Technology Tools for Language Learning

Flip Cameras, Laptops, Clickers,
Oh My!
Integrating Technology into the W.L.
Classroom-Panel Presentation
Saturday, October 9, 2010
10:40am-11:30am

Sehome High School World Language Department
Presentation Overview & Contact Information
Google Sites:
Amanda Schroeder
amanda.schroeder@bellinghamschools.org
www.senoritaschroeder.com
Google Blog:
Piper Mertle
piper.mertle@bellinghamschools.org
Voki, Wordle:
Katie Gómez
mary.gomez@bellinghamschools.org
Mixbook, Clickers:
Sonya Morrison
sonya.morrison@bellinghamschools.org
Flip Cameras:
Ashleigh Bobovski
ashleigh.bobovski@bellinghamschools.org
www.rosaspanish.com
Photo Story 3
Lindsay MacDonald
Lindsay.macdonald@bellinghamschools.org

VIDEO-MADE W/ FLIP CAMERAS!
 We have a video that we made
talking about our experience with
technology and working together
in our Professional Learning
Community

Google Sites!
Amanda Schroeder

1. Go to gmail.com
2. Sign up for an account.

3. Once you are logged on to your email
account, click on “more” and click on
“Sites.”

4. You will see this. Click on “Create site.”

5. Once you click the “Create site” button, you will
need to name your site and pick a theme.

6. Start designing your site!
Have fun, be patient, and be
creative!
Now, what can you
put on your site?...

Home page
 Blurb about the site and its purpose, announcements,
etc.

Create pages by theme…
 You can add YouTube videos, images, and links to
other sites.

Create a general resource page…

Attach PDF & Word documents…

Create and post a class wish list…

Link to other pages/websites/blog…

CREATING A CULTURE BLOG
 Our librarian will add links to our school “teacher
page” for us. With my blog I can add my own links,
photos, videos & information.
 My plan is to use the blog to share culture with my
students

To start a blog, I first go to Google.

Then I log into my Google Account for school
(not the same as my personal account).

I enter the information for my blog. (I
had to try more than one address to
find a unique name)

I select the Simple starter template.

This is the original entry to my blog.

I then added two youtube video clips.

To Add Something New I sign in to my
blogger account.

Last year I heard an NPR story about
the French Toussaint Holiday (All
Saints’ Day) that I wanted to share with
my students. So, I decided to link the
NPR news story to my blog.

The Dashboard is where I edit my blog or
create a new blog. Then I select New Post.

Next I copy the web address of the news
story. I put the title in the Edit/Compose
box. (using the Title box wasn’t necessary).

I highlight the address (from NPR.org). I
select Link.

This is what the link looks like on the edit
page.

I click preview (at bottom of page) to
make sure my post looks the way I like
it.

I liked the preview so then I select Publish-
successfully!

Here is what the link looks like on my blog.

When I click on the link to test it I see
this NPR page.

Katie Gomez
A Journey of Learning
Vokis, Wordles
and Comics!

What is a Voki? -An online Speaking
Avatar!
 VOKI’S IN THE CLASSROOM
1. Make sure your school wide firewall will allow
for recording and uploading of material.
2. You can create an avatar and add 1 minute of
speech .

3. One precaution - make sure that students do not
record any information that will give away who they
are. (name, address, age) Obtain written parent
permission. Our students used their adopted
Spanish names on their Voki recordings.
4. Having an avatar took away the stress of speaking
in
front of the class and it lowered the affective filter.

 Students created a “Bio-poema” from Paso a Paso
2, page 24. It is a wonderful practice that can also
be used in 3rd year Spanish. After they created their
written project, we then recorded in the language
lab.

Here are some student generated examples
The Voki only records for one minute.

 There are many ideas for use of text using
Wordle clouds. This is what I used them for:
* review- using my document camera to play
Matamoscas with the vocabulary
*classroom signs promoting Spanish Only
mode in class
*iron-on decals for t-shirts for the class.

