc/Mead Leadership Fellow Dr. Frank Brooks Associate Professor Spanish and Foreign Languages Education Indiana University of Pennsylvania

  2. 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

  3. The goal of a language program is to develop students' language proficiency around modes of communicative competence reflecting real life communication

  4. ACTFL Standards for Foreign Language Learning= The Five Cs

  5. Partnership for 21st Century Skills

  6. ACTFL 21st Century P-21 skills map

  7. Standards demand higher-leveluse of content

  8. Web 2.0 applications can help students develop language proficiency and enhance 21st century skills while making learning more enjoyable and meaningful for them

  9. We’ve come a long way!

  10. 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.

  11. 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.

  12. Web 1.0 applications are proprietary Users can download, but they can't see how the application works or change it.

  13. Web 1.0 vs Web 2.0 Web 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 aboutparticipation, collaboration,interactivity, communication,community-building,sharing,networking,creativity

  14. 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.

  15. Web 2.0

  16. 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

  17. Web 2.0 + Language Learning Web 2.0 tools can enhance language learning by facilitating: • Communication • Social Interaction • Authenticity • Exposure • Feedback • Learner autonomy

  18. 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

  19. 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)

  20. Digital blooms

  21. Digital literacy is less about the tools... and more about the thinking!

  22. “Closing the Technology Gap in World Language Teaching”

  23. Project Wiki http://psmlaonlinepd.wikispaces.com Project Blog http://psmlaonlinepd.blogspot.com

  24. Session 1 Learning the Tools

  25. Webinars Rationale Tools Tutorials and Examples Discussions Blackboard Collaborate ~~~ Post-webinar discussions Edmodo/Skype Post-webinar activities Creative Corner = for a raffle prize

  26. Experts Becky Benner-Carr Pete Brooks Dick Detwiler Thekla Fall Laura Franklin Toni Johnson Sanaa Jouejati Dianne Krause Natalie Puhala Amanda Sewald Jan Stewart

  27. Creative Corner with Photopeach

  28. Session 2 Integrating the Toolsin the Classroom

  29. Webinars Let's Brainstorm! Let's Plan! Let's Assess! Let's Share! ~~~ Blackboard Collaborate Bubbl.Us/Google Docs/Mindmeister Edmodo/Skype Wikispaces VoiceThread

  30. Session 3 (upcoming, in the summer of 2012) Becoming a life-long learnerDo you want to join?;-)

  31. HANDS-ON TIME

  32. Let's learn how to use web 2.0 tools (and apps) to enhance 21st century skillswith online speaking activities for the world languages classroom!

  33. 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.

  34. VOKIenables users to express themselves - Necessitates computer-student interaction: a motivation - It can be accessed at home/school; http://bit.ly/JBush

  35. - Quieter, more reticent students can make their presence felt and heard - Allows students to role- play and “hide behind a mask” (an avatar). http://bit.ly/GerLady

  36. - Facilitates move from teacher-centered to student-centered or class-based learning

  37. Let's create a together! http://www.voki.com

  38. FotoBabble http://www.fotobabble.com Project with Fotobabble

  39. Let's create a together! http://www.fotobabble.com

  40. 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

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