DESCRIPTION: Students create blogs on their projects to learn and expand their knowledge of Chinese.
2. Design and Develop Digital Age Learning Experiences and Assessments
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
4. Promote and Model Digital Citizenship and Responsibility
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
Chinese Language Learners can develop their language proficiency and cultural understanding via authentic communication tasks using both Blog and Web 2.0 technologies
What the blog should be: ownership of their learning? And how can it become a showcase of their learning?
Goal: Students will design an authentic project to create enthusiasm about learning Chinese in an authentic context.
Role: Students are bloggers and writers who communicate their project to others.
Audience: Multiple audiences including parents, teachers, peers.
Situation: Students will create and design different themes in order to present them to audiences.
Product: The blogs as visualizations of different themes.
Six Facets of Understanding:
Explain: Students will use their target language vocabulary to present their project and engage in dialogues with their audiences.
Interpret: Different resources and materials.
Apply: They are learning language structures during the entire project
Have perspective: Students will have a better understanding of how blogging will affect their learning through communication with others.
Empathize: Growing appreciation for using fantasy in designing good blogs and motivating them to expand their vocabulary
Have self-knowledge: Expansion of their IT knowledge by using different software and blogs.
Reflection: When I set up WordPress for my students to create a blog, then I received a notice that the school has to maintain WordPress. So the students had to move all their blogs to Google sites. Later we realized that on Googlesite of TAS, you cannot move blogs to anywhere. If a blog is a transportable gift, why can we not use it at TAS?
Therefore, I created another blog to be transportable and permanent.
I’ve been overwhelmed and impressed with 1:1 initial laptop program since I first heard about it. Laptops allow students and teachers to integrate technology into the curriculum. They also enable students and teachers to access unlimited information to support learning. With audio grading, submission of assignments via GoogleDocs, storage of files online, and the posting of class lectures on the OLC.
Although I was in LS at that time, I still participated in IT courses. There I learned DyKnow software. Last year I changed to MS, finally I can practice it in teaching.
DyKnow, it functions as a virtual, interactive whiteboard, it allows teacher to mark up lecture material, share it with students, and accept and display in-class work from them, it made class, particularly in the Chinese, more visual and interactive. It works particularly well in large lecture classes, because it brings my notes to each student, and the submission of in-class assignments makes diagnoses easier when students have trouble with new concepts.
When I started to use it, what I like the most was that I could save all the different activities for students on different levels. Such as: Polling, chatting, File Send/Retrieve, and group panels Management. It sounds like the collaborative capabilities for the classroom are almost too good to be true.
However, I soon discovered that the files I sent to the students were too small for them to read. That meant I would have had to design each file, that’s why I went back to OneNote. But I missed the DyKnow Monitor which is useful in focusing my students’ attention and engaging them. Another problem was that students don’t have styluses. If the students can’t write, that interaction is impossible. The laptop and its spinoffs can be invaluable learning tools. They can also be terrific timewasters.
Therefore, efficient laptop learning requires not only teacher’s competence, but also well equipped hardware and software.
Or can you image eating Chinese food without chopsticks?
This video showed the future classroom in 2007. But the future is already the present. The smart classroom is a technology enhanced classroom that fosters opportunities for teaching and learning by integrating technology, such as computers, specialized software, audience response technology, networking, voice recognition, audio/visual capabilities, and other technologies. Who knows what the future classroom in 2020 will look like.
One thing is for sure: technology is essential in the classroom in our ever changing world. Children today are already more adept with technology than previous generations so the future classroom will need to be filled with technology to satisfy the thirst that up and coming generations will have for a constant stream of up to date information.
For myself, I would like to be flexible and teach wherever I live with mobile devices. Such as: iPad and many other useful gadgets.This even Confucius whose special day we are celebrating today could not have imaged in his wildest dreams!
Yesterday I received an email from a new core teacher. She asked me: “I have a student in my Study Period class, and for the past couple of weeks he has been on a program called “MineSweep” (or something like that) which he says is for a project for your class. He said that you told him he can use the program to build a dream school. Is this accurate? I just want to make sure that he is doing something school related!” So I replied to her saying Yes.
It seems like we are at a stage in education where the students are more adept to using technology than the teachers. For example: This year when I shared previous “Dream School” project with my students , they asked me whether they can use “Minecraft” instead of Google SketchUp. I told them as long as the program is suitable to learning Chinese, just go ahead.
Here is a sample of Oliver F.’s Dream School. It is obvious for him, Minecraft is the main craft.
