Technology

= **Today's Topic:** = La tecnología, el alfabetismo, y el profesionalismo en el siglo XXI

= = = **OBJECTIVES:** = toc
 * Students will develop basic skills in using technology for professional productivity.
 * Students will describe the relationship between literacy and technology.
 * Students will identify trends in the development, use, and implications of emerging technologies.
 * Students will experiment with a variety of technologies as tools for facilitating teaching and learning.
 * Students will integrate technology into a language lesson or assessment.

**GUIDING QUESTIONS:**


 * How are trends in the development, availability, and use of emerging technologies impacting the ways in which students work, play, live, and learn?
 * What implications do trends in the use of emerging technologies have for what teachers need to do to prepare their students to thrive in 21st Century communities?
 * How are world language educators currently using emerging technologies to facilitate teaching and learning?
 * How can teachers design learning environments and experiences that will systematically develop students' skills with multiple literacies?

=**Today's Tools:**=


 * Herramientas tecnol****ógicas:**

//Wikispaces, [|ViewPure]//, // [|YouTube] //

=ACTIVITIES:=

0: Personal Password List

 * Lista de contraseñas **

1: Buzzword Bingo [[file:Buzzword Bingo EdTech.doc]] [[file:Buzzword Bingo EdTech.pdf]]
Actividad 1: Lotería



2: Technology Adoption

 * Today's Topic: ** Technology


 * Today's Objectives: **


 * Students will define "technology."
 * Students will explain terms commonly used in educational technology circles.
 * Students will discuss technology adoption in education.


 * Today's Guiding Questions: **


 * //What do we mean by "technology?"//
 * //How has technology evolved in the last 40 years?//
 * //Why do many people find technology difficult to integrate into their personal and professional lives?//


 * Today's Tools: ** [|Storify], Wikispaces, [|YouTube] (Homework: [|Google Forms], [|Survey Monkey])

[|Did you know? Shift Happens (2014 Remix)] ( Translated versions ) media type="custom" key="27842007"

media type="youtube" key="4pyjRj3UMRM" height="315" width="420"

1) ¿Qué tiene que ver este video con el aprendizaje de la tecnología? 2) ¿Han experimentado algo similar? 3) ¿Qué nos enseña de cómo ayudarles a los que tienen miedo de aprender la tecnología?

[|Pencil Chat] (What is a hashtag? How are they used? Why are they useful?)

[|PopularLibros] (In Spanish with English subtitles) media type="custom" key="27841459"

Teens N Tech PowerPoint: Writing Spaces in the 21st Century

[|Kids React to Rotary Phones] media type="custom" key="27841463"

Literacy Quotes (Table Tents) - From: Wilhelm, Jeff. (2000, March). [|Literacy by design: Why is all this technology so important?] // Voices from the Middle, 7 // (3), 4-14. Retrieved December 23, 2011, from []

Say Something: // [|Digital Natives, Digital Immigrants] //

[|ALICE Chatbot]

The Awakening (Machinima)

[|Silver Bells & Golden Spurs] (Machinima) media type="custom" key="27841441"

[|MIT Media Lab's I/O Brush] - Gotta love people who using art to rethinking cognition, education, writing, etc. AMAZING! Visit here for more info.: [|http://web.media.mit.edu/~kimiko/iobrush/] or here: http://news.bbc.co.uk/2/hi/technology/4184160.stm

[|Organ Printing] media type="custom" key="27841477"

[|Create a Beating Heart in the Lab] media type="custom" key="27841999"

[|Instructables: Ghost Heart in a Jar]

Cybersafety: [|Pencil Chat]

[|The Machine is (Us)ing Us] media type="custom" key="27841471"

[|Digital Aristotle: Thoughts on the Future of Education] media type="youtube" key="7vsCAM17O-M" width="560" height="315"

3: Basic Skills

 * Navigating in tabs [[file:FL Search Tips & Tricks 2012.doc]][[file:FL Search Tips & Tricks 2012.pdf]]
 * Working in two windows
 * Accents and other diacritical marks
 * Page headers and footers
 * Manipulating text, images, and shapes in //MSWord//
 * Screen captures
 * Grouping and editing images - [[image:FotoflexerLogo.jpg link="http://fotoflexer.com/"]]