 Use this site to quickly ascertain any problems
about student created word clouds.
http://www.wordle.net/faq
 More ideas to glean from these sites:
http://www.ideastoinspire.co.uk/wordle.htm
http://thecleversheep.blogspot.com/2008/10/top-
20-uses-for-wordle.html
http://www.ideastoinspire.co.uk/inspiringwriting.ht
m
http://www.brighthub.com/education/k-
12/articles/58905.aspx
USEFUL SITES FOR WORDLE IDEAS

MakeBelief Comix
www.makebeliefscomix.com

 Nombres__________________ y _____________________
Per.________

 Rúbrica – Tiritas Cómicas – PP2 Capítulo 9

 6 cuadros 1 2 3
 16 líneas 1 2 3
4
 4 verbos en Imperfecto Progresivo 1 2 3
4
 2 verbos en Futuro 1 2
 Vocabulario 1 2 3
 Concordancia 1 2
3 4
 Puntos totales
___/20

Step-By Step Instructions
1. Students worked in groups of 2.
2. The comic strips only make 3 frames at a time.
The students collaborated on a six frame strip.
3. They had to send me their 3 frame strip. I then
put it on my class page on PBWorks.
4. They did an initial rough draft and then a second
draft.

5. Make sure that students have each other’s rough
draft in order to have continuity of content.
6. Once posted on line to read, students wrote
comments about comprehension of 3 comics written
by other groups.
7. The students enjoyed this project and said the
grammar was not too difficult. We were finishing up
studying content in the textbook and getting ready for
our 9 week conversational mini-course.

Sonya Morrison-Mixbook / Clickers
From: http://www.brainpop.com/educators/blog/tag/clickers/

•
• GETTING STARTED WITH MIXBOOK
• Choose the “Free digital online scrapbooking”
• Ideas for when to use:
• Level 1: family photo album
• Level 2: telling a fairy tale, past event,
(imperfect/preterit)
• Level 3: IF (imperfect/conditional), or FUTURE
•

STEPS to enhance the mixbook experience
1. LOGIN
2. CHOOSE A SIZE and ORIENTATION
3. SELECT A THEME
Example of student work
It is fun to see photos from their lives! If photos
are not available, they have the opportunity to
use clip art or photos from the internet.

My “dream life”/ what I want to be/do when I am
older- journalist, in Africa, handsome husband,
travel around the world…

Playing with photos-
Friend’s face =famous player,
2 teachers from school “watching” game

WORKSHEET FOR INTERACTIVE ACTIVITY : (great for
reading comprehension and writing practice. Gives
students immediate peer feedback.)
nom ___________________ et station
______
notez votre nom avant votre message 
Quelque chose que tu as appris de cette personne :
(vraiment ?!?)
Qu’est-ce que tu remarques d’unique de cette personne ? (est-
ce que tu es surpris ?)
Écrivez un commentaire sur la qualité du livre, les photos, et/ou
les détails. (qu’est-ce que vous avez apprécié ?)

Assessment
Le livre de __________________________________
_________ (3-5) les photos
________ (5) Les paragraphes personnels
Sujets : __________________
_______________________
___________________
_________________________ _______________________________
_________ (15) Les détails intéressants
_________ (3) La grammaire n’empêche pas la
compréhension
_________ (4) La bonne qualité
________ (30) TOTAL

IN ENGLISH TO USE FOR ANY CLASS :
Name__________________ station _______
Please write your name before your message
Something you learned about this person :
What is something unique you noticed about this
person :
Write a commentary on the quality of this work : (wow-
great photos !, what wonderful details !) (what did
you appreciate ?) 

Assessment sheet :
____________ photos
____________ 5 personal paragraphs
Subjects : _________________ ________________________
________________________
_________________________
________________________________
___________ Interesting details :
___________ grammar does not interfere with communication
__________ quality
__________ Total

IDEAS FOR CLICKER USE:
1. KWL- Know/ Want to Know/ Learned
2. New vocabulary lists
3. Literary concepts- themes, character
development, plot
4. A,B,C or 1,2,3- choose the correct answer
5. Game show
6. Instant feedback for comprehension
7. Opinions

Brainstorming
1. Asking a general survey question
Level 1: What time do you eat dinner?
Level 2: What did you do last week-end?
Level 3: If you could---- what would you---- and
why?
2. OTHER uses in my classroom:
Balderdash- vocabulary building
The Little Prince- Baobabs:
at home, in society, in the world

Benefits to you and your class:
1. Instant feedback
2. Participation by all
3. You see what students understand
4. Can use their (anonymous) sentences as
examples for
instruction.

