The purpose for my project is to promote students communicative as well as writing skills in mandarin. Moreover, to take this opportunity to foster a Mandarin learning communities for my 8th grade class through the usage of technology.
According to “20 Ways to Use Edmodo”it allows students to communicate with each other anytime, anywhere in different ways. I would like to take advantage of that.
Therefore, I designed a writing activity through Edmodo. The topic is posted through notes. Students can turn their writing work in by “replying”to the post. Then, they need to read their peer editor’s work and give suggestions on grammar errors, good points and how can the writing be improved. Later on, they need to go back to their original writing, revise it according to their peer’s comment and then finalize it. To complete this assignment, they need to have two writings, one is the original writing, and the other one is finalized writing.
What’s more, students can also practice Chinese character typing, which is a crucial skill nowadays for 21st century learners. I also chose a topic that students are interested at “Describe an animal you like the best.”
This project is designed based on the following information:
Content Knowledge (CK): The process of mastering a language develops from Listening-speaking-reading to writing. This activity combines reading, writing, editing, reflecting. These four skills foster a cycle of learning while students collaborate on one another’s ideas.
Technology Knowledge (TK): This activity requires students to be able to type in Chinese character, to give respond to one another’s post on Edmodo as well as to gather information from the resource that I provide online.
Pedagogical Knowledge (PK): To ensure a smooth transition from learning the new language points to the accomplishment of the work, I scaffolded students from the usage of the words and sentences to analysis of the short context and then to short story writing.
Moreover, I provide detailed questions that guide students on commenting on one another’s writing.
The implication of my project is overall a success. My students were very excited from the beginning of the activity. They definitely put in their biggest effort. They loved typing Chinese characters in computer. As they worked on their writing, most of my students keep themselves challenged by choosing sentence structures that are complicated. Based on the commenting that I received, they all took responsibility to help each other on doing a better job. The comments they provided are meaningful as well. All these really surprised me and I have decided to keep this writing activity as part of my writing assessment for my students.
In the process of the activity, I made a minor change.While I was designing this activity, I planned to let my students comment on 3 other students. However, I have 16 students, if they all respond to 3 others, the posts might be too long. So I decided to let students comment on 1 other classmate using our clock partner chart. These two students will be editing peers.
In order to evaluate, I asked them to write what they like about their peer’s writing, what mistakes. Also, they need to contribute at least three more sentences to make their peer’s writing look better.
In my WPP presentation, I have given an example of one of my student, Eric’s work. In his writing, he describes giant panda, such as its looks, what food does panda like, where does a panda live. His peer editor suggested him to give some information on “where does panda originated” as well as the activities that a panda likes to do. So in Eric’s final writing, he added the sentences that Maddie suggested and it not only makes his writing interesting but also develops some depth of the usage of this language.
This is my WPP presentation.
Tuesday, November 6, 2012
Monday, November 5, 2012
Professional Learning Plan
This is a prezi that I made for my ideas of professional learning plan. I used Jing to capture the video while I was making it.
So the whole idea of my professional learning plan is to make connection with the technology we have learned; integrate them into different part of my teaching based on my teaching purpose.
In this video, hopefully you can not only see the ideas, but also see how to make a presentation with Prezi :D
Sunday, November 4, 2012
Group Project-Weebly Tutorial
This is the website that our group used to demonstrate the usage of Weebly.
It includes five different tutorials, which focus on different aspects of Weebly editing. It also has a Sample page and a page that readers can give Feedback.
Wicked Problem Project: Part D - Findings and Implications
The goal of my project is to develop students' writing skill in mandarin, nurture their interests in literacy in a foreign language as well as form a community of collaboration in my 8th grade class by using Edmodo.
The project achieved my goals. First, all my students were very engaged in the whole process of writing. They feel convenient to write with computer also, it is a useful skill to type Chinese characters. They had an easy time adapting to Edmodo and finding valuable materials there. They think Edmodo is easy to use.
Also, they felt cool when they edited their peers' writing online. Since we use to read books or contents printed on paper, this is something novel and fun. When they provide feedback to their peers, the sense of responsibility is developed. They can also learn new things from their peers' writing.
