Ideas for ICT in Languages Learning              Pam Furney               April 2012
The Three Elements                             for successful technology integration   Pedagogy                           ...
21st Century Skills1. Core Subjects and 21st Century Themes2. Learning and Innovation Skills          Creativity and Innov...
The Trends                                                 • One year or less                                             ...
The Devices
The Syllabus•   Listening and responding•   Reading and responding•   Speaking•   Writing•   Making linguistic connections...
Ready-made IdeasNSW DEC Laptop Wraps   http://bit.ly/wUR90F
Ready-made Ideas        NSW DEC Laptop Wrapshttp://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/LRRView/10372/
Ready-made IdeasNSW DEC Laptop Wrapshttp://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Si             tes/LRRView/12937/
Ready-made Ideas      NSW DEC Laptop Wrapshttp://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/LRRView/10444/
Listening and Responding        Speaking
Film makingSoftware on a computer•   Adobe Premiere•   Photostory3•   MovieMaker•   iMovie – on the MacsIn the Cloud• Xtra...
Animation        http://goanimate.com        Example:        http://goanimate.com/videos/0dP        uj-Bfd4vY/1
How could you use filmmaking andanimation in the Languages curriculum?            For speaking and listening practice     ...
Podcasts for listening practice                  •   http://www.lexiophiles.com                  •   iTunes store
Podcasts for listening practice    http://www.bbc.co.uk/languages/
http://rhinospike.com/
Vokihttp://www.voki.com/                                                   Example:                       http://smittysen...
How could you use audio and podcasting in       the Languages curriculum?               • Develop writing and speaking ski...
Multimedia Posters Online              Glogster              http://edu.glogster.com              Examples               M...
How could you Glogster in the        classroom?          •   Summarise a topic          •   Review a book, film or other t...
Voxopophttp://www.voxopop.com/
How could you Voxopop in your        curriculum?           •   For class discussion on a topic or               theme     ...
Voicethreads               http://voicethread.com/               Example:               J’aime la Provence               F...
How could you use Voicethread in the            classroom?              • Upload a statement or image and have            ...
Yabla        http://www.yabla.com
WoicesCreate an audio guide – an “echo” or a “walk”                             http://woices.com/                        ...
Learning Objectsfrom The Learning Federation                      Access via Scootle                      http://www.scoot...
Learning Objectsfrom The Learning Federation
How would you use learning objects in          the classroom?             • Search for learning objects and resources     ...
Reading and Responding        Writing
Authentic Resources  http://www.allyoucanread.com/
Comic Makers        http://www.pixton.com       http://www.bitstripsforschools.com       http://www.makebeliefscomix.com/C...
Blogs and Blogging                    Use not only for READING but also for WRITINGhttp://onethinginafrenchday.podbean.com...
Blogs and Blogging        Where to blog?Free accounts to get you started     http://www.edublogs.org      http://wordpress...
How would you use blogging in the          classroom?           • Writing...writing...writing           • Writing for a wi...
Edmodo – Educator’s Facebook        http://www.edmodo.com
How could you use Edmodo in the          classroom?            • To stimulate class discussion            • For collaborat...
Fakebook     http://classtools.net/fb/home/page
Global Communities          http://www.epals.com
Wikis                                                http://yearnineanimemccw.wikispaces.com/http://mariajose83.wikispaces...
How would you use wikis in the        classroom?          • Gathering and sharing resources          • Communicating with ...
Weebly• http://www.weebly.com/               http://www.weebly.com/
http://www.fodey.com
…and then there’s vocabulary and           grammar
http://www.zut.org.uk/index.htmlSpanishGermanFrenchand…Welsh
http://www.quia.com
Digital Dialectshttp://www.digitaldialects.com/
ICT Tools for Organising
Social Bookmarking             http://www.diigo.com
How could you use social bookmarking         in the classroom?            • Set up a whole class account              or a...
Word Clouds              Wordle              http://www.wordle.net/              Tagxedo              http://www.tagxedo.com
In 1950s America, the equality of man envisioned by the Declaration of Independence was far from a reality. People of colo...
“I have a dream”
How could you use Wordle in the          classroom?              • Define ideas              • Summarise a topic          ...