Example for clickers: (ABCD option)
What have you seen in this presentation that you think you might be able to use in your own
classroom?
Voki
Wordle
Google sites
Mixbook
Comic strip
Photo Story
Blogs
Example for texting option:
What did you have for dinner last night?
Would you recommend your restaurant? If so, give the name and a reason why we should try it.

Flip Cameras!
Ashleigh Bobovski
Image from: http://www.sighclub.com/2008/04/18/flipping-for-flip-video/

Project Ideas
 Daily Routine! Students create a skit based on reflexive
verb practice (or a grammar/vocabulary theme of your
choice
 Interviews: Have advanced students interview each other
with five conversation questions of the day. Feature a
different interview each month for the class to view.
 Have a group of students make a video to post that
reviews the lessons/concepts of the week. Great for
students that were absent and could be posted to a class
blog/site/group
 Re-inact a scene from a story/book/poem you are
reading!
 Students laugh at the cheesy grammar videos from your
textbook? Challenge them to make better ones!

Here is a project example with rubric
Le Journal réfléchi
 Tu dois développer une histoire qui montre ta connaissance
des verbes réfléchis, les accessoires, les parties du corps, et
les vêtements. Il faut avoir un début, un milieu et une fin pour
l’histoire. Ces activités doivent être liées par les transitions
naturelles. Sois sûr de mettre au moins 10 verbes réfléchis.
Utilise 8 accessoires pour se préparer, et quelques
expressions pour faire un commentaire sur l’apparence ou
la situation. Utilise les accessoires pour faire la présentation
informative et amusante. Aussi, utilise les accessoires qui font
rappeler ce que tu voudrais dire. Cette présentation doit être
au passé composé, à l’imparfait, au conditionnel, ou au futur.
 Vocabulaire important:
Les verbes réfléchis les accessoires
le vocabulaire pour les activités
Les parties du corps les vêtements

Scoring Guideline for videos
Scoring Guidelines to be used for evaluative purposes for this project:
Communication of Message:
6 Message is easily understood in its entirety
5 Message is comprehensible in its entirety with a few minor flaws
4 Message is generally comprehensible
3 Message is somewhat comprehensible
2 Message is difficult to understand
1 Message is incomprehensible
Delivery of Message:
6 Delivery is effortless and smooth
5 Delivery has no unnatural pauses. Sounds like natural speech.
4 Delivery is fairly smooth with a few unnatural pauses. Slight choppiness and/or occasional error in
intonation.
3 Delivery is occasionally halting and fragmentary with some unnatural pauses, choppiness
or inappropriate intonation.
2 Delivery is halting and fragmentary with many unnatural pauses. Speech sounds mechanical.
1 Delivery is very halting and fragmentary with excessive unnatural pauses.
Pronunciation:
6 Pronunciation approximates native speech.
5 Pronunciation is mostly correct with only minor flaws.
4 Pronunciation is influenced by first language
3 Pronunciation shows strong influence from first language
2 Pronunciation is dominated by first language
1 Pronunciation interferes with comprehension
______ (12) Total Oral

Additional Items for Scoring
____ (1) costumes
____(1) props
____(2) créativité
____4 points possible
Written Copy of Dialogue:
_____(5) first draft to Mme M
to proof read
____ (5) Final draft typed,
proof read
____(4) Final draft hand
written, or with numerous
grammar mistakes
____(3) Final draft
handwritten with numerous
grammar mistakes
_____10 points possible
Language Structure:
___ (1) word order
___(2)spelling, conventions
___(3) subject/ verb
agreement
___(8) use of the passé
compose, imparfait, future,
conditionnel
___14 points possible
Vocabulary:
___(5)10 reflexive verbs
___(4)8 accessories
___(1) appropriate
___(1) transitions
___(1) idiomatic expressions to
comment on appearance
____12 points possible
_____52 points TOTAL

