+Technology in the ChineseClassroom: Creating a 21stCentury Learning SpaceElizabeth TredeauAmy ChangHaiyun LuQi LiNCLC 201...
+Part I: Twitter intheChineseClassroomElizabeth Tredeau, 钱莉琪Graduate Student, Middlebury CollegeMA Chinese, Teaching Chine...
+ PresentationI. Kingswood Oxford School:The Chinese Twitter Project, Spring 2012II. What Is Social MediaIII. Why Twitter?...
+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 a...
+Our Population: Millennial students (Elam,Stratton & Gibson, 2007) Neomillennials(Baird & Fisher,2005) Digital natives...
+Exploration of Identity: Acquiring an L2 is anotherexperience that involvesexperimentation with and thedevelopment of ne...
+ Geography: Pre-1980’s Chinese teachers would have to take theirstudents to China/Taiwan/Singapore/Hong Kong tohave exte...
+ Teachers and technology: generational and othersociocultural barriers can be surmounted.” (McCarty,2011, p.104) “If th...
+ III. Why Twitter?basic text font + ability to shorten URL links= easy to learn and simple to use.(Antenos-Conforti, 2009...
+  The four features of the webthat make it ripe withopportunities for languageteaching and learning:ParticipatoryAuthe...
+ Participatory
+ Asynchronous: allow students time to plan their writing,edit spelling, grammar and punctuation and make longercontribut...
+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 communitymem...
+IV. What Happens in Cyberspace?How Technology Helps Teachers MeetPedagogical Goals
+ “…access to a variety oftechnologies…will helpstudents strengthen linguisticskills, establish interactionswith peers an...
+“What students might learn by engaging in SNS-based activities in their FL classes would be differentfrom the pedagogical...
+ Swain (2005) Output HypothesisNoticing/triggering—notice the gap (Schmidt&Frota, 1986)Hypothesis testing—does this wor...
+ This is really justanother way toteach criticalthinking wherestudents are able tocritically integratenew knowledge ando...
+ V. Precautions and TroubleshootingSpending too much time on“high tech” and not enough on“class prep.”(Kubler, 2011 p. 76...
+ VI. Your Turn: The First Three Steps1. Conduct a Needs Analysis: Is thissomething students are interested in?2. Find tru...
+ “…technology is only a medium;instructional content and teachingmethods are ultimately more important”(Beatty, 2003 & Ly...
+ “…the textbook, blackboard, andcomputer are all tools. Tools shouldbe used to help do a job, not do thejob for us.”(Hoop...
+ Sources Antenos-Conforti, E. (2009). Microblogging on Twitter: Social networking inintermediate Italian classes. . In L...
+ McIntyre, P., Burns, C., &Jessome, A. (2011). Ambivalence aboutcommunicating in a second language: A qualitative study ...
+emtredeau.wordpress.com
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X1 technology forum - elizabeth tredeau twitter in the chinese classroom

  1. 1. +Technology in the ChineseClassroom: Creating a 21stCentury Learning SpaceElizabeth TredeauAmy ChangHaiyun LuQi LiNCLC 2013 Boston
  2. 2. +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
  3. 3. + 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
  4. 4. +I. Kingswood Oxford School:The Chinese Twitter Project
  5. 5. +Detailed Chinese I Student Profile:Profile Photo, Tweets, Twit Pics
  6. 6. + 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
  7. 7. +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
  8. 8. +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
  9. 9. + 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
  10. 10. + 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)
  11. 11. + III. Why Twitter?basic text font + ability to shorten URL links= easy to learn and simple to use.(Antenos-Conforti, 2009 p. 61)
  12. 12. +  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)
  13. 13. + Participatory
  14. 14. + 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
  15. 15. +ImmediateFocus needs to be put on the process, not the product
  16. 16. + 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)
  17. 17. +IV. What Happens in Cyberspace?How Technology Helps Teachers MeetPedagogical Goals
  18. 18. + “…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
  19. 19. +“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
  20. 20. + 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
  21. 21. + 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
  22. 22. + V. Precautions and TroubleshootingSpending too much time on“high tech” and not enough on“class prep.”(Kubler, 2011 p. 76) Internet Security Academic Relevancy
  23. 23. + 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
  24. 24. + “…technology is only a medium;instructional content and teachingmethods are ultimately more important”(Beatty, 2003 & Lys, 1999 in Kubler, p. 75 )
  25. 25. + “…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)
  26. 26. + 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.
  27. 27. + 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
  28. 28. +emtredeau.wordpress.com

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