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X1   technology forum - elizabeth tredeau twitter in the chinese classroom
 

X1 technology forum - elizabeth tredeau twitter in the chinese classroom

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  • Introduction
  • Outline of what we are going to talk about in the next 10 mins (MIIS) and 15 mins (NCLC)
  • Idea to connect students studying Chinese from different grades in school. Screen shot of what it looks like to follow students: mixture of pinyin and characters
  • More detailed student profile, you can see the pics that they tweet along with their tweets
  • There are a couple overriding themes that we have to keep in mind when thinking about the interplay of social media and education: our population, the exploration of identity, geography
  • All studies cited in McBride, K. chapter on social networking in foreign language classes p 37. And I will fully admit that I am a member of this generation-perhaps on the older end of this generation, but definitely part of this generation
  • Developing identity is a critical part of the learning experience, getting students to reflect on and understand their own identity is the first step in the process of teaching them how to effectively communicate with others, both in person and through online interface
  • (and I would even venture to say 2000’s) teachers
  • Just an example of how these boundaries can be surmounted: tweet from a student about a homework problem because she knew she could reach me there. Does email work? Yes. But using this mode of technology she knew she could communicate with me in the target language and she would get an immediate response.
  • One of the most important questions I am asked about this project is why Twitter? Why not use Facebook? What about Weibo?
  • Before we segue into our more detail of why Twitter in particular, I want to address one of the main questions I get and that is “What about Weibo”
  • Simultaneously asynchronous and synchronous: encourages interaction helps improve the quality of written and spoken discourse.”
  • Here is an example of a conversation between me and a student, brings up the other good point of errors in tweets. While there is research that details both the pros and cons of recasting, the important thing is that the students are using the language
  • Which is the entire point of this project anyway: we have students in MS Chinese B and students in Chinese 1 interacting in the Twitter-sphere. And pedagogically, they get to produce comprehensible output, notice errors, correct own output (76)
  • Good learners are…and using technology not only helps them develop all of these skills through a medium that…appeals to them as members of Generation M
  • “People tend to scan the text on websites.” (various studies, Boardman 2004, Burbules 1998, McBride, 2008a)
  • Implementing a pedagogically valid curriculum (BAI 75)
  • Bai 2003 says that many multimedia products are pedagogically unsound, just putting a textbook online does not make it an online course
  • I would like to close with two quotes and important things to remember:

X1   technology forum - elizabeth tredeau twitter in the chinese classroom X1 technology forum - elizabeth tredeau twitter in the chinese classroom Presentation Transcript