Mind mapping                           http://mind42.comhttp://bubbl.us
Poplethttp://www.popplet.com/
An information wall    http://www.wallwisher.com/
How could you use Wallwisher in       the classroom?• Collaboration on book reviews• Summarising a topic• Investigating wh...
OneNote
Continuing the journey…       • Find these workshop notes at:       • For more information about these ICT tools         g...
Language teachers april 2012
Language teachers april 2012
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Language teachers april 2012

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Full day workshop for CEO Lismore Language Teachers

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Language teachers april 2012

  1. 1. Ideas for ICT in Languages Learning Pam Furney April 2012
  2. 2. The Three Elements for successful technology integration Pedagogy Content TechnologySource: Mishra, Punya and Koehler, Matthew (2006), Technological Pedagogical Content Knowledge: A new frameworkfor teacher knowledge. Teachers College Record. 108(6), 1017–1054. http:tpck.org
  3. 3. 21st Century Skills1. Core Subjects and 21st Century Themes2. Learning and Innovation Skills Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration3. Information, Media and Technology Skills Information Literacy Media Literacy ICT Literacy4. Life and Career Skills Source: The Partnership for 21st Century Skills
  4. 4. The Trends • One year or less – Cloud computing – mobiles • Two to three years – Game-based learning – Open contenthttp://www.nmc.org/pdf/2011-Horizon-Report-K12.pdf
  5. 5. The Devices
  6. 6. The Syllabus• Listening and responding• Reading and responding• Speaking• Writing• Making linguistic connections• Moving between cultures
  7. 7. Ready-made IdeasNSW DEC Laptop Wraps http://bit.ly/wUR90F
  8. 8. Ready-made Ideas NSW DEC Laptop Wrapshttp://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/LRRView/10372/
  9. 9. Ready-made IdeasNSW DEC Laptop Wrapshttp://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Si tes/LRRView/12937/
  10. 10. Ready-made Ideas NSW DEC Laptop Wrapshttp://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/LRRView/10444/
  11. 11. Listening and Responding Speaking
  12. 12. Film makingSoftware on a computer• Adobe Premiere• Photostory3• MovieMaker• iMovie – on the MacsIn the Cloud• Xtranormal – www.xtranormal.com• Animoto – www.animoto.com
  13. 13. Animation http://goanimate.com Example: http://goanimate.com/videos/0dP uj-Bfd4vY/1
  14. 14. How could you use filmmaking andanimation in the Languages curriculum? For speaking and listening practice To reinforce themes and vocabulary To exchange cultural information with other classes For digital storytelling...in a different language To engage with others
  15. 15. Podcasts for listening practice • http://www.lexiophiles.com • iTunes store
  16. 16. Podcasts for listening practice http://www.bbc.co.uk/languages/
  17. 17. http://rhinospike.com/
  18. 18. Vokihttp://www.voki.com/ Example: http://smittysensei.blogspot.com.au/
  19. 19. How could you use audio and podcasting in the Languages curriculum? • Develop writing and speaking skills through practice • Initiate role play with emphasis on speaking e.g. interviews • Create regular news and events broadcasts • Record lessons for students reference • Use authentic material for listening practice
  20. 20. Multimedia Posters Online Glogster http://edu.glogster.com Examples Madame Brady’s Food Dessiner un plan de Paris Zhong Guo Wu Xia
  21. 21. How could you Glogster in the classroom? • Summarise a topic • Review a book, film or other text type • Re-present text type • Use instead of Powerpoint for visual component of an oral presentation
  22. 22. Voxopophttp://www.voxopop.com/
  23. 23. How could you Voxopop in your curriculum? • For class discussion on a topic or theme • Oral reviews of a book, film or other text type • Speaking, speaking, speaking
  24. 24. Voicethreads http://voicethread.com/ Example: J’aime la Provence French Fluency
  25. 25. How could you use Voicethread in the classroom? • Upload a statement or image and have students respond via text or voice • Peer review art works, creative writing etc • Study characters in a book or play • Document an excursion • Discuss photo images of locations
  26. 26. Yabla http://www.yabla.com
  27. 27. WoicesCreate an audio guide – an “echo” or a “walk” http://woices.com/ Example: Bourbonnais
  28. 28. Learning Objectsfrom The Learning Federation Access via Scootle http://www.scootle.edu.au
  29. 29. Learning Objectsfrom The Learning Federation
  30. 30. How would you use learning objects in the classroom? • Search for learning objects and resources which reinforce or consolidate the topic • Create “learning paths” for resources relevant to that topic or lesson • Give students access via a student PIN.
