Readings+and+In+class+Items

1/5 Introductions, Syllabus, Complete Tech Test

Tech Survey @https://byu.qualtrics.com/SE/?SID=SV_abq5pruyTlOUBMw

1/10 TPACK and Principles of Language Teaching As you examine this article on TPACK, try to answer the following questions: What kinds of knowledge form TPACK? In which kind of knowledge do you feel the strongest and weakest?
 * Reading 1: Read pages 1020 to 1038.**

[] What are two standards that were surprising to you as you read these?
 * Reading 2: NATIONAL STANDARDS FOR **
 *  FOREIGN LANGUAGE EDUCATION **



1/12 More on Pedagogy and Tech. Also, How can I find stuff?



1/17 Martin Luther King Jr. No class

1/19 Language Learning Tasks, Wikis, Course Management and Writing

Reading: --With a partner create an example of an info. transfer activity.

Write a basic lesson plan with four parts: -An objective focusing on a specific grammar point, And three activities that move from form focused to a freer use of the language. Describe each of the three activities in one to two sentences.

Wikis: 1. Go to the following wikis and ask "What do these educators use wikis for?" Take about 5-6 minutes total. http://madamekrause.wikispaces.com/ http://dhsespanol.wikispaces.com/ http://espanol3shaffer.wikispaces.com/Simone http://bishopblogs.wikispaces.com/

2. Then go to the discussion on the home page and give your opinion.



1/24 Skills and Principles Test (NO READING, Prepare for Test)

1/26 Webdesign, Weebly's, HTML As you read ask yourself, Is this good research? Why or why not?

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include component="comments" page="Readings and In class Items" limit="10" 1/31 Teaching Culture: Webquests Here are the readings for this class. It might look like a lot but the traditional methods is a quick, enjoyable read and the review of lit. article ends up being only about 17-18 pages. In the lit. review article, What are the subcategories of heading three, Teaching and Curriculum Development? Which of these do you have experience with? Which would be the most important/valuable for students? Can you envision a webquest that would fit with any of these general methods or approaches? Which of the traditional methods seem valuable to you? Which traditional methods fit with which subheadings under the "Teaching and Curriculum Development" portion of the lit. rev. article?
 * Things to keep in mind:**





[|Webquests -- What are they?]

Look at the following and decide which you think provides the most valuable learning experience for students. Specifically,

--What are the positives and negatives with these webquests? --Do they meet the criteria of the webquest.org site? --Do they follow the process “How to create a webquest in the article? --Are the activities real world? --Do they require communication (reading, speaking etc.)?

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[|http://mason.gmu.edu/~rfox/webquest/arabic/TASK1.htm]

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-Get a partner -Pick a cultural product or practice. (can be from the language you or your partner teaches, or U.S. culture) -Think of a task that students can complete as they go through the process you outline. -You can include any of the culture teaching methods that we have discussed today. -Keep in mind the ideas on this page about webquests. [|Webquests -- What are they?] -You can create it in Word, on your wiki, or your weebly site. -This is not for a grade. This is practice. -Although,. . . you **may** develop this further and use it as the basis for your first microteach **or not** as you choose.
 * In-class Activity: Create a Webquest to Teach Culture**

2/2 Web 1.0 v. Web 2.0, Saving and Sharing As you read, ask yourself the following: What is the difference between Web 1.0 and Web 2.0? What are some examples of language learning applications for language and culture learning? What are some uses of Web 2.0 for learning as a scholar?

To Do: 1. Join Twitter www.twitter.com 2. Go to www.tweetworks.com and join using your twitter account 3. At the top of the page, in the search box, click groups and byulangtech1 4. Respond to any of the comments/posts that you see such as, what're you going to do for your self-learning project? 5. Make at least 5 responses.

To Do: 1. Join Diggo - a social bookmarking tool - by opening this document and following the steps it outlines.

2/7 Powerful Presentations (PowerPoint, Prezi, and more, maybe) Do you agree with this article's premise and tone? [] Decide if this is a good research article. Does it lack validity or reliability? Why or why not? []

What I want you to be able to do: 1. Create a basic presentation, i.e. open, write text, choose a layout and template and save. 2. Custom animation. 3. Insert images. 4. Insert links to other slides within your presentation and to sites outside of your presentation. 5. Embed video. 6. Use shapes, textboxes, and animation to teach by revealing and highlighting info. how, when and where you want.

You can follow this guide or just open a presentation and click and ask questions.

Once you can easily do all of the above try Prezi an innovative presentation tool you can access free online. Prezi Example: [] Prezi How to: []

2/9 Manipulate Me: Images and their Uses in Language Teaching



1. Right click on the image below and save file to desktop. 2. Then open the image and save a separate version with a different name. 3. Go to befunky.com, 4. Click the pink "Get Started" button, then upload this or any other image you want. 5. This free tool has similar features to the image manipulator in Microsoft Word and PowerPoint but has others as well. 6. I suggest trying **Edit** first, then trying //**Create**//. 7. Under edit I think the interesting ones are hue/saturation, temperature, and enhance detail. Under create, cartoonizer is cool, especially for people. 8. Caution, when you finish and __//**download the manipulated image it will save over the old one**//__ so **step one is important**.