  • +Technology in the ChineseClassroom: Creating a 21stCentury Learning SpaceElizabeth TredeauAmy ChangHaiyun LuQi LiNCLC 2013 Boston
  • +Part I: Twitter intheChineseClassroomElizabeth Tredeau, 钱莉琪Graduate Student, Middlebury CollegeMA Chinese, Teaching Chinese as a Foreign LanguageNational Chinese Language ConferenceApril 8, 2013Flickr CC user mkhmarketing
  • + PresentationI. Kingswood Oxford School:The Chinese Twitter Project, Spring 2012II. What Is Social MediaIII. Why Twitter?IV.What Happens in Cyberspace?How Technology Helps Teachers Meet Pedagogical GoalsV.Precautions and TroubleshootingVI. Do This In Your Classroom: The First Three StepsSources
  • +I. Kingswood Oxford School:The Chinese Twitter Project
  • +Detailed Chinese I Student Profile:Profile Photo, Tweets, Twit Pics
  • + II. What Is Social Media? A category of sites thatis based on: user participation user-generated content. includes any sitecentered on userinteraction.(Search Engine Watch, 2008 from McCarty,S., 2011, p. 92)Image from Flickr CC user ChrisL_AKSNS: SocialNetworking Sites
  • +Our Population: Millennial students (Elam,Stratton & Gibson, 2007) Neomillennials(Baird & Fisher,2005) Digital natives (Prensky, 2001) Generation M(e) (Roberts&Foehr, 2005) Net Generation (Tapscott,2009) 80-90% of students haveprofiles on SNS. (Lampe, etal. 37)Image Source Flickr CC user Yutaka Tsutano
  • +Exploration of Identity: Acquiring an L2 is anotherexperience that involvesexperimentation with and thedevelopment of new identities.(McBride, 2009 p. 39) Adolescents: internal and external influences ontheir emerging identities they are at a developmental stagewhere they are cultivating abstractthought incorporating their responses toevents as well as personal traits intotheir conception of self, figuring outwho they are and how they fit intothe world. (MacIntyreet al., 2011) Experiment with multiple identitiesmore safely because theexperimentation takes placesomewhere other than a single,monolithic world. (McBride, 2011, Sykeset al., 2008, p. 39)Image source: Flickr CC user fotologic
  • + Geography: Pre-1980’s Chinese teachers would have to take theirstudents to China/Taiwan/Singapore/Hong Kong tohave extended lessons on Chinese culture. Not soanymore: bring that to your classroom in America.(Kubler, 2011, p. 70)Image Source: Flickr CC user NASA EarthObservatory
  • + Teachers and technology: generational and othersociocultural barriers can be surmounted.” (McCarty,2011, p.104) “If the teacher utilizes cutting-edge technologiesthat students would like to learn, a motivationalsense of challenge can be kindled. The teachercan thereby become a model of technologicalempowermentas well as of bilingualism.”(McCarty, 2011, p.104)
  • + III. Why Twitter?basic text font + ability to shorten URL links= easy to learn and simple to use.(Antenos-Conforti, 2009 p. 61)
  • +  The four features of the webthat make it ripe withopportunities for languageteaching and learning:ParticipatoryAuthenticImmediateEngages the community(Antenos-Conforti, 2009 p. 59)
  • + Participatory
  • + Asynchronous: allow students time to plan their writing,edit spelling, grammar and punctuation and make longercontributions. (Sotillo, 2000, p. 106, in Antenos-Confortip. 62) Synchronous: contributing to conversations, increasingoutput, and advancing L2 inter-language development. (dela Fuente, 2003 in Antenos-Confortip 62)Authentic
  • +ImmediateFocus needs to be put on the process, not the product
  • + Engages the Community “Provides learners a forum in which to representthemselves in the L2 to their fellow communitymembers.” Sense of community, interaction bonding, changedclassroom dynamics for the better (Parry, 2008 inAntenos-Confortip. 73)
  • +IV. What Happens in Cyberspace?How Technology Helps Teachers MeetPedagogical Goals
  • + “…access to a variety oftechnologies…will helpstudents strengthen linguisticskills, establish interactionswith peers and learn aboutcontemporary culture andeveryday life in the targetcountry.” (ACTFL, 1999, p. 35 in Kubler, p. 70)Image: ACTFL.org
  • +“What students might learn by engaging in SNS-based activities in their FL classes would be differentfrom the pedagogical goals of extended reading andwriting activities. Instead, students would belearning…the language involved in these speech actswithin the L2 SNS environment”McBride, 2009 p. 41
  • + Swain (2005) Output HypothesisNoticing/triggering—notice the gap (Schmidt&Frota, 1986)Hypothesis testing—does this work?Metalinguistic function—reflectionThe need to teach netiquette: students need todevelop SNS skills as part of their personal andprofessional lives and doing it under the guidanceof teachers can help them learn to critique andresponsibly manage this media.Producing language heightens awareness whichencourages attention to learning (Swain & Suzuki, 2007)Kramsch, 2006 and McBride 2009 in McBride, 2009 p. 41
  • + This is really justanother way toteach criticalthinking wherestudents are able tocritically integratenew knowledge andother peoples’perspectives intotheir own personalexperiences andreflections.(McBride, 2009 p. 41-42)Flickr CC user IceSabre
  • + V. Precautions and TroubleshootingSpending too much time on“high tech” and not enough on“class prep.”(Kubler, 2011 p. 76) Internet Security Academic Relevancy
  • + VI. Your Turn: The First Three Steps1. Conduct a Needs Analysis: Is thissomething students are interested in?2. Find trustworthy multimedia products(Bai, 2003)3. Develop a comfort with an online platform
  • + “…technology is only a medium;instructional content and teachingmethods are ultimately more important”(Beatty, 2003 & Lys, 1999 in Kubler, p. 75 )
  • + “…the textbook, blackboard, andcomputer are all tools. Tools shouldbe used to help do a job, not do thejob for us.”(Hoopingarner, 2005 p. 4 in Kubler, p. 83)
  • + Sources Antenos-Conforti, E. (2009). Microblogging on Twitter: Social networking inintermediate Italian classes. . In Lomicka, L. & Lord, G. (Eds.), The nextgeneration: Social networking and online collaboration in foreign languagelearning. (59-90). San Marcos, TX: Computer Assisted Language InstructionConsortium (CALICO). Kubler, C. (2011). Promises an perils of educational technology in foreign languagecurriculum and materials development. In Chan, W., Chin, K. Nagami, M.Suthiwan, T. (Eds.), Media in foreign language teaching and learning (69-86).Boston, MA: Walter de Gruyter, Inc. Luke, C. (2006). Fostering learner autonomy in a technology-enhanced, inquiry-based foreign language classroom. Foreign Language Annals, 39 (1), 71-86. McBride, K. (2009). Social-networking sites in foreign language classes:Opportunities for re-creation. In Lomicka, L. & Lord, G. (Eds.), The nextgeneration: Social networking and online collaboration in foreign languagelearning. (35-58). San Marcos, TX: Computer Assisted Language InstructionConsortium (CALICO). McCarty, S. (2011). Social media to motivate language learners from beforeadmission to after graduation. In Chan, W., Chin, K. Nagami, M. Suthiwan, T.(Eds.), Media in foreign language teaching and learning(87-108). Boston, MA:Walter de Gruyter, Inc.
  • + McIntyre, P., Burns, C., &Jessome, A. (2011). Ambivalence aboutcommunicating in a second language: A qualitative study ofFrench immersion students’ willingness to communicate. TheModern Language Journal, 95, 81-96. Ortega, L. (2009). Understanding second language acquisition.London: Hodder Education. [Chapter 9] Shultz, D. & Willard-Holt, C. (2004). Promoting world languages inmiddle school: The achievement connection. Foreign LanguageAnnals, 37(4), 623-629. Swain, M. (2005). The output hypothesis: Theory and research. InE. Hinkel (Ed.), Handbook of research in second languagelearning and teaching Volume I (pp. 471-483). Mahwah, NJ:Lawrence Erlbaum. Swain, M., & Suzuki, W. (2007). Interaction, output andcommunicative language learning, In B. Spolsky& F.M. Hult (Eds.),The handbook of educational linguistics (pp. 557-570). Malden,MA: Blackwell. All images by Elizabeth Tredeau unless otherwise noted
  • +emtredeau.wordpress.com