What Does “Technology Integration” Mean? To my understanding, the integration of technology should serve to enhance learning objectives. That is only possible when embedding technology through the curriculum. Thus teachers can use technology to introduce, reinforce, extend, enrich, and assess student mastery of curricular targets.
There are various levels of integration, with the ultimate goal being seamless integration. According to Mary Beth Hertz .We can distinguish the following:
|A) Sparse||Technology is rarely used or available. Students rarely use technology to complete assignments or projects.|
|B) Basic||Technology is used or available occasionally—often in a lab rather than the classroom. Students are comfortable with one or two tools and sometimes use these tools to create projects that show understanding of content.|
|C) Comfortable||Technology is used in the classroom on a fairly regular basis. Students are comfortable with a variety of tools and often use these tools to create projects that show understanding of content.|
|D) Seamless||Students employ technology daily in the classroom using a variety of tools to complete assignments and create projects that show a deep understanding of content.|
For the past few years, I have been trying to integrate technology into my classroom at various levels. By doing this, I feel that all my students have developed a deep understanding of technology as a useful tool for their language learning.
I think our school has the standards like those of ISTE and AASL and even the combination of the two. However, how many teachers know them? How many teachers value them? How many teachers practice them?
I cannot answer these questions, I only know that as a Mandarin teacher I try my best to integrate them into my daily teaching. For example: I always try to find out more about my students’ IT level and critical thinking skills so as to be able to make use of their knowleage for projects that aim to enhance their language learning.
It is my conviction that only in this way the needs of a successful learner can be met. Because learning has to progress from what students already know to what they want to know and need to know.
This is also the road to Route 21.
★Each student picks a country and reports the weather of that country by using MovieMaker software.
★Each student will record her/himself reading the weather condition.
★Each student designs her/his own MovieMaker movie;
★Each student adds her/his own images and music to enhance features of the weather report, and Royalty-free music and images from the “Creative Commons”, plus sources cited appropriately.
★Students will only speak Chinese when working on the weather forecast project.
April.4 Students introduce the weather report;
April.8 Turn in the first draft
April.14 Turn in revised draft
April.18 Turn in MovieMaker movie
April. 20 Sharing the production
April. 22 Presentation!
When I began to teach the topics based on the curriculum, I thought how I can make a breakthrough at some point— especially in connection with Chinese food. The students have learned about this topic all the way from Lower School to Middle School, but never had live –school- experience.
So I assigned an authentic project: “Visiting a Local Night Market”. The students chose their own group to go to the Night Market and took their own photos there. They also designed their own photo story.
Here are Moeka and Eli, two 7th graders who created their PhotoStory with purpose and pride to show how powerful their experience at the night market had been.
Now let me share it with you.
I was looking for some methods of presentation for my teaching objectives when I was in Lower School. Power Point slides became my life saver at that time.
I think I have read a lot of interesting things on this site—Presentation Zen.
Simplicity is the essence for maximum grasp of a subject. I think that a visual medium with less information but more expression lasts longer in the minds of the learners than a series of explanations.
John Medina Rule 10: Vision trumps all other senses.“We are incredible at remembering pictures. Hear a piece of information, and three days later you’ll remember 10% of it. Add a picture and you’ll remember 65%.”
For helping the students to remember the new words quickly, I have used Comic Life project with sixth-grade Mandarin beginner students. Comic Life (Plasq; available from http://www.plasq.com/) is a comic-creation software program.
Designing an Appearance Page
Materials: Internet access, Comic Life software
Time: three sessions, one for vocabulary introduction, one for application practice and finding pictures, and one for creating the Comic Life page
- Learn appearance adjective vocabulary. Then they choose 6-8 adjectives.
- Search for copyright-free images, http://search.creativecommons.org/; http://www.pics4learning.com/
- Using the Internet and a favorite image-search engine, and download full-size images (not thumbnails) to a folder.
- Open Comic Life, creating a new document in Comic Life and applying a page template.
- Navigate to the folder containing the pictures, then arrange the pictures in the software.
- Add, resize, and reposition images in the comic panes.
- Add caption text to each image.
- Save the comic page and print the document.
- Share the projects in the class.
The whole project went very smoothly, the students remembered all the words quickly. The only challenge for the students was to type Chinese characters, because they have to set the keyboard again: Control Panel—Languages and Region—Format—Select Chinese (Taiwan, traditional form).
What I discovered for the first time , is that on the Comic Life you can export the template to movie. I should explore further how to do this on Windows.
Created by Rebecca