 * Destrezas básicas
 * Navegar en pestañas
 * Trabajar en dos ventanas
 * [|La acentuación] y los atajos
 * Los encabezados y los pies de página
 * Las formas e las imágenes en // MSWord //
 * Agrupar y redactar imágenes ( [[image:FotoflexerLogo.jpg link="http://fotoflexer.com/"]] )
 * Nombres de usuario
 * Contraseñas
 * La organización y estructura del wiki
 * Los buscadores; buscar en español
 * Redactar el wiki (Páginas estudiantiles)
 * Los foros de conversación

4: Wiki Skills

 * Wikispaces**
 * Crear páginas
 * Añadir texto
 * Enlazar texto e imágenes
 * Subir imágenes
 * Subir documentos
 * Integrar videos
 * Integrar otra media

5: Search

 * Los buscadores **


 * Investiga a la Dra. Dr. M. - ¿Qué pueden encontrar acerca de la Dra. M. en cuanto a su vida personal y profesional en 2 minutos?
 * Investiga a si mismo o a una colega - Presenta un dato interesante a su grupito
 * Investigaciones eficaces
 * [|Country-specific Google]
 * [[file:FL Search Tips & Tricks 2014.pdf]] [[file:FL Search Tips & Tricks 2014.doc]]
 * Google Dr. M. - What can you find out about her personally and professionally in 2 minutes?
 * Google yourself or a colleague - Present an interesting fact to your small group
 * Speed Searches

6: Social Bookmarking

 * Los marcadores sociales**

Learning as a Social Process //Curating, Tagging, and Sharing Professional Resources//


 * Today's Topic: ** Social Bookmarking (Personal Learning Networks, Continued)


 * Today's Objectives: **

1) Students will define and explain the purposes of social bookmarking. 2) Students will explore and evaluate online collections of resources for teaching and learning world languages. 3) Students will use tags to locate relevant professional resources. 4) Students will gather, tag, and share relevant professional resources using social bookmarking.


 * Today's Can Do Statements:**

1) I can explain some of the ways that constructivism and technology are related. 2) I can identify and evaluate high quality resources for teaching and learning world languages. 3) I can curate, tag, and share professional resources for language teaching and learning.


 * Today's Guiding Questions: **

1) What is //social bookmarking?// 2) How can social bookarmking be used as a tool to identify high quality resources for teaching, learning, and researching world languages? 3) Why is social bookmarking more powerful than "favoriting" online resources? 4) How can tags support us in locating high quality professional resources more efficaciously? 5) What are some of the most effective ways to gather, tag, share, and use professional resources in world language classrooms?


 * Today's Tools:**

1) Tagging: Interactive Mixer & Affinity Diagram





2) What is a hashtag?

3) What is social bookmarking?


 * Complete the blue Diigo Scavenger Hunt worksheet**. [[file:Diigo Scavenger Hunt.docx]][[file:Diigo Scavenger Hunt.pdf]]



4) How can teachers use Diigo to organize information, share materials with colleagues, and direct students' inquiry-based activities?





7: Copyright
//(See also, 4: Search)//
 * Los derechos del autor**


 * Today's Topic: ** Copyright & Fair Use


 * El tema para hoy: ** La ciudadanía digital y las destrezas básicas


 * Today's Objectives: **


 * Students will locate information and images using advanced search techniques.
 * Students will apply principles of copyright and fair use.
 * Students will manipulate copyright-safe images.


 * Today's Guiding Questions: **


 * What is //fair use//?
 * When using digital media in the classroom, how do students and teachers frequently misunderstand copyright, fair use, and digital citizenship?
 * What pedagogical strategies might you use to teach students to use digital media safely and ethically?


 * Herramientas tecnol **** ógicas: ** // [|Delicious], [|Diigo], [|Zotero], // // Wikispaces, [|ViewPure] //, // [|YouTube] //

8: TPACK


Image source: http://tpack.org

9: Personal Learning Networks

 * Today's Topic:** Personal Learning Networks


 * Today's Objectives:**


 * Students will define and explain the purposes of a personal learning network.
 * Students will explore technologies frequently used to facilitate personal learning networks.
 * Students will create their own personal learning network.


 * Today's Guiding Questions:**


 * What is a //personal learning network (PLN)//?
 * Why are personal learning networks so important in 21st Century society?
 * How can students establish their own PLNs?


 * Today's Tools:** [|Edmodo], [|Facebook], [|FLTEACH], [|Google Reader], [|Hootcourse], [|Twitter], Wikispaces


 * ACTIVITY 1:** [|What is a personal learning network (PLN)?]