An Advanced Class Example (French)
 Le Bourgeois Gentilhomme
 Molière
 Le Projet Final
 Vous allez devenir « Molière. » Vous êtes un(e) écrivain(e)
extraordinaire, qui va écrire une scène à ajouter à la pièce, « Le
Bourgeois Gentilhomme » (Ou vous pouvez créer une pièce à
vous !) basée sur ce que vous connaissez de la pièce, et du
temps… ÉCRIVEZ et AMUSEZ-vous bien !!
 Un autre choix c’est de récrire une scène (qui est déjà écrit par
Molière) dans un siècle ou une décennie différente. Quelques
exemples peuvent-être : les cow-boys dans l’ouest au 19ième siècle,
le Mafia à Chicago dans les années vingt, les années soixante, les
années soixante-dix, au futur (après l’année 2050). Faites attention
au langage, les actions et spécialement les costumes.
 Vous allez jouer la pièce ou la scène avec un ami. Il ne faut
pas que cela soit mémorisé… mais il faut que les acteurs/actrices
connaissent leurs lignes, et qu’ils bougent sur scène.

Le texte/vocabulaire
___ La scène enlève au moins deux thèmes
majeurs du Bourgeois Gentilhomme.
___ La scène enlève les caractéristiques
majeures des personnages représentés du
B.G.
___ La scène enlève la comédie du B.G. par les
mots et par les actions.
___ (15) sub-total
La grammaire
____ (3) L’accord du sujet et du verbe
____( 2) l’orthographe
____ (2) Apropos
____ (8) Les temps—le présent irrég
le futur le conditionnel
l’imparfait
le passé composé le fut ant le
condit. passé le plus que parfait
_____(15) sub-total
La prononciation
3 approximates native speech
2 influence from first language
1 interferes with comprehension
The delivery/communication of
message
3 smooth
2 choppiness, improper intonation
1 excessive pauses, mechanical
3 easily understood
2 somewhat comprehensible
1 incomprehensible
____(9) sub-total
____(39) total
_____ CRÉDIT SUPPLEMENTAIRE
(costumes, props etc)

Example Rubric from Spanish 2
“¡POBRE_______________!”
En grupos de 4:
 Van a preparar un DRAMA, como él que
vieron hoy en el video “Pobre Sr. Peña.”
Hoy van a escribir el GUIÓN (script) y
practicarlo. Lo van a PRESENTAR en clase
el lunes (el 8 de octubre) y, además van a
entregar una COPIA de su guión el jueves.
En su grupo decidan que “Accesorios”
(props) van a traer cada persona para su
presentación. Tienen el resto de la clase
hoy para escribir el guión para su drama.

REQUISITOS:
1. Tienen que usar todos los verbos reflexivos del
Capítulo 2.
2. Tiene que ser un guión completo; es decir, algo como
el drama que vimos del pobre Sr. Peña.
3. Tienen que tener “accesorios” (props) y APRENDER
DE MEMORIA las líneas.
4. Los del drama pueden ser de la familia.
5. Tienen que entregar una copia del GUIÓN a la
profesora el _____.

LA NOTA:
1. Para el uso correcto de los reflexivos: 8
puntos
2. Para el uso completo de los reflexivos: 8 puntos
3. Para el trabajo en la clase del grupo: 10
puntos
4. Para el producto final
(atrezos, memorizado, BIEN HECHO): 10
puntos
PUNTOS TOTALES: 36
PUNTOS

Using Photo Story 3
 I made a photo story 3 presentation with beginning
middle-school ELL learners for our animal names unit.
It was obvious that they already knew the common
domestic animals, and I wanted to do a project-based
unit through which they would acquire vocabulary related
to wild animals, specifically endangered species. In
addition, the commands related to manipulating the
program added to their technology-related language.
They also learned a fun program that they can use to
make their own personal or academic presentations in
the future