With a partner: -Create an activity based on one of the descriptions by Ur. I would encourage you to actually type up the instructions that you would give to students. Next, find a way to enhance your activity with images. Ask your selves how you will display the images? Will they be in a word document, your wiki, a webpage, a PowerPoint or Prezi presentation? Then use Google to find images to enhance your activity. You might consider

2/14 Microteach: Presentation tools/Images

2/16 Music, Finding and Teaching Foreign Languages with Music, Take Mid-Semester Evaluation

[]
 * Using Music in the Adult ESL Classroom. ERIC Digest.**

Sources for Music: itunes, [] Grooveshark, [|www.grooveshark.com] Playlist, [|www.playlist.com]

UJam - Students writing and singing catchy tunes of their own [|www.ujam.com] -Justin Beiber singing about Spanish- Created in UJammedia type="file" key="30889_UJAM_Session.mp3" width="240" height="20"

2/21 Presidents Day - No class

2/22 Report on Self-Teaching 4 min. report -Explain the tech. -Explain how you pursued the learning -Explain one thing about how to use the technology -Explain/Show/Demonstrate what you created/produced -Did you learn anything about learning technology on your own? If so, what?

2/23 Podcasts, Recording Software (Garage Band, Audacity)

Read just two little pages, 2 and 6

Ask, is this a valid and reliable study? Does it make an important contribution to the field of 2nd/Foreign Language Study?

What do you think of each of these? With a partner, discuss the following for each of these. 1. Tá Faldo [] 2. Radio Arlecchino [] 3. Chinese Pod [] 4. Notes in Spanish http://www.notesinspanish.com/category/beginners-podcast/

-Have students subscribe to native language podcasts and report periodically on what they heard and learned. -Have students create podcasts as though they were playing a role. eg. Reporters reporting on historical events in one of the target countries. -Have students subscribe to language learning podcasts. -Record your class and make it available to your students as an MP3 file or podcast. -Have students read a specified text in the target language, record themselves and send it to you as a means of practicing pronunciation. -Whatever your creative pedagogical minds can come up with. ..
 * 10 (well maybe 5 :) ways to use podcasts in Foreign Language Teaching**

Creating Podcasts in Garageband

2/28 Teaching Speaking/Pronunciation (websites, vokis, voicethreads)

Complete and send to your instructor via email the following: 1. Create a Garageband file with the following: -your voice recorded, -intro. music which fades as your voice begins -back ground music -addition of a sound effect such as laughter, clapping, etc.
 * Tech Skill Completion**

2. One of the following two options. a. Create a Voki with your voice or text to voice and email it to your instructor [] []

OR

b. Create a voicethread presentation where you: -record your voice -upload a minimum of two images. -use the drawing feature. [|http://voicethread.com/?#u611409.b409.i848804] example: []

3/2 Microteaches: Music, Recording Software, Speaking, Pronunciation

3/7 Video, Using Video to Teach Foreign Languages (Manipulating Video)

Tech Challenge: 1. Download a video from youtube.com -Go to youtube.com and find a video in your target language. -Click share underneath the video and copy the URL that appears. -Go to keepvid.com and paste the URL then click download -A window may pop up, if so click "allow" -When the video is ready you will see various options in green, click on the MP4 option. -Then download the video to your computer's desktop.

2. Using iMovie -Import a video -Add a title or credit slide -import an image -Add a sound effect You can import the movie you downloaded or use this one and follow these instructions. To verify that you completed these things, do not email the video itself, simply email a brief email stating that you were able to do these things.

To download the following video, right click and choose save as source. media type="file" key="Nike Hot Dog [www.keepvid.com].mp4" width="300" height="300"

3/9 Videos, Using Video to Teach Foreign Languages (Youtube, Teachertube and more) Merry Christmas, there is no homework or readings for this class period. That will allow us to use our limited time to dig into creating with the technology.

Tech challenge for the day: (See YouTube Exploration doc to walk you through this) -Create a YouTube account -Comment on Dr. Martinsen's video of his child. -Upload a video to your YouTube account -Edit the video you uploaded, insert a note, and a pause then publish it. -Send me a link to your edited video via email to rob.martinsen@byu.edu

media type="file" key="Tener un bigote.mp4" width="300" height="300"

3/14 Video: Make it your own







1. You are teaching a class on using commands. Your goal is for students to be able to use commands correctly. With a partner **think of a great Pre-viewing activity, during viewing, and post viewing activity**. [] This one is pretty fun too, but it's not about food, it's just fun. Can you non-Spanish speakers figure out what the gestures mean? []

2. With a partner, **find three videos that would be appropriate** for use in a foreign language classroom. email the link to one to rob.martinsen@byu.edu and briefly (2-3 sentences) tell me why you like it.