When they finally submit the edited version of writing, they can definitely see how much they have grown, which gave them a sense of achievement.
I am really glad that I chose to work on this project. I will keep it as an activity that we do regularly.
For me, the most important thing that teacher needs to do for this activity is to give students enough reference online to help with their writing as well as a meticulous guidance on how to use Edmodo as well as how to install the Chinese typing keyboard.
Teachers also need to explain to students about the purpose of this activity.
In the future, I would ask my students to brainstorm the topic of their writing assignment according to what we have learned and the objectives of what we are learning. I wish that this activity help my students to see how far they have went in Mandarin learning as well as motivated in the coming days!
Monday, October 29, 2012
visualization
- What tools did you try?
- What are you representing in the visualization you created?
- What questions or "ah-ha" moments arise when thinking about representation?
Saturday, October 27, 2012
Moblie Learning Tool
I created this survey page for my students. This is a poem that we learned before. While we were learning it, we did some research about this poet, li bai. Su shi is another poet. They both wrote a poem about the moon and home sick, that is why I want to see if my students can tell which one wrote The Thought in a Still Night-静夜思。
This tool is really easy to use. It allows my students to text from their cellphone. And the result is right there, calculated out for me. This is like my "ah-ha"moment.
On edmodo, I can also create a pool. However, it is not as convenient as this because students are not able to respond through the phone. I think I am going to use the tool in the future too. It can give students this idea of connecting learning with mobile device. So they know that other than texting and chatting, they can also achieve learning with their cellphone.
Monday, October 22, 2012
PART B - Storyboard and Script
This is the storyboard that our group has put together.
Through discussion on google hangout, our group decided to make a Weebly tutorial for our project. Every person in our group has had some experience with Weebly and we all think that it is a great tool that teachers can use to communicate with parents or peer teachers, and a great way to reflect what has been taught as well as students' learning condition.
After our discussion, each one of us has our own focus:
1. Karla:adding blog and new pages
2. Trista: Set up Weebly site for group use, design, editors, social media links
3. Jennifer: Basic inserting text, pictures, embedding custom HTML (wordles, glogster)
4. Johanna: Multimedia feature
5. Xiaochen:content and how to publish it and settings, how to register
Trista started a Weebly and added team members as co-editor. As we finish our own parts, we can post it in our page. This way, the audience have option to look at the whole video as well as look at the parts that he/she needs help.
Wicked Project-Part C
My Script
After I told my students that they were going to post their
writing on Edmodo and comment on each other’s writing, they were very excited.
One reason is because that they get to type Chinese characters, which they
think is cool; the other reason is that they love to show one another what they
can do with this language and learn from each other.While I was doing my wicked
project, what surprised me was how well students have done in writing and
character typing. We had an easy time installing the Character typing tool on
their computers.
So I created a post on Edmodo, and ask students to post a
story about their favorite animal. Later on while I was reading their posts, I
had so much fun. My students did a much better job than I expected. I all put
lots of efforts in organizing their writing and selecting great sentence
structures and made their writing interesting. Some students even used first
person’s view to write a riddle about an animal.
While I was designing this activity, I planned to let my
students comment on 3 other students. However, I have 16 students, if they all
respond to 3 others, the posts might be too long. So I decided to let students
comment on 1 other classmate using our clock partner chart. These two students
will be editing peers.
In order to evaluate, I would ask them to write what they
like about their peer’s writing, what mistakes. Also, they need to contribute
at least three more sentences to make their peer’s writing look better.
When they are finished, I will create an assignment box on
Edmodo. Each students need to upload their final writing. They need to post
their original writing and the final writing both in the same document.
Saturday, October 13, 2012
Part B-Application of TPACK
Content Knowledge (CK): The process of mastering a language develops from Listening-speaking-reading to writing. As teachers teach new language points, he/she should prepare students on using these in their own communication. Reading, provides students with opportunities to see different ways for them to illustrate their ideas in different kinds of contents. This writing activity on Edmodo combines the practice of writing, reading and editing. Moreover, it develops a class community through collaboration.