Image: [|Langwitches]


 * ACTIVITY 2:** Why are personal learning networks so important in 21st Century society?


 * Pre-viewing:** Sketch a diagram of all the networks in which you currently participate.


 * During Viewing:** When Dr. M. stops the video, turn to your partner and answer one of the following questions.


 * What implications do PLNs have for learning?
 * What are the pedagogical implications of PLNs for teachers?
 * What implications do PLNs have for the policies, practices, and procedures of our current educational systems?

media type="youtube" key="mghGV37TeK8" width="420" height="315"




 * 4) QUICKLY SKIM ONE of these articles: **




 * 5) What did you notice about the similarities and differences in the articles? Prepare to explain to the class which article you liked best and why. **

media type="youtube" key="7TZfWqao6uA" width="560" height="315"


 * Post-viewing:** Use [|Hootcourse] to share at least one "aha" you had while viewing the videos.

Warlick, David. (2008, April 3). Stages of PLN adoption. //The Thinking Stick.// Retrieved January 12, 2012, from [] Used under a Creative Commons 3.0 License.


 * ACTIVITY 3:** How can you establish your own personal learning network?: Interpretive Communication ([|FLTEACH], [|Google Reader], & RSS)



media type="youtube" key="VSPZ2Uu_X3Y" height="315" width="560" (Note: Google Reader has been discontinued. Use Feedly instead.)






 * ACTIVITY 4:** How can you establish your own personal learning network?: Interpersonal Communication ([|Edmodo], [|Facebook], [|Hootcourse], [|Twitter])












 * ACTIVITY 5:** How can you establish your own personal learning network?: Presentational Communication (Wikispaces)



11: Projects for Proficiency
TeensNTech

=ASSIGNMENTS:=


 * Personal Metaphor Assignment**

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 * Wiki Page Assignment**

a) Go to Student Pages. b) Click on your initials. c) Add: d) Click "Save." e) Once I have recorded your scores, you may use these pages to take notes in class.
 * Text
 * A link
 * An image
 * A document
 * A video (embedded)
 * One other item that is not a video (embedded, NOT just linked)


 * Instructional Application Assignment**

a) Select a task/tool type from " Creativity Tools ." b) Choose a tool from the category you selected. c) How could learners use this tool to practice language? d) Use the tool to create an example assignment. e) We will share these in class.

Example: [|A vida politica] ([|accompanying Weebly website with Vokis and campaign info.]) media type="youtube" key="PySH1iyZ5UY" width="560" height="315"

Example: [|"] [|Deutsche Bahn" by the Wise Guys - Created by Rebecca Brinck]

media type="youtube" key="wXjhszy2f9w" height="348" width="619"

=READINGS:=

[|Digital Aristotle: Thoughts on the Future of Education] media type="youtube" key="7vsCAM17O-M" width="560" height="315"

Brown, John Seely, & Adler, Richard P. (2008, January/February). Minds on fire: Open education, the long tail, and learning 2.0. Educause Review, 16-32. Retrieved Sept. 5, 2008, from [] (Choose a chapter to read)

Dieu, Barbara, & Stevens, Vance. (2007, June). Pedagogical affordances of syndication, aggregation, and mash-up of content on the web. TESL-EJ, 11(1), 1-15. Retrieved March 1, 2008, from [] (Provides an overview of tools one might use in an ESL/FL classroom)

Henry, Jeff, & Meadows, Jeff. (2008, Winter). An absolutely riveting online course: Nine principles for excellence in web-based teaching. Canadian Journal of Learning & Technology, 34(1). Retrieved July 27, 2009, from []

IntrepidTeacher. (2009, September 30). There's No Such Thing As Virtual: It Is All Teaching. IntrepidTeacher (Edublogs). Retrieved September 30, 2009, from [|http://intrepidteacher.edublogs.org/2009/09/30/theres-no-such-thing-as-virtual-it-is-all-teaching/comment-page-1/#comment-400]

Kay, Matthew. (2008, September 14). Teaching without a script. New York Times. Retrieved September 15, 2008, from []

Lamb, Brian. (2007). Dr. Mashup; or, why educators should stop worrying and love the remix. Educause. Retrieved Sept. 5, 2008, from [] (Defines mashups, outlines issues they have created in terms of intellectual property, considers affordances of the concept for educators)

LeLoup, Jean W. and Ponterio, Robert. (2005). Technology and foreign language instruction: Where we have been, where we are now, where we are headed. In ACTFL 2005-2015 Realizing Our Vision of Languages for All, pp. 153-174.

