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  • 1. Technologies that your students use  (and that you should, too) Dennie Hoopingarner Michigan State University
  • 2. Purpose of this Presentation:
    • Show you some technologies that you might not be aware of
    • Talk about "banned technologies"
    • Give some reasons for un-banning them
    • Raise some topics for discussion
    • Challenge some assumptions
  • 3. Before I get to far…
    • There are extenuating circumstances
    • Many of you will say, "yes, but..."
    • Respecting the “but,” let's think outside the box
  • 4. Let’s try an experiment
    • As we examine technologies, if you have a "good reason" not to use them, offer them up.
    • Definition of "good reason?" 
  • 5. On new technology: an historical perspective
    • " ... the parent or inventor of an art is not always the best judge of the utility or inutility of his own inventions to the users of them...this discovery of yours will create forgetfulness in the learners' souls, because they will not use their memories; they will trust to the external ... and not remember of themselves. The specific which you have discovered is an aid not to memory, but to reminiscence, and you give your disciples not truth, but only the semblance of truth; they will be hearers of many things and will have learned nothing; they will appear to be omniscient and will generally know nothing; they will be tiresome company, having the show of wisdom without the reality."
    • from The Phaedrus, a dialogue between Socrates and Phaedrus, on the invention of writing. c 370 BC.
  • 6. Socrates’ bottom line: Introducing the new invention of writing to education is bad, because it will change things.
  • 7. Another perspective:
    • "If you open the window, the flies will come in"
    • --Deng Xiaoping
  • 8. Let’s dive right in
  • 9. Poll: Whose school DOESN’T ban these?
  • 10. What’s the big deal with cell phones? They’re powerful!
  • 11. How far we’ve come in 20 years…
  • 12. What do students do with their cell phone? Text!
  • 13. For the language mavens: yes, it’s a verb now
    • tr.v. text·ed, text·ing, texts
    • To send a text message to: She texted me when she arrived.
    • To communicate by text message: He texted that he would be late.
    • American Heritage Dictionary
  • 14. Usage patterns have changed
  • 15. 14-year old 70-year old 120 Minutes 220 Minutes 0 Messages 2215 Messages
  • 16. What are the implications of texting for learning?
  • 17. Video on texting and language: “English 101” Source: YouTube: http://www.youtube.com/watch?v=GliKm-4uTYU
  • 18. Feel free to chime in… Why are cell phones banned in your school?
  • 19. I believe there is a place for cell phones in the language classroom
  • 20. Why? Because cell phones are “communicative”
  • 21. At the appropriate time, the teacher should say, “Now take out your cell phones and begin this task…”
  • 22. I know what you’re thinking:
    • They will text each other personal messages
    • They’re just going to goof off
    • I’m going to lose control of the class
  • 23. Valid concerns
  • 24. But…
  • 25. <soapbox>
  • 26. Beware the assumption that Eyeballs = Attention = Learning
  • 27. Best class EVER! They’re eating out of my hand!
  • 28. Will this be on the test? How long until lunch? Big game tonight… I don’t understand any of this sh*t
  • 29. </soapbox>
  • 30. My point: Technology is neither the source of the problem, nor a solution to all of our problems It’s just another tool
  • 31. Keeping it pedagogical
    • Keep activities task-based
    • Give students specific instructions
    • Make students accountable for results
    • Make it clear that this is class work with technology, not free time to play with technology
  • 32. Cell phones can be used in the language classroom for:
    • Pair work
    • Info gap or jigsaw tasks via voice or text messaging (who needs a language lab?)
    • Audio Blog (Gcast)
  • 33. Demo of a cell phone task Let’s call Russ and play “password”
  • 34. Done with cell phones Any “buts” that we need to take care of?
  • 35. Next topic: Facebook
  • 36. Who here is “on Facebook?”
  • 37. What is Facebook?
    • “ Facebook gives people the power to share and makes the world more open and connected”
    • Online community:
    • Find people
    • Share photos
    • Communicate (connect)
  • 38. Why is Facebook significant?
    • Your students are there already
    • They are logged into the site a LOT
    • They are passionate about their community
    • Anything that your students are enthusiastic about should be seen as a potential way to relate to learning
  • 39. Why you should use Facebook:
    • Communicate with students
    • Learn more about students
    • Connect with native speakers
    • Live chat
  • 40. Cautions:
    • Online safety precautions apply
    • Facebook is still a social tool
      • Pedagogy is not built in
      • Onus is on teacher to structure activities and keep students on task
    • Students see Facebook as their territory
      • You, as a teacher, are an invasive species in their environment
      • Don’t approach them, let them approach you
  • 41. Demo of Facebook Let’s talk with Russ
  • 42. Done with Facebook Any “buts?”
