The document discusses using various technologies in the classroom, including blogs/wikis, digital video, and document sharing services. It describes the differences between blogs and wikis and provides examples of how each could be used to target different language skills. Digital video is discussed as a way to work on pronunciation, speaking, presentations, and collaborations. Document sharing services like Google Docs and Zoho allow students to collaborate online. The document provides guidance on choosing a technology, designing an activity around a language focus, and practical considerations for implementation.

1. Using technology in the classroomMarch 31, 2011Tara E. Tarpeytet2103@columbia.edu

2. What types of technologies have you used in the classroom? What challenges have you faced?dan / FreeDigitalPhotos.net

3. AgendaBlogs/Wikis

4. Digital Video

5. Document Sharing Services

6. Brainstorming SessionBlogs and WikisWhat is the difference between a blog and a wiki?Blog: a website on which users construct an ongoing narrative through text, images, and/or videoBetter for individual work or collaborative work that allows for individual evaluationWiki: a website that allows users to collaboratively edit the content and structureBetter for collaborative work that allows for group evaluation

7. Types of Blogs/WikisBloggerEasy to useCustomizable Requires a Google accountWordPressSlightly more difficult to useMore customizable than Blogger WikispacesEasy to useMay be less recognizable to students than a blog

8. What Skills Can Blogs/Wikis Target?ReadingWriting SpeakingListeningGrammarPronunciation

9. ExamplesSpeakingSpeaking and ListeningVocabularyAll SkillsWiki

10. Steps for Classroom BloggingDecide on the skill/s that you want to targetDecide how the blog could contribute to that skill (e.g. posting YouTube videos for listening)Decide whether the blog will focus on promoting fluency or accuracy (e.g. How much time will you spend giving feedback? Can students post freely or should they submit a post to you first?)Choose a platform and create a blogGet students email addresses and invite them to the blogExplain to students how to use the blog, how to access computers in the library, and give them clear guidelines for when, how, and how often to use the blog.Be clear about assessment: Will the blog count towards participation? Will it count as an assignment?

11. Digital Video

12. Accessibility Media Services  Request EquipmentRequest: Camcorder – Digital – Video Workshops offered by Academic ComputingCamcorder 101, one-day workshop, $15, by appointment (4 participants needed)Digital Video Editing with Final Cut Pro, two-day workshop, $45, by appointment (4 participants needed)212-678-3302 for an appointment

13. Example #1: Pronunciation & Speaking

14. Example #2: Review & Motivation

15. Example #3: Writing, Speaking, Grammar, Vocabulary, and PronunciationIn groups, students prepare a script that utilizes (1) the theme of the current unit, and (2) grammar and/or vocabulary that they have learnedThe scripts should be teacher- or peer-reviewedStudents should rehearse the scripts until they feel comfortable with pronunciationEach group is filmed acting out their scriptStudents review the scripts afterwards to critique their performances through discussion and/or writing

16. Example #4: Presentation Skills For a major presentation, require each student to film his/her performanceMost students will have video on their cell phones or cameras, but you can rent a camera for those who don’tAfter the presentation, require each student to write a reflection piece in which they watch the video first without the visual, then without sound, and finally with both the visual and the sound. They should reflect on their speaking and pronunciation, their body language, and what they learned from the exercise

17. Important ConsiderationsBe prepared: Digital video can be complicated, so be sure that you are comfortable with the amount of work you might be getting yourself into. However: Don’t be intimidated: Students often have cameras and know how to view, upload, and share video. And you can use digital video without getting in over your headReview it: If you don’t have students watch the video, there is little reason to film them. Remember the language focus and have students use video to improve their language capacity.

18. Document Sharing Services

19. OptionsGoogle DocumentsEasy to useRequires a Google accountZohoSlightly more difficult to useUsers must register with Zoho

20. Example #1: Motivation

21. Example #2: Collaboration

22. Before You Use Document SharingDecide what can be gained by having students collaborate online rather than in personBe sure that students know how to register and how to use document sharingGive students clear guidelines (e.g. will they be evaluated as a group, individually, based on feedback, based on final product, etc.)

23. Brainstormingtarpey.te@gmail.comChoose a technology (blogs, wikis, digital video, or document sharing) and a language focus.Brainstorm an activity that merges the twoConsider why you have chosen the technology, how it will support the language focus, and how it will be implemented (e.g. short-term or long-term, fluency- or accuracy-focused, practical considerations, etc.)