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Presentation/Workshop given to the American Association of Teachers of Spanish and Portguese (NJ Chapter) - April 2/11

Presentation/Workshop given to the American Association of Teachers of Spanish and Portguese (NJ Chapter) - April 2/11

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  • L’alfabetizzazione nel 21o secoloGli indicatori della performance comprendono la comunicazione e collaborazione, la cittadinanza (comunità) digitale, la consapevolezza e espressione culturale e competenze sociali e civiche, i quali riflettono gli Standards.
  • Un ultimo sondaggio fatto dal professor Reynol Junco, Lock HavenUniversity, risulta che il 29% usano Facebook e il 66% mandano e ricevono SMS durante lezioniConsiderare la vita online parte integrante della quotidianitàGli studenti usano la rete per motivi COMUNICATIVI e LUCIDI ma non sono UTENTI CONSAPEVOLII processi cognitivi complessiLo sviluppo di un approccio consapevole e maturo alla rete necessitano di una guida formativa
  • Alfabetizzati nel 21 secolo- Noi restiamo le guide…se perdono in tecnologismo, restano depositari di accortezze d’uso e approcci consapevoli agli usi evoluti della rete
  • Qualisono le sfide?Non negarne l'esistenza, accettarne le dinamicheCapire come funzionanoCapire come li usano gli studentiUtilizzarli come canale comunicativoConsiderare la vita online parte integrante della quotidianitàEducare alla consapevolezzaProvare ad integrare/migliorare la didattica
  • CONDIVIDO ergo sumCome integrare i social network nella didattica:Condividendo sapere, materiale didattico, opinioni e riflessioni ecc.Collaborando: docente/studente, studente/studente, gruppi di studenti ecc.Interagendo e usando la multimedialità come alternativa alla lezione classicaPartecipandoUtilizzandoli come punto di accesso alla conoscenza in rete (risorse, relazioni, informazioni, eventi)Il concetto di “goodinteraction” per quanto riguarda la comunicazione mediata dal computer (CMC), vogliamo avere l’input poi se lo imparano “intake” poi creano output per avere occasioni di interagire con altri e negoziare il significato (Chapelle 1998).
  • / Contestuali e situati
  • abilità di interpretare e lasciare commentiAspetti culturali con risorse dall'internet
  • Condividere – idee, link a risorse, con messaggi brevissimi (SMS) (limitati a 140 caratteri)Seguire esperti; entità; i trend (osservali)Creare una network – gruppi (liste di gruppi; corsi; comunità)Dialogare (domande, riflessioni, discussioni)Chat di classe e canale comunicativoAvere il senso di ciò che accade nel mondoTenere traccia di una parola chiaveSeguire un convegnoOttenere feedback immediatoSeguire un esperto o una persona famosaPrendere appunti pubblici, collettiviAssegnare i compitiImparare le lingueecc.
  • Collaborazione: creazione dei playlistPartecipazione:Contenuti video preparati dal docenteVisione di contenuti di altri, di espertiDocumentazione di progetti didatticiEsercitazioniElaborati video degli studentiRicercaProduzioneCreatività
  • online media album that can hold essentially any type of media (images, documents and videos) and allows people to make comments in 5 different ways - using voice (with a microphone or telephone), text, audio file, or video (with a webcam) - and share them with anyone they wish. A VoiceThread allows group conversations to be collected and shared in one place, from anywhere in the world.
  • Foreign Language Class - Sentence Structure Students use a voice mail as their homeworkStudents speak a sentence in English and the foreign languageTeacher and Student can listen to it together for critiqueMessage is stored so students and teacher can see progression of fluencyDonna shelton,professore di spagnolo a Northeastern State Univeristy (Oklahama)
  • Limiti dell'uso dei social network nella didatticaLa partecipazione richiede impegno, motivazione, continuità, tempo, produzione di contenuti e scambio di informazioni: nulla è scontato.Lo scambio deve essere reciproco e non monodirezionaleLa rete fa parte della vita reale degli utenti, non è un mondo a séNon è detto che gli studenti accettino questa invasione di campoBisogna conoscere le dinamiche d'uso, non si improvvisaOverload comunicativo e troppo multitaskingNon sostituiscono la didattica ma la possono integrare
  • Transcript