Technology Knowledge(TK): In order to participate in this activity, students need to master the basic knowledge about typing in Chinese characters (we will learn in class together). Also, they need to have their own Edmodo account set up, which is done by the school system. Moreover, they need to learn how to reply to a note on Edmodo. They can do this very well already since Edmodo looks like Facebook very much, it does not take them long to learn it.
Pedagogical Knowledge (PK): This activity is designed to practice students' writing skill as well as the ability of recognizing the errors and good sentences in one another's writing. The writing topic is closely related to the topic that we are learning. Students will be able to read some contents about this topic. All these steps are used to prepare students for doing their own writing. Our first writing assignment will be related to animal. Students will be asked to write a short story about a certain kind of animal, including its looks, hobbies, living places and etc. Students are allowed to use their notes and are asked to be creative. When they are finished, they need to post it on Edmodo individually. I will provide comments. After they finish their own post, they need to read three other posts, and provide comments on what they learn and what they like from the peer's writing. At last, I would ask my students to edit on their writing and send in another one.
Technology Knowledge(TK): In order to participate in this activity, students need to master the basic knowledge about typing in Chinese characters (we will learn in class together). Also, they need to have their own Edmodo account set up, which is done by the school system. Moreover, they need to learn how to reply to a note on Edmodo. They can do this very well already since Edmodo looks like Facebook very much, it does not take them long to learn it.
Pedagogical Knowledge (PK): This activity is designed to practice students' writing skill as well as the ability of recognizing the errors and good sentences in one another's writing. The writing topic is closely related to the topic that we are learning. Students will be able to read some contents about this topic. All these steps are used to prepare students for doing their own writing. Our first writing assignment will be related to animal. Students will be asked to write a short story about a certain kind of animal, including its looks, hobbies, living places and etc. Students are allowed to use their notes and are asked to be creative. When they are finished, they need to post it on Edmodo individually. I will provide comments. After they finish their own post, they need to read three other posts, and provide comments on what they learn and what they like from the peer's writing. At last, I would ask my students to edit on their writing and send in another one.
Thursday, October 11, 2012
Part A- Brainstorm Session
The link to our conference video.
Our group used Google hangout as our conferencing tool.The advantage of the tool is that it is convenient to use. All the group members are familiar with google drive, that is why we all agreed to use google hangout.
However, we did spend a long time to get everybody in the conference room. Since it is hard to see the invitation to the room. Our group member Johanna was very patient. She carefully guided the members who could not get in with chatting in google drive. So this is another good thing about google hangout.
The conference went smoothly, we were able to hear everyone clearly and see each other's face. We had a very good time.
Our group used Google hangout as our conferencing tool.The advantage of the tool is that it is convenient to use. All the group members are familiar with google drive, that is why we all agreed to use google hangout.
However, we did spend a long time to get everybody in the conference room. Since it is hard to see the invitation to the room. Our group member Johanna was very patient. She carefully guided the members who could not get in with chatting in google drive. So this is another good thing about google hangout.
The conference went smoothly, we were able to hear everyone clearly and see each other's face. We had a very good time.
Wednesday, September 26, 2012
Part A - Description of the Need
Nowadays, with the usage of technology, the distance between people can be greatly shortened. Take an example of myself, I am thousands of miles away from my mom, but she can see me through skype, and she can write to me by using facebook.
In my project, I want to discover the biggest advantage of using Edmodo on helping my 8th grade students with Chinese language and culture learning. Edmodo is the communication tool our school district has chosen. So far, I like it a lot. Edmodo is user friendly and both teachers and students can get familiar with it very fast becaue it look like facebook.
By working on this project, I would like to use Edmodo to assist my students in Chinese writing and reading, as well as to make it a resource center for my students to learn about current events in China.
Target Students: 8th grade students
Subject: Mandarin Chinese
Student Background: They have been learning Mandarin for 3 years. I was their 3rd Mandarin teacher. Students can understand most of the daily using language. They also do a good job in communicating in daily life conversations. My next goal is to promote their literature skills as keep working on their listening and speaking. In order to do this, students' Chinese language thinking should be developed and the sense of Chinese language need to be practiced. These goals can be achieved through constant reading, writing and reediting.
