1. Using technology in the classroom March 31, 2011 Tara E. Tarpey tet2103@columbia.edu

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

4. Digital Video

5. Document Sharing Services

7. Types of Blogs/Wikis Blogger Easy to use Customizable Requires a Google account WordPress Slightly more difficult to use More customizable than Blogger Wikispaces Easy to use May be less recognizable to students than a blog

8. What Skills Can Blogs/Wikis Target? Reading Writing Speaking Listening Grammar Pronunciation

9. Examples Speaking Speaking and Listening Vocabulary All Skills Wiki

10. Steps for Classroom Blogging Decide on the skill/s that you want to target Decide 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 blog Get students email addresses and invite them to the blog Explain 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 Equipment Request: Camcorder – Digital – Video Workshops offered by Academic Computing Camcorder 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 Pronunciation In groups, students prepare a script that utilizes (1) the theme of the current unit, and (2) grammar and/or vocabulary that they have learned The scripts should be teacher- or peer-reviewed Students should rehearse the scripts until they feel comfortable with pronunciation Each group is filmed acting out their script Students 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 performance Most students will have video on their cell phones or cameras, but you can rent a camera for those who don’t After 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 Considerations Be 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 head Review 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. Options Google Documents Easy to use Requires a Google account Zoho Slightly more difficult to use Users must register with Zoho

20. Example #1: Motivation

21. Example #2: Collaboration

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

23. Brainstorming tarpey.te@gmail.com Choose a technology (blogs, wikis, digital video, or document sharing) and a language focus. Brainstorm an activity that merges the two Consider 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.)

24. Share Out Summarize your idea Each group = 3-4 minutes

25. Questions?