    • 1. Let ThemBlog,Glog,Microblog& More!!
      Enza Antenos-Conforti, PhD
      Montclair State University
    • 2. Revolución de lasRedesSociales
    • 3. Educational Challenge
      Do students use technology in class?
      A recent study by Professor Reynol Junco of Lock Haven University states that 29% use Facebook while 66% sends or receives a text message
      Students use the Internet to communicate
      Authentic and transparent in their use (perhaps too transparent!)
      They aren’t knowledgeable users
    • 4. Do social media resisteducational purposes?
      Students spontaneously use social media to comunicate aboutschool, even to talk abouthomework!
    • 5. Do weevenspeak the samelanguage?
      We cannot deny the existence of social media. Rather we must accept their dynamic nature, understand how they work, and how our students use them.
      Our question is how to use them to improve our teaching and learning of foreign languages?
    • 6. WhyBring SM to the FL Classroom?
      Share (knowledge, materials, opinions & reflections)
      Collaborate (students & teachers, students & students, groups of students)
      Integrate & alternate (from typical traditional lessons)
      Participate (in CMC, computer mediated communication)
    • 7. Why would you use social media in your Spanish/Portuguese class?
    • 8. Does the ToolMake or Break the Lesson?
      The technological tool must be selected to reach learning objectives and outcomes
      What is the objective of the lesson/unit?
      What tools can we integrate to reach the objective?
      Immagine di: http://ilforumdellemuse.forumfree.it/?t=44736544
    • 9. Social & Relational
      Social media are always social and relational…for this reason, even when using these tools in the classroom, it is necessary to:
      Create a profile
      Articulate a list of users for networking
      Use these networks to create communities of acquaintances, interests, resources and groups
    • 10. Let’sNavigate ThroughSoMe
      http://tiny.cc/enzaac
    • 11. Blogginng
      In the blogsphere, there is
      (Inter)cultural Competence
      In-depth analysis in reading comprehension and lexical development
      Participation of both author and reader in a more formal platform
    • 12. LetThem Blog!
      Develop the presentational mode of written communication (ACTFL)
      Allow for all students to provide feedback on an argument/topic
      How to
      Create a blog for the course/class
      The teacher starts with a post and asks for feedback/comments
      Each student is responsible for a future post and then to comment on posts of other classmates
    • 13. Glogging
      Promotes creative thinking
      Createsconditionsfavorable to learningthroughinterest and fun
      Developdigitalcomptencies/literacies: supportsintegration of multi-media
      It’sfunctional to cooperative learning: students can work in pairs/group
      http://lcstudentwiki.wikispaces.com/Spanish+Glogster
    • 14. LetThemGlog!
      The poster board of our day gets a facelift!
      Presenting onself or a topic more creatively (using texts, audio, video, images, links to sites, etc.)
      How to
      Allregisteron Glogster.com
      The teachercreates a class with the names and email adresses of classmates
      Students share and collaborate on these e-posters
      http://ivenus.edu.glogster.com/tuttosudime/
    • 15. Microblogging
    • 16. LetThemMicroblog!
      Allow students to communicate in writing via brief messages (only 140 characters!) in the target language, with more frequency
      Communicate with classmates, me and native language speakers in a relaxed atmosphere
      You can read my complete study on Twitter in Italian III (intermediate level) http://chss.montclair.edu/~antenose/mytwitter.pdf
      How to
      Every opens a Twitter account – new one that is TL specific!
      Prompt students to share Twitter/Edmodo using questions or tasks
      As they become more familiar with Twitter (it’s self-perpuating, organic),many will share without being prompted, and create their own network for learning
    • 17. A Twitter Success Story
      Introduced to Twitter in FA08
      Tweeted in Italian for 7 months, after course ended
      Now a bilingual twitterer, and she’s not an Italian major or minor!
    • 18. Youtube-ing
      Content and Information
      Cultural and languagevideos(One semester of Spanish)
      Collaboration
      Mashups on certaintopics
      Partecipation
      Comments/reviews
      Video uploadingtoo
      http://bit.ly/dHq8cp [pdf]
      http://www.youtube.com/watch?v=gk5fp6MMFNQ
    • 19. VoiceThread-ing
      Online media album (pictures, text, video)
      Commentspossible via voice, text, video
      Similar to discussionboardbut with superlative supplements
      Partecipation (opinions and feedback)
      http://voicethread4education.wikispaces.com/
    • 20. Google Voice-ing
      A free audio product by Google (needonlyhave a Google account)
      Can be shared with teachers and classmates
      Leavephonemessages to developspeakingskills
      Record conversations with speakers to developspeaking, listening and negotionskills
      Some Spanish examples:http://span2313.wikispaces.com/GoogleVoice
    • 21. Regular Use of Social Media!?!
      Benefits
      Students are alreadyfamiliar with many of the tools
      Theyalready use thesecommunicationtools
      Continualinteraction of students face-to-face and online
      Minor resistance
      Drawbacks
      Teachers need to knowthesetoolswell
      Students mightnotappreciate the educational use of thesetools
      Communicationis24/7
      Muchnoise in SM
      Ittakes time
      http://www.slideshare.net/catepol/social-network-nella-didattica
    • 22. Appendix: Technology in MFL
      “Originally published as a series of blog posts titled Technology in Modern Foreign Languages, this collection of articles explores how teachers are successfully incorporating the use of new technologies into their classroom practice with a focus on enhancing teaching and learning.
      Technologies such as blogging, microblogging, web 2.0, wikis, sound recording and videoconferencing have all found their way into our classrooms and harnessing them effectively is at the heart of 21st century pedagogy.
      The original articles can be read at Boxoftricks.net”José Picardo
    • 23. Muchasgracias
      for sharingideas with me:
      Julia Cozzarelli (Voicethread)
      Reynol Junco (Students & SM)
      José Picardo (Technology in MFL)
      CaterinaPolincaro (Italian e-learning)
      Esperanza Roman (YouTube)
      Donna Shelton (Google Voice)