According to "20 Ways to Use Edmodo", there are many benefits that teachers and students can achieve through using Edmodo. I picked out two ways that I wanted to try with my students in order to promote their skills in Mandarin learning and another way to foster a Chinese learning community outside the class. The latter one will be my long term project. So in the following 4-6 weeks, I will be focused on the following two activities.
1. To Practice Mandarin Chinese Typing and Communication
How do students practice writing and communicative skills in Mandarin through Edmodo?
Edmodo allows students to communicate with each other anytime, anywhere in different ways. I would like to create discussion boards in Mandarin and students need to type Chinese characters to reply. This allows them to practice typing since it is such an important skill nowadays. While posting the topics, I would like to choose something that is related to the topic that we are currently learning. For example, if we are learning Chinese Rare Animals, I would like my students to write a short story of an animal in first person point of view. Then they have to read other people's post and give feedback on editing suggestions, things they like about it and something they feel interesting of.
Assessment:
This activity has two parts. The first part includes students' individual writing task. This part will be treated like the regular writing homework. So students will be graded on the correction usage of the words and sentences and the sufficient length of their writing. At the same time, I will provide them with suggestions on reediting the writing.
For the second part, each student will read at least three posts from their peers and give feedback. Since my students are not able to write feedbacks in mandarin, I would like them to pick out the sentences and the words that they liked in their peer's writing. This way, they can learn from different people. In order to make sure each student can get feedback from one another, I will ask students to comment on their "clock partners". (We have made clock partners in class, so whenever there is practicing activity, I would just tell them to go to your partner in a certain hour. For example, go to your two o'clock partner for the interview activity.)
If this project is successful, my students' Mandarin writing and reading skill will be increased greatly. Also, they will be able to learn from different peers as well as from the teacher.
2. To Keep Up with the Current Events
Living in the most authentic environment allows students to achieve the most in language learning. In class, I always try my best to share experiences and stories about Chinese people and their lives. However, it is still limited. The events that I share are purposeful and linked to their learning. Also, these events are selected and organized from my perspective. If students go to China one day, they might be interested in different things. Therefore, I want to guide my students to learn about Chinese culture through RSS Feed Tool. This allows them to choose what they want to learn about and explore with it.
Assessment:
There are 16 students in my class. They will be divided into 4 groups. Every week, one group of students will be in charge of our "Chinese News Bulletin Board". Within the week, they need to read about the important events happened in China. Then, on Friday, they need to print out their news, and give a short report to the class about what is happening in China. After their report, students might ask questions. These questions will be assigned to the next group, so they need to find out the answers with the teacher's guidance. When the sharing is done, they can post the news on our News Bulletin Board.
Other than the two activities above, I also want to work on this following activity.
For this activity, I just want to provide my students with someone to go to other than myself when they have questions about Chinese learning. I will not actually evaluate it. I hope this activity can give my students an opportunity to see another Chinese classroom in another school, and to know that they are not along, in turn to motivate them in Mandarin learning.
Supportive Resources
-http://help.edmodo.com/edmodo-in-action/
-http://blog.edmodo.com/2012/05/16/organize-your-edmodo-library/(How to organize your Edmodo Library)
-http://help.edmodo.com/twenty-ways-to-use-edmodo/ (20 Ways to Use Edmodo)
In my project, I want to discover the biggest advantage of using Edmodo on helping my 8th grade students with Chinese language and culture learning. Edmodo is the communication tool our school district has chosen. So far, I like it a lot. Edmodo is user friendly and both teachers and students can get familiar with it very fast becaue it look like facebook.
By working on this project, I would like to use Edmodo to assist my students in Chinese writing and reading, as well as to make it a resource center for my students to learn about current events in China.
