Student Crossing: Students, Literature & Technology
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Student Crossing: Students, Literature & Technology

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My workshop for the 2012 congreso primaveral of the NJ American Association for Teachers of Spanish & Portuguese

My workshop for the 2012 congreso primaveral of the NJ American Association for Teachers of Spanish & Portuguese

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Student Crossing: Students, Literature & Technology Presentation Transcript

  • 1. CRUCE ESCOLAR:ESTUDIANTES,LITERATURAY TECNOLOGÍA ENZA A NTENOS -C ONF ORTI , PH.D. PROF ESSOR , D EPT. SPA NI SH & I TA L I A N C HA IR , AC A D EMIC TEC HNOLOGY C OMMI TTEE MONTC L A IR STATE UNI V ER SI TY h ttp :/ / www.slid e sh a r e .n e t / iVe n u s
  • 2. LITERARY WORKSWhat are the titles do you introduce in each level? Elementary Intermediate Advanced
  • 3. BLOOM’S TAXONOMYLearning objective What? How? Can the student… Students will be able to…Remembering recall or remember the define, duplicate, list, memorize, recall, information? repeat, reproduce stateUnderstanding explain ideas or concepts? classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphraseApplying use the information in a new choose, demonstrate, dramatize, employ, way? illustrate, interpret, operate, schedule, sketch, solve, use, writeAnalyzing distinguish between the appraise, compare, contrast, criticize, different parts ? differentiate, discriminate, distinguish, examine, experiment, question, testEvaluating justify a stand or decision? appraise, argue, defend, judge, select, support, value, evaluate
  • 4. MEASURABLE OUTCOMESWhat are the objectives for including literature? Elementary Intermediate Advanced
  • 5. DIGITALSTORYTELLINGZooburst is just one of many digital storytelling tools. The 3Denvironment makes it cool for kids who like to be creative.Replace the traditional book report with something moreimaginative.Let’s visit Zooburst.com together
  • 6. LA PRINCESA VESTIDACON UNA BOLSA DE PAPEL Objectives Students will be able to: • remember characters and roles • paraphrase the fairy tales and create alternate endings • illustrate their interpretation of the story
  • 7. GABRIEL GARCÍA MÁRQUEZEL AHOGADO MAS HERMOSODEL MUNDOEmulating a Twitter feed for Romeo and Juliet(https://twitter.com/#!/iVenus/romeojuliet/members) one can tweeta similar story with a very specific focus to help buildremembering and understanding of characters, themes, settings,etc.TAKE A THEME: Myth vs. RealityDifferent perspectives of this dichotomyIn the story, we have:• three distinct groups within the community – children, men and women• the mythological figure of the drowned man
  • 8. GABRIEL GARCÍA MÁRQUEZEL AHOGADO MAS HERMOSODEL MUNDOOn Twitter1. Each student opens a Twitter account2. Have students tweet you first, so you can collect them in your following.3. Create a list of students involved in the project and share list with the entire class on Twitter. (see last slide for visuals)4. Student moniker is name+role (e.g., EnzaMujer, RobertHombre, JoeyNiño). If you wish, students can also take on the role of Esteban!
  • 9. GABRIEL GARCÍA MÁRQUEZEL AHOGADO MAS HERMOSODEL MUNDOOn TwitterEach student tweets for a period predetermined by instructor on theme. Example: After reading the first half of the story, write (# of) tweets to explain what you thought Esteban was like. Read other and comment on there thoughts too. (mito) EnzaMujer tweets: Esteban era un hombre hermoso y dotado físicamente. Debería haberlas hecho muy feliz. EnzaMujer replies to a classmate: @RobertHombre tienes razón. Yo también pienso que el era un buen marido y padre. Now that you have read the second half of the story, write what you now think about him. Reply to another’s comments too. (realidad) EnzaMujer tweets: Tenía una vida difícil. ¿Cómo iba a dormir en un cama regular? EnzaMujer replies to a classmate: @JoeyNiño si, tuve pies muy grandes! Es probable que no pudo encontrar la ropa fácilmente.
  • 10. GABRIEL GARCÍA MÁRQUEZEL AHOGADO MAS HERMOSODEL MUNDO Objectives Students will be able to: • paraphrase concepts and ideas • interpret the beliefs of the villagers • compare mythological beliefs to reality • examine the society of the villagers
  • 11. CRUCE ESCOLAR:ESTUDIANTES, LITERATURA YTECNOLOGÍA Enza Antenos-Conforti, Ph.D. antenosconfe@mail.montclair.edu Professor, Dept. Spanish & Italian Chair, Academic Technology Committee Montclair State University http://www.slideshare.net/iVenusLiterary studies and technology? An unlikely intersection? Tooprecarious a crossroads for our elementary and high schools students?NJ Core Curriculum Content Standard 7.2 states our students willdemonstrate and understanding of the interrelationship betweenlanguage and culture, with literature as one of the products of thatculture. Technology is no longer a frill in teaching, learning andassessing world languages, so it must also become one of the vehiclesfor literature.In this hands-on workshop, we will brainstorm to develop lessons andassessments on integrating technology in the teaching of literature. Wewill focus on different technologies that can best accommodate yourobjectives in reaching standard 7.2, developing the perspectives,practices of products of the target culture.Participants are invited to bring wireless-ready laptop computers to thesessions.
  • 12. MAKING TWITTER LISTS 1 2 3