3. **Glogster** - This is not really a video site but it does allow video and I think it would be fun for students to create them, [] [] []

-Sign up for a free account, [] -Create a glog -Save and Publish, then send me the link at rob.martinsen@byu.edu

3/16 Microteaches, (Video)

3/21 Interaction: Asynchronous (Email, Pen/Key Pals, Voicethread)

Tech challenge: 1. Explore [] Specifically try to find a person that you could contact about doing an exchange with your class. 2. Do a search for keypals and investigate other sites that allow teachers like you to find exchanges for their classes. Does the site seem legitimate? How do they connect you with other teachers? 3. email me what you think about these sites in a three sentence summary at rob.martinsen@byu.edu

3/23 Interaction: Synchronous (SharedTalk, Live Mocha, Skype, Cell Phones)

Tech Challenge: 1. Register for [|www.sharedtalk.com] OR [|www.livemocha.com] 2. In sharedtalk.com, Click on voice chat or text chat. Sort the chat window by language. Then invite someone with the right combo of languages to chat with you.

If you choose livemocha, scroll down, under "What do you want to do?"choose chat. Then invite someone to chat. (note: The other features are cool, if you have time, check out "practice speaking")

3. In your target language find out the following three things: -Their name -What they do, Profession, school, or etc. etc. -What they would recommend that foreigners see when they visit that part of the world

4. Send an email to rob.martinsen@byu.edu with this information and what you think about sharedtalk and/or livemocha (a sentence or two.)

Other language exchange/learning sites: > > > > > > > > > > > > > > > > > > > > > > > > > > >
 * zuiop.com
 * LiveMocha
 * Busuu
 * Palabea
 * PolyglotChat
 * iTalki
 * Shared Talk
 * Tonguetide
 * xLingo/ Language Exchange
 * BabbleFish
 * zuiop.com
 * eslbase.com
 * atisba.com
 * exhangelanguage.com
 * flale.com
 * inlinguapenpals.com
 * phrasebase.com
 * languagepenpals.com
 * penpalparty.com
 * tandemcity.com
 * @http://www.memrise.com/
 * @http://www.englishcafe.com/
 * @http://www.lingq.com/
 * @http://www.language-exchanges.org/
 * @http://www.primeskype.com/language-exchange
 * @http://www.conversationexchange.com/
 * http://www.endlessskype.com __/__
 * @http://www.languageexchange.org/

3/28 Writing Night Live: Blogs, Forums Due: Summary and Review of Research Articles

Tech Challenge: A. 1. With a partner, Go to the New York Times (Click the link below) and read the brief article, then peruse the comments. []2. Discuss the nature of the forum with your partner. Then imagine that you assign students to participate in the forum. Decide on some instructions for how you would have students participate.

B.1. With a partner or alone, find two to three forums OR blogs in the target language related to current events or other topics.

2. Read through some of the comments. Then post your own. (Note: You may have to sign up.)

3. Send me an email with a link to the forum that you signed up for and provide some details of how you would create an assignment using the forum (2-3 sentences).

3/30 Writing: Get Creative with Free Online Tools

Tech challenge: 1. On your own, look at the following links, then go the discussion board and tell which of the services is the most interesting/useful to you as a language teacher. -scrapblog, [], [] -[|Motivator] See here [|http://www.allposters.com/-st/Motivational-Posters_c12920_.htm or] here []for inspiration. -[|LetterPop] -[|Create your scenario] (This one is really for little kids, but it's a fun idea) include component="comments" page="Readings and In class Items" limit="10"

2. a. Sign up for one of these services. b. Create something. c. If possible embed it here in the wiki below letter e. d. If not email me the link. e. repeat for each of the services above or others that you find.

Here's what I (Joshua) created. If you don't get the joke, I'm sorry.



Here's Geoff's poster. It's a picture of a Japanese poet and one of his Haiku.

Also- one suggestion on how I would implement this technological medium pedagogically would be to first create the "Motivation" poster but then perhaps share a brief 2-3 minute explanation or extension of the idea that they would then share either in front of the class or with partners. Similar to this idea students could also post their image to a setting like a wiki and then have students comment on each others' motivation posters. By Paul

You can probably guess who did this one... :)



What a great guy!

Jeremy

4/4 Crazy future: Chat Bots, AI, and More.


 * Internet of the future**

Read this until your instructor tells you to stop. Then ask a partner, what is the internet of everything? How is it different than what we have now? []
 * Internet of things or Internet of Everything**

Read this until your instructor tells you to stop. Then ask a partner, what is the semantic web? How is it different than what we have now? []
 * Semantic Web**

Then we'll watch these all together [] []

[] [] [] [] Spanish: []
 * Chatbots**

include component="comments" page="Readings and In class Items" limit="10"

4/6 Microteaches: Interaction,Writing

4/11 Freedom Project Reports

4/13 Freedom Project Reports

4/14 Exam Preparation Day Exam Preparation Day No class -

4/15 Exam Preparation Day Exam Preparation Day No class -

4/21 Due Website: E-portfolio (No physical presence required; simply post the link on the wiki page E-portfolios.)