Target Students: 8th grade students
Subject: Mandarin Chinese
Student Background: They have been learning Mandarin for 3 years. I was their 3rd Mandarin teacher. Students can understand most of the daily using language. They also do a good job in communicating in daily life conversations. My next goal is to promote their literature skills as keep working on their listening and speaking. In order to do this, students' Chinese language thinking should be developed and the sense of Chinese language need to be practiced. These goals can be achieved through constant reading, writing and reediting.
According to "20 Ways to Use Edmodo", there are many benefits that teachers and students can achieve through using Edmodo. I picked out two ways that I wanted to try with my students in order to promote their skills in Mandarin learning and another way to foster a Chinese learning community outside the class. The latter one will be my long term project. So in the following 4-6 weeks, I will be focused on the following two activities.
1. To Practice Mandarin Chinese Typing and Communication
How do students practice writing and communicative skills in Mandarin through Edmodo?
Edmodo allows students to communicate with each other anytime, anywhere in different ways. I would like to create discussion boards in Mandarin and students need to type Chinese characters to reply. This allows them to practice typing since it is such an important skill nowadays. While posting the topics, I would like to choose something that is related to the topic that we are currently learning. For example, if we are learning Chinese Rare Animals, I would like my students to write a short story of an animal in first person point of view. Then they have to read other people's post and give feedback on editing suggestions, things they like about it and something they feel interesting of.
Assessment:
This activity has two parts. The first part includes students' individual writing task. This part will be treated like the regular writing homework. So students will be graded on the correction usage of the words and sentences and the sufficient length of their writing. At the same time, I will provide them with suggestions on reediting the writing.
For the second part, each student will read at least three posts from their peers and give feedback. Since my students are not able to write feedbacks in mandarin, I would like them to pick out the sentences and the words that they liked in their peer's writing. This way, they can learn from different people. In order to make sure each student can get feedback from one another, I will ask students to comment on their "clock partners". (We have made clock partners in class, so whenever there is practicing activity, I would just tell them to go to your partner in a certain hour. For example, go to your two o'clock partner for the interview activity.)
If this project is successful, my students' Mandarin writing and reading skill will be increased greatly. Also, they will be able to learn from different peers as well as from the teacher.
2. To Keep Up with the Current Events
Living in the most authentic environment allows students to achieve the most in language learning. In class, I always try my best to share experiences and stories about Chinese people and their lives. However, it is still limited. The events that I share are purposeful and linked to their learning. Also, these events are selected and organized from my perspective. If students go to China one day, they might be interested in different things. Therefore, I want to guide my students to learn about Chinese culture through RSS Feed Tool. This allows them to choose what they want to learn about and explore with it.
Assessment:
There are 16 students in my class. They will be divided into 4 groups. Every week, one group of students will be in charge of our "Chinese News Bulletin Board". Within the week, they need to read about the important events happened in China. Then, on Friday, they need to print out their news, and give a short report to the class about what is happening in China. After their report, students might ask questions. These questions will be assigned to the next group, so they need to find out the answers with the teacher's guidance. When the sharing is done, they can post the news on our News Bulletin Board.
Other than the two activities above, I also want to work on this following activity.
3. Culture Exchange Projects
Edmodo gives students opportunities to learn from peers, who are from different communities and culture background. My 8th grade students are facing graduating from Middle School and going to High School. In High school, they will continue Mandarin as their foreign language. Therefore, it might be a good idea to connect them with a group of 9th grade high school students who are also learning this language since the 9th grade students just left the middle school, this activity also allows them to communicate with their old friends and teacher. This way, they can communicate with each other about what they have been learning, their interesting thoughts, concerns and wonders. This way, they have someone else to learn from other than their teacher and it will give them a much smoother transition from middle school to high school.
Assessment:For this activity, I just want to provide my students with someone to go to other than myself when they have questions about Chinese learning. I will not actually evaluate it. I hope this activity can give my students an opportunity to see another Chinese classroom in another school, and to know that they are not along, in turn to motivate them in Mandarin learning.