Scaffolding sources
 Before asking them to find information and images, I
searched for rich sites that would have information
about endangered species.
 http://www.kidsplanet.org/factsheets/map.html
 http://www.kidinfo.com/science/endangered_animals
.html

Preparing to make the movie
 To begin with, I pre-taught the meaning of these key
terms:
 Endangered, at risk, species, diet, habitat, and, not
shown, threat and solutions .
 I asked them to find and write answers to these
questions for their animal: (in this case for polar bears) (I
made a worksheet for their answers)
 Polar Bears
 What is their habitat?
 What is their diet?
 How many still exist in the wild?
 What is threatening them?
They went to the suggested sites on the internet to find

Creating a storyboard
 To prepare for making the “movie”, I created a
storyboard which had “chapters” with key terms for our
investigation, for example “Habitat” Then each chapter
had squares to show the need for photos which would
provide elaboration on that term.
 See sample storyboard below.

Setting up their directory
 Then I had the students create a folder named, for
example, Wolves, and within that folder, create
another folder for each of the following: Title page,
Diet, Habitat, Threat and Solutions. I suggested that
in each “chapter” or section (folder) , we would
want a picture of the title idea and three pictures
to show more about their section topic; i.e.
habitat, or threat etc.

Finding the pictures for our show
 Now it was time to go to the internet and seek out images of
our animals and images which would fit each chapter.
 I had a small class, and I was able to circulate and help them
find pictures and save them to their appropriate folders.
They also did a good job of searching and finding their own
pictures. After they placed their pictures into the appropriate
folder, they pasted the pictures into a word document.
Here is an example of pictures for the African lion “movie”.

Choosing and arranging pictures
 Then I got posterboards and divided the
posterboard into sections for Title page, Habitat,
Diet, Threats and Solutions. Each student had their
own possterboard.
 Then the students cut up the pictures from the
printed word document and glued the pictures into
the sections for their animals. The title page
section morphed into an introduction section as they
found many beautiful pictures of their animal that
they wanted to add.
 This is all “prewriting” work that preceded our
work with the actual Photo Story 3 program. Now
they had an “outline/storyboard” of their movie,

Working with Photo Story 3
 This first page is the one where you will assemble your
photo narrative. You can browse your hard drive and past
the pictures into the linear picture line at the bottom of the
page using the “import pictures” bar in the right center of the
page. I made chapter titles by making a square in “Paint”
and saving it as a picture, and importing it into Photo Story 3
for the kids, who then added titles for their chapters. This
divided up the narrative line (picture bar) so they knew where
to place their pictures.
 Now, you import all the pictures you have prepared for your
narrative in the appropriate sections.
Importing pictures

Placing text on an image
 Then you press next and you come to the page
where you can put titles on your pictures. You
can highlight the picture where you want the text in
the picture bar and then type in the text, size and
font that you want. It can also be placed in a
specific location on the picture.

Adding Audio and Transitions between slides
 The next page is where you can add spoken word
and create interesting transitions between the
pictures. The transitions give the feeling of motion
and add an artistic element to the movement from
still picture to still picture.

Adding Audio and Transitions between slides

Adding Music
 Finally, you come to the page where you can add
music. I have not worked enough to know if the
background music can go under a narration. Nor
have I added my own mp3 music to the show. I
added the provided music from Photo Story 3 which
you can find by clicking on “create music”. They
have lists of music of different moods and genres
that is fun to go through.

Saving your show
Finally it is time to save your show. You can “save
it for playback on your computer” and put it into
your “my video” folder on your computer. Then it
can be played as a video, and even uploaded to
You Tube, although if you publish it beyond your
classroom, you will have to deal with copyright
issues on the photos and possibly (if imported) on
the music that you use. You should save using the
extension “.wvm” so that you can play it as a video.

Pedro’s movie 
 Here is the movie that one of my beginning students
created about wolves.
 Thank you for your interest in our Photo Story 3
project. I hope that you can find time to have some
fun with your students with this program.
 If you have questions, you can contact me:
 Lindsay MacDonald
 lindsay.macdonald@bellinghamschools.org

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