Livingstone, Sonia. (2003). The changing nature and uses of media literacy. Media@ lse Electronic Working Papers, London School of Economics, 4. Retrieved May 30, 2008, from []

McBride, Melanie. (2009, July 3). The hidden curriculum of 21st century learning. MelanieMcbride.net. Retrieved September 14, 2009, from [] (Key concepts related to curriculum and literacy in a 21st Century world—lots of English/Social Studies applications)

McLoughlin, C., & Krakowski, K. (2001). Technological tools for visual thinking: What does the research tell us? Retrieved April 30, 2005, from []

Oblinger, Diane G., & Oblinger, James L. (2005). Educating the Net Generation. Educause. Retrieved Sept. 5, 2008, from [] (Choose a chapter to read)

Prensky, Marc. (2001, October). Digital natives, digital immigrants. On the Horizon, 9(5). NCB University Press. Retrieved June 27, 2006, from []

Rheingold, Howard. (2008). Using participatory media and public voice to encourage civic engagement. Civic Life Online: Learning How Digital Media Can Engage Youth. Edited by W. Lance Bennett. The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA: The MIT Press, 97–118. Retrieved December 13, 2007, from [] Currently available: []





Robinson, Sir Ken. (2006, February). Sir Ken Robinson: Do schools kill creativity? Ted Talks. Retrieved September 19, 2008, from [] [Video]

Spiro, Rand J., Feltovich, Paul J., Jacobson, Michael I., & Coulson, Richard L. (1991). Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains. Retrieved November 3, 2003, from [] (This paper is no longer available online.)

Thomas, Sue. (2008). Transliteracy and new media. In R. Adams, S. Gibson, & S. Muller Arisona (Eds.), Transdisciplinary Digital Art. Sound, Vision and the New Screen (pp. 101-109). Berlin Heidelberg: Springer-Verlag. Retrieved May 27, 2008, from []

Wesch, Michael. (2007). Web 2.0… the machine is us/ing us. YouTube. Retrieved May, 2007, from [] In Spanish: [] (We will watch and discuss this one in class, but you are welcome to preview it if you like.)

Wilhelm, Jeff. (2000, March). Literacy by design: Why is all this technology so important anyhow? Voices from the Middle, 7(3), pp. 4-14. (Discusses why teachers should consider making space for alternative writing places, spaces, and tools in 21st Century classrooms and outlines the benefits of using design-based curricula with students)

Wired. – This magazine is an excellent source of ideas and information regarding all things technological []

Young, Jeffrey R. (2009, July 20). When computers leave classrooms, so does boredom. The Chronicle of Higher Education. Retrieved August 25, 2009, from [] (Highlights the importance of active engagement and sound pedagogy)

Zhao, Yong (Ed.). (2005). Research in technology and second language learning: Developments and directions. Greenwich, CT: Information Age Publishing. ISBN 1-59311-191-6. (A compilation of research regarding ways that technology is being used to provide input, communicative practice, and feedback in language education)

=RESOURCES:=

Copyright

= Creativity & Productivity Tools =

Differentiation Tools





= RESOURCES: =

[|Go2Web2.0 Directory] - A handy directory of Web 2.0 services


 * [[image:teacheredtech/ISTENETS-A-icon-sm.png height="41" link="http://www.iste.org/Libraries/PDFs/NETS_for_Administrators_2009_EN.sflb.ashx"]] - National Educational Technology Standards for Administrators "to lead and sustain a culture that supports digital-age learning, a vision for technology infusion, and transforms the instructional landscape"


 * [[image:teacheredtech/ISTENETS-S-icon-sm.png height="41" link="http://www.iste.org/Libraries/PDFs/NETS_for_Student_2007_EN.sflb.ashx"]]- National Educational Technology Standards for Students "to learn effectively and live productively in a digital world"


 * [[image:teacheredtech/ISTENETS-T-icon-sm.png height="41" link="http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx"]] - National Educational Technology Standards for Teachers "to change the way they teach, work, and learn in an increasingly connected global and digital society"

[|Translated Selected Text in Microsoft Word] - Open a document in another language in Word, highlight the section of the document you want to translate, click on tools, translate, and the translation will appear in the pop-up window

**TPACK**



= =





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