Supportive Resources
-http://help.edmodo.com/edmodo-in-action/
-http://blog.edmodo.com/2012/05/16/organize-your-edmodo-library/(How to organize your Edmodo Library)
-http://help.edmodo.com/twenty-ways-to-use-edmodo/ (20 Ways to Use Edmodo)
Tuesday, September 25, 2012
Monday, September 24, 2012
Friday, March 9, 2012
My Final Reflection
1.What are some things that you have learned about effective teaching strategies when integrating technology?
I have learned that there are many possiblities for teachers to embed technology into daily teaching. One of the biggest benefit is to intrigue students interests and foster their creativity. In this sememters, I have been using Edmodo as sharing and communicating forum with my students and parents. Students love it because it brings their learning outside of the classroom and I can give more timely feedback. I love to see my students posting their thoughts on the Edmodo page as well!
How did integrating web-based technologies help you think about and evaluate uses of technology? Assessing students performance can be time-consuming. Also, sometimes it is not as fair. For example, for oral speaking assessment, I use to give oral test in class. It is not fair for the students who have low selfesteem or who is just having a bad day. With the technology, I can ask my students to assessment during their afterschool time, and they can do it as many times as they want until they get a satisfied task done. After all, I think grade is the least important thing, and what I care the most is if students are learning this language. So I like using technologies in language assessment, especially speaking.
How have you met your own personal goals for learning about technology integration? This year, I only had one goal regarding integrating technology in my teaching, which is using technology in a more authentic way in order to improve students language skills. I have been looking for technology that helps students in speaking, listening and independent learning. Then I found some really neat websites and tools. Also the biggest benefit that I had was learning how to make a WebQuest. My students love using it and I found that when I gave students responsibility to learn, they can do something that awed me extremely.
Do you have any new goals? What are your plans for reaching your new goals and your long-term goals after this course is over? My next goal is to bring more students in adopting technology in Chinese learning. Right now, when we do presentation or projects, I have got a handful of students who chose using technology rather than poster board. The work that they completed have very high quality. So my next step is to invite these students to help the ones who use less technology, and I hope that I can work with my students to bring more possibility of learning by utilizing technology. I really enjoyed making the projects in this course and learned abundantly!
I have learned that there are many possiblities for teachers to embed technology into daily teaching. One of the biggest benefit is to intrigue students interests and foster their creativity. In this sememters, I have been using Edmodo as sharing and communicating forum with my students and parents. Students love it because it brings their learning outside of the classroom and I can give more timely feedback. I love to see my students posting their thoughts on the Edmodo page as well!
How did integrating web-based technologies help you think about and evaluate uses of technology? Assessing students performance can be time-consuming. Also, sometimes it is not as fair. For example, for oral speaking assessment, I use to give oral test in class. It is not fair for the students who have low selfesteem or who is just having a bad day. With the technology, I can ask my students to assessment during their afterschool time, and they can do it as many times as they want until they get a satisfied task done. After all, I think grade is the least important thing, and what I care the most is if students are learning this language. So I like using technologies in language assessment, especially speaking.
How have you met your own personal goals for learning about technology integration? This year, I only had one goal regarding integrating technology in my teaching, which is using technology in a more authentic way in order to improve students language skills. I have been looking for technology that helps students in speaking, listening and independent learning. Then I found some really neat websites and tools. Also the biggest benefit that I had was learning how to make a WebQuest. My students love using it and I found that when I gave students responsibility to learn, they can do something that awed me extremely.
Do you have any new goals? What are your plans for reaching your new goals and your long-term goals after this course is over? My next goal is to bring more students in adopting technology in Chinese learning. Right now, when we do presentation or projects, I have got a handful of students who chose using technology rather than poster board. The work that they completed have very high quality. So my next step is to invite these students to help the ones who use less technology, and I hope that I can work with my students to bring more possibility of learning by utilizing technology. I really enjoyed making the projects in this course and learned abundantly!
Wednesday, February 29, 2012
Use of Online Technology Tools
Online learning
The following online learning technologies will help me the most in my class:
1. WebQuest:
This tool gives students huge responsibilities in their learning.