  • 43. Online Communication
  • 44. A Look Back to the Future Remember these commercials from AT&T?
  • 45. Skype
    • Online telephone
    • VOIP (Uses your Internet connection as a telephone line)
    • Audio, Video
    • Worldwide calls between computers are free
    • FREE!
  • 46.  
  • 47. No special equipment needed Let’s call Russ
  • 48. How your students are using Skype:
    • Call each other
    • Text (IM)
  • 49. Skype in the language classroom:
    • Telephone-based interaction tasks
    • Use conference call function to listen in (spy?)
    • Record phone calls (create a “Skypecast”)
    • Bring in virtual guest speakers
  • 50. Done with Skype Any “buts?”
  • 51. Next topic: iPods
  • 52. Whose school DOESN’T ban these?
  • 53. What do students do with iPods?
    • Listen to music
    • Watch videos
  • 54. What else can you do with iPods?
    • Audio support materials that accompany textbooks
    • Podcast
      • Third-party
      • Teacher-created
      • Student-created
  • 55. Podcast finder: iTunes
    • Free
    • Windows or Mac
    • Manage your music
    • Sync with iPod
    • Listen on computer
    • Get podcasts
  • 56. Getting a podcast with iTunes 1 2 3 4
  • 57. Clarification points on podcasts
    • You don’t need an iPod to listen
      • Listen on computer
      • Generic MP3 player
      • Cell phone
    • Many tools exist for creating podcasts
      • Gcast – podcast with your cell phone
      • CLEAR’s Broadcast tool – podcast from your web browser
  • 58. Let’s get pedagogical
    • Podcast with Gcast
    • Podcast with Broadcasts
  • 59. That’s it for iPods Any “buts?”
  • 60. Virtual Worlds More than video games
  • 61. What do students do in virtual worlds? Playing MMORPGs: Massively Multiplayer Online Role-Playing Games (e.g., WoW World of Warcraft)
  • 62. Why should we care?
    • Simulations were touted as the “next big thing” since the early 1980s
    • Immersive environment
    • Interact with other people
    • Lower the affective barrier?
  • 63. Second Life Videos http://clear.msu.edu/dennie/secondlife/
  • 64.  
  • 65.  
  • 66.  
  • 67.  
  • 68. Virtual Worlds and Language Teaching
    • Simulations / Immersive environments
    • Interactions
    • Distance learning
  • 69. Any buts?
  • 70. Let me put on my body armor…
  • 71. Online Translators
  • 72. What are students doing with them? “ Cheating!”
  • 73. What’s the big deal?
    • Falling back on the L1, leaving the L2 environment
    • Incorrect assumption that L2 is a translation of L1
  • 74. Translators can be useful tools
  • 75.  
  • 76. Computer translators can lend valuable insight into the L2
  • 77. Example: Learn Vocabulary
    • 信用卡 另一個 金融 未爆彈 ?
    • Another unexploded ordnance financial credit card?
    • “ Are credit cards another financial unexploded ordnance ?”
  • 78. Example: Show L2 loanword conventions
    • 花旗集團財務長 柯瑞騰 ( Gary Crittenden )說:「如果失業繼續增加,信用卡淨壞帳率可能超過歷史水準。」
    • Citigroup Chief Financial Officer John Kerry Teng (Gary Crittenden), said: &quot;If unemployment continues to increase, the net credit card default rate is likely to exceed the standard of history.&quot;
  • 79. Let’s get pedagogical
    • Give students a translation from L2 to L1
      • Structure questions
      • Vocabulary questions
      • “ Recover” the L2 structure
    • Show that idioms don’t translate:
      • 一份錢一份貨 “ A cargo of a money” (you get what you pay for)
    • Show semantic distinctions:
      • “ run cross country”
      • “ break a record”
  • 80. Any buts?
  • 81. In conclusion…
    • Technology is here to stay – it isn’t going away
    • Students see technology as another tool
    • Students use technology not to “cheat,” but to try to be more productive
    • Technology isn’t (necessarily) your enemy
    • Technology can be a force for good, not evil
    • If your students are using it, maybe you should, too
  • 82. CLEAR’s booth in exhibit hall Further information, resources, demonstrations of technologies, Q&A
  • 83. Thanks!