  31. 31. Reading and Responding Writing
  32. 32. Authentic Resources http://www.allyoucanread.com/
  33. 33. Comic Makers http://www.pixton.com http://www.bitstripsforschools.com http://www.makebeliefscomix.com/Comix/ Comic Creators http://www.slideshare.net/shend5/tap-into-the-world-of- comics-primary-school- version?src=related_normal&rel=2197816
  34. 34. Blogs and Blogging Use not only for READING but also for WRITINGhttp://onethinginafrenchday.podbean.com/ http://www.france-blog.info/
  35. 35. Blogs and Blogging Where to blog?Free accounts to get you started http://www.edublogs.org http://wordpress.com http://blogger.com
  36. 36. How would you use blogging in the classroom? • Writing...writing...writing • Writing for a wider audience • Reflecting on intercultural issues • Gathering resources • Communicating
  37. 37. Edmodo – Educator’s Facebook http://www.edmodo.com
  38. 38. How could you use Edmodo in the classroom? • To stimulate class discussion • For collaboration • For sharing information • For communication within the class • For communication with another school
  39. 39. Fakebook http://classtools.net/fb/home/page
  40. 40. Global Communities http://www.epals.com
  41. 41. Wikis http://yearnineanimemccw.wikispaces.com/http://mariajose83.wikispaces.com/Quelques+liens+utiles
  42. 42. How would you use wikis in the classroom? • Gathering and sharing resources • Communicating with the class or with another school • For collaborative writing • Documenting the culture of another country • Open discussion on a topic
  43. 43. Weebly• http://www.weebly.com/ http://www.weebly.com/
  44. 44. http://www.fodey.com
  45. 45. …and then there’s vocabulary and grammar
  46. 46. http://www.zut.org.uk/index.htmlSpanishGermanFrenchand…Welsh
  47. 47. http://www.quia.com
  48. 48. Digital Dialectshttp://www.digitaldialects.com/
  49. 49. ICT Tools for Organising
  50. 50. Social Bookmarking http://www.diigo.com
  51. 51. How could you use social bookmarking in the classroom? • Set up a whole class account or a group • Collect resources • Tag according to topic • Direct students to the appropriate tag
  52. 52. Word Clouds Wordle http://www.wordle.net/ Tagxedo http://www.tagxedo.com
  53. 53. In 1950s America, the equality of man envisioned by the Declaration of Independence was far from a reality. People of color — blacks, Hispanics, Asians — were discriminated against in many ways, both overt andcovert. The 1950s were a turbulent time in America, when racial barriers began to come down due to Supreme Court decisions, like Brown v. Board of Education; and due to an increase in the activism of blacks,fighting for equal rights.Martin Luther King, Jr., a Baptist minister, was a driving force in the push for racial equality in the 1950s and the 1960s. In 1963, King and his staff focused on Birmingham, Alabama. They marched and protested non-violently, raising the ire of local officials who sicced water cannon and police dogs on the marchers, whose ranks included teenagers and children. The bad publicity and break-down of business forced the whiteleaders of Birmingham to concede to some anti-segregation demands.Thrust into the national spotlight in Birmingham, where he was arrested and jailed, King helped organize a massive march on Washington, DC, on August 28, 1963. His partners in the March on Washington for Jobs andFreedom included other religious leaders, labor leaders, and black organizers. The assembled masses marched down the Washington Mall from the Washington Monument to the Lincoln Memorial, heard songs fromBob Dylan and Joan Baez, and heard speeches by actor Charlton Heston, NAACP president Roy Wilkins, and future U.S. Representative from Georgia John Lewis.Kings appearance was the last of the event; the closing speech was carried live on major television networks. On the steps of the Lincoln Memorial, King evoked the name of Lincoln in his "I Have a Dream" speech,which is credited with mobilizing supporters of desegregation and prompted the 1964 Civil Rights Act. The next year, King was awarded the Nobel Peace Prize.The following is the exact text of the spoken speech, transcribed from recordings.I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation.Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves whohad been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity.But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, theNegro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languishing in the corners of American society and finds himself an exile in his ownland. So we have come here today to dramatize a shameful condition.In a sense we have come to our nations capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing apromissory note to which every American was to fall heir. This note was a promise that all men, yes, black men as well as white men, would be guaranteed the unalienable rights of life, liberty, and the pursuit ofhappiness.It is obvious today that America has defaulted on this promissory note insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check, a checkwhich has come back marked "insufficient funds." But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. Sowe have come to cash this check — a check that will give us upon demand the riches of freedom and the security of justice. We have also come to this hallowed spot to remind America of the fierce urgency of now.This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate valley ofsegregation to the sunlit path of racial justice. Now is the time to lift our nation from the quick sands of racial injustice to the solid rock of brotherhood. Now is the time to make justice a reality for all of Gods children.It would be fatal for the nation to overlook the urgency of the moment. This sweltering summer of the Negros legitimate discontent will not pass until there is an invigorating autumn of freedom and equality.Nineteen sixty-three is not an end, but a beginning. Those who hope that the Negro needed to blow off steam and will now be content will have a rude awakening if the nation returns to business as usual. There willbe neither rest nor tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.But there is something that I must say to my people who stand on the warm threshold which leads into the palace of justice. In the process of gaining our rightful place we must not be guilty of wrongful deeds. Let usnot seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred.We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative protest to degenerate into physical violence. Again and again we must rise to the majestic heights ofmeeting physical force with soul force. The marvelous new militancy which has engulfed the Negro community must not lead us to a distrust of all white people, for many of our white brothers, as evidenced by theirpresence here today, have come to realize that their destiny is tied up with our destiny. They have come to realize that their freedom is inextricably bound to our freedom. We cannot walk alone.As we walk, we must make the pledge that we shall always march ahead. We cannot turn back. There are those who are asking the devotees of civil rights, "When will you be satisfied?" We can never be satisfied aslong as the Negro is the victim of the unspeakable horrors of police brutality. We can never be satisfied, as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and thehotels of the cities. We cannot be satisfied as long as the Negros basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as long as our children are stripped of their selfhood and robbed oftheir dignity by signs stating "For Whites Only". We cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. No, no, we are not satisfied, andwe will not be satisfied until justice rolls down like waters and righteousness like a mighty stream.I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh from narrow jail cells. Some of you have come from areas where your quest for freedom left youbattered by the storms of persecution and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive.Go back to Mississippi, go back to Alabama, go back to South Carolina, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can andwill be changed. Let us not wallow in the valley of despair.I say to you today, my friends, so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream.I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident: that all men are created equal."I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood.I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.I have a dream today.I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification; one day right there in Alabama, little black boys andblack girls will be able to join hands with little white boys and white girls as sisters and brothers.I have a dream today.I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall berevealed, and all flesh shall see it together.This is our hope. This is the faith that I go back to the South with. With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform the jangling discordsof our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we
  54. 54. “I have a dream”
  55. 55. How could you use Wordle in the classroom? • Define ideas • Summarise a topic • Study an author’s use of words • Find the ideas that are important in a speech or text • Compare themes
  56. 56. Mind mapping http://mind42.comhttp://bubbl.us
  57. 57. Poplethttp://www.popplet.com/
  58. 58. An information wall http://www.wallwisher.com/
  59. 59. How could you use Wallwisher in the classroom?• Collaboration on book reviews• Summarising a topic• Investigating what students already know• Storyboard for a film or writing• Collecting ideas
  60. 60. OneNote
  61. 61. Continuing the journey… • Find these workshop notes at: • For more information about these ICT tools go to: https://sites.google.com/site/edsnippets/ho me Pam Furney pfurney@partners-in-data.com.au or pam.furney@mq.edu.au

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