Talk about how you could use one of the technologies that qualify as an online experience with your students. I could integrate this tool in my culture class. For WebQuest can be task- based, teachers can use a series of tasks to guide students in content learning. Students will be more engaged and they can finish the tasks in a enjoyable way since most of the WebQuest requires group works. The concern is that teacher need to make the learning experience sustained and group the students carefully so each member can work harmoniously and contribute to the group.
2. Interactive Discussions between Students
For language classes, the most crucial goal is to help students learn how to communicate. Learning in classroom is important but I believe that students learn the fastest through real life contexts. The difficulty that most of the Chinese teachers are facing is the lack of target language environment because students rarely have opportunities to use Chinese language in their lives. With technology, communicating to a foreign friend who is in a different country has become a possibility. One of my students once met a Chinese girl on the airplane, and then they exchanged skype number. This student later give me this number and then I talked to this Chinese girl, and we set up a time and the whole class skyped with her. Students were so excited!
3. Online Research
My students love to learn Chinese culture become it has so many interesting facts and stories. They like to compare their own culture with it as well. However what we learn in school are some basic cultural facts and there are abundant neat things that students need to find by themselves. Online research give students a way to do so. When we finish a culture class, I always give students some freedom to dig more out of it. I would assigned them some questions and they need to find their answers at home, and sometimes they come back and tell me something that they found but even I have never heard about and then my students would be very happy because they think that they are very cool.
4. Podcast/Videocast
We all know that motivation is what that pushes students forward in learning. Where does motivation come from. I believe part of the motivation comes from students’ sens of accomplishment. As teachers, we need to make our students to feel that they are successful. American students like to show their talents and their achievement. In my class, I use video/camera/recording a lot. For example, I use online recording tool to check my students’ pronounciation; I video-tape their role-play and then we watch it together; I also like to take pictures on students works. I use them to keep track of students’ progress and after certain period of time, I will show students how far they have grow, that sometimes surprise themselves.
The technologies that won’t work for me.
1. Career planning Tools
This technology does not integrate with the subject that I teach. It is hard for me to use it.
2.Educational Blog
Educational blogs can be teachers good helper, because we can learn from each other. As for students, especially younger learners, they are more interested in something that has more than just reading. In my class, I use Edmodo to assign homeworks, collect homeworks and share important information. I think Edmodo sort of plays a role as our class blog but it is more kid-friendly because it is simple and direct view. They can also comment on each other’s work so I will keep using it.
RSS Feed
Personally I am using RSS Feed, it just makes my life a lot more easier because it saves me hours of randomly searching for what I want. As for students, at this point, RSS Feed is not used as a class-wide learning tool. But I think, for students who is personally interested in specific Chinese related topics, it could be a useful tool as well.
The following online learning technologies will help me the most in my class:
1. WebQuest:
This tool gives students huge responsibilities in their learning.
Talk about how you could use one of the technologies that qualify as an online experience with your students. I could integrate this tool in my culture class. For WebQuest can be task- based, teachers can use a series of tasks to guide students in content learning. Students will be more engaged and they can finish the tasks in a enjoyable way since most of the WebQuest requires group works. The concern is that teacher need to make the learning experience sustained and group the students carefully so each member can work harmoniously and contribute to the group.
2. Interactive Discussions between Students
For language classes, the most crucial goal is to help students learn how to communicate. Learning in classroom is important but I believe that students learn the fastest through real life contexts. The difficulty that most of the Chinese teachers are facing is the lack of target language environment because students rarely have opportunities to use Chinese language in their lives. With technology, communicating to a foreign friend who is in a different country has become a possibility. One of my students once met a Chinese girl on the airplane, and then they exchanged skype number. This student later give me this number and then I talked to this Chinese girl, and we set up a time and the whole class skyped with her. Students were so excited!
3. Online Research
My students love to learn Chinese culture become it has so many interesting facts and stories. They like to compare their own culture with it as well. However what we learn in school are some basic cultural facts and there are abundant neat things that students need to find by themselves. Online research give students a way to do so. When we finish a culture class, I always give students some freedom to dig more out of it. I would assigned them some questions and they need to find their answers at home, and sometimes they come back and tell me something that they found but even I have never heard about and then my students would be very happy because they think that they are very cool.
4. Podcast/Videocast
We all know that motivation is what that pushes students forward in learning. Where does motivation come from. I believe part of the motivation comes from students’ sens of accomplishment. As teachers, we need to make our students to feel that they are successful. American students like to show their talents and their achievement. In my class, I use video/camera/recording a lot. For example, I use online recording tool to check my students’ pronounciation; I video-tape their role-play and then we watch it together; I also like to take pictures on students works. I use them to keep track of students’ progress and after certain period of time, I will show students how far they have grow, that sometimes surprise themselves.
The technologies that won’t work for me.
1. Career planning Tools
This technology does not integrate with the subject that I teach. It is hard for me to use it.
2.Educational Blog
Educational blogs can be teachers good helper, because we can learn from each other. As for students, especially younger learners, they are more interested in something that has more than just reading. In my class, I use Edmodo to assign homeworks, collect homeworks and share important information. I think Edmodo sort of plays a role as our class blog but it is more kid-friendly because it is simple and direct view. They can also comment on each other’s work so I will keep using it.
RSS Feed
Personally I am using RSS Feed, it just makes my life a lot more easier because it saves me hours of randomly searching for what I want. As for students, at this point, RSS Feed is not used as a class-wide learning tool. But I think, for students who is personally interested in specific Chinese related topics, it could be a useful tool as well.
Monday, February 27, 2012
My Wiki Space
In my wiki space, I added some basic information about my school. Such as the address, principals and office hour. I also insert a picture of my school.Then I invited my professor to my wikispace.
Here is the screen shot that for my Wiki:
Here is my wiki link:http://xiaochensong.wikispaces.com/
Here is the screen shot that for my Wiki:
Here is my wiki link:http://xiaochensong.wikispaces.com/
Sunday, February 12, 2012
TPACK WEBQUEST
In my opinion, the lesson "Blending Fiction and Nonfiction to Improve Comprehension and Writing Skills" is the best blend of the pedagogy, technology and content.In this lesson, students are provided with various kinds of resource. As for the instruction part, the teacher has a very detailed plan. The activities allow students to start from the basic knowledge such as the difference between fiction and nonfiction and then students use what they have learned as tools to help them learn more. I also think the wrap up activity can truly assess students on if they are able to use these knowledge.
Among the three lesson plans, the Wiktionary Lesson Plan has the least of technology, pedagogy and content. The tasks are not diverse.
To me, the best blend means that teacher choose the useful content that guides students in learning. Meanwhile, the teacher should have concrete lesson plan that reinforces students' learning through practicing. In this process, tasks should be more than assessing if students remember the knowledge but more importantly, if they know how to use what they have learned.
Among the three lesson plans, the Wiktionary Lesson Plan has the least of technology, pedagogy and content. The tasks are not diverse.
To me, the best blend means that teacher choose the useful content that guides students in learning. Meanwhile, the teacher should have concrete lesson plan that reinforces students' learning through practicing. In this process, tasks should be more than assessing if students remember the knowledge but more importantly, if they know how to use what they have learned.
Sunday, January 29, 2012
MERLOT Learning
I have chosen Visualizing Japanese Grammar as my useful material.http://www.merlot.org/merlot/viewMaterial.htm?id=386936 I like it's idea because it visualized the abstract grammar so the students can not only understand it better but have a deeper impression after the lesson as well.
This strategy could be used in explaining and demonstrating the curriculum of the problem.This lesson features younger learners. It improved students' learning by providing them with direct view materials. Also it is easy to use.The buttons are labeled very clearly and it brought audience directly to the specific page. It contains different sections from the new word list to quiz so it allows learners to assess their own learning and progress.
This strategy could be used in explaining and demonstrating the curriculum of the problem.This lesson features younger learners. It improved students' learning by providing them with direct view materials. Also it is easy to use.The buttons are labeled very clearly and it brought audience directly to the specific page. It contains different sections from the new word list to quiz so it allows learners to assess their own learning and progress.
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