Italian Technology Integration Matrix- Final Project

All in all, I have found this project to be extremely helpful, in aligning technologies with teaching strategies in order to meet particular standards. I was very excited to begin using this lesson plan due to the fact that it tied together grammar and cultural learning. My completed matrix,which can be found here, ultimately demonstrates how the alignment of the three categories previously listed aids student learning.

Initially, I found that using a PowerPoint presentation 
projected from a laptop would enhance the lecturing process, making it easy for visual learners to grasp concepts as they hear them. Additionally, pictures found on Google Images would also help the students associate concepts with images, thus further helping all learners acquire the new skills presented to them. These tools are also helpful in guiding group discussion and by the end of the lecture each student will be able to analyze the data presented to them in a technology rich environment by being able to make preferences and expressing likes and dislikes in the target language. Additionally, after the lecture portion, students will then use computers with internet access, as well as provided links, to conduct research on various cultural aspects. By doing so, they will be able to name cultural products by locating and analyzing information from a variety of sources and media.

Moreover, the use of a PowerPoint projected from a laptop is a great way to guide a question and answer activity. This way students will not only be able to exchange information using the words that they have learned during the lecture, but they will also be able to analyze data and identify solutions to questions posed, thus promoting innovative thinking. In addition, showing a YouTube video in class followed by subsequent questions, will allow students to analyze data and identify solutions once again. Consequentially, I will be able to exchange information relevant to themes using digital media as well as inspire student reflection.

Furthermore, by recording a dramatization of a text performed in class on a Flip recorder, posting it to YouTube, and replaying it in class using a laptop and projector, I as an instructor will be able to note if students comprehend the values of the written messages they are acting out. I will also be able to note if the other students in class understand the text. If they are not I will be able to replay the video and identify the moments they do not understand and work with them to ensure that they fully understand the entire passage. The use of these technologies in combination with the teaching strategies will allow students to demonstrate their comprehension of written messages and analyze data from a variety of media through a relevant learning experience.  


Likewise, a similar process is carried on later in the lesson with the viewing of another YouTube video and post video inquiry. In fact, the only difference that can be found in this activity is that the students demonstrate their understanding of oral messages instead of written ones. However, this activity not only allows students to analyze data and solve problems, but also promotes their reflections. Though I will be able to complete a check for understanding with the inquiry process, I will also be able to carry out another formative assessment through the use of the iClickers and online grade book. The responses recorded from the iClickers will show me if students understand the material while automatically logging grades into the online grade book. All in all, I will be able to identify if modifications must be made to the lesson while still providing students a variety of assessments. 

Another formative assessment used in the lesson involves the use of online dictionaries, newspapers, and the internet to create a presentation (PowerPoint, Prezi, etc) on a laptop that will eventually be projected and given to the class. With these tools students will conduct research, discuss, and ultimately collaborate to father a media presentation.  In the end, the contributions made to the team to produce the media rich work will demonstrate group expression, model collaborative knowledge, prove that students can locate information from media sources, and communicate information effectively using media. Each of these standards are also achieved in the activity in which students create and act out skits using a laptop and PowerPoint to organize their ideas. Flip recorders are used to record the skits and YouTube to replay them, thus ensuring that students have means to review material covered in class.


The last assessment provided again calls upon the use of online dictionaries, newspapers, and the internet. This time students are to use the same tools to conduct research and create an individual media rich presentation. This time however, individual expression will shine as students use the media to effectively communicate.

Youtube and Flip Recorders

While studying abroad in Florence last summer I, as well as three other students, conducted and Independent study that focused on Italian culture. Each week covered a different aspect of Italian culture and by using Wordpress, our instructor communicated preliminary reading materials with us. We would read the literature provided and then post blog entries related to the research we conducted. Then the real fun began: we were required to find an Italian and conduct an interview with them in Italian relating to the week's topic. We were issued two Flip recorders from the university to document our interviews, and after the interview was conducted we then posted each video to Youtube. 

In my opinion, this is a great way to incorporate technology in a foreign language setting. Unfortunately, Florence is now extremely tourist based and as a consequence many Italians prefer to speak English over Italian. At first I found this very frustrating but after time I found that if I insisted on speaking Italian with someone, it would happen. Additionally, the interviews were a great way to speak the target language with natives. I was lucky enough to interview a variety of Italians and be able to hear different accents and dialects. Furthermore, after each student posted their videos on Youtube, the rest of us were able to view the videos which was really beneficial. Not only was I able to learn all I did through my own interviews, but I also learned a great deal from the interviews conducted by others. The other students were also able to find a diverse population of interviewees, which further expanded my horizons.

In the future I plan to use each of the tools listed above to facilitate learning. Through Youtube and Wordpress, students are able to learn from their own products as well as from the products of others. Moreover, both tools address essential elements to learning a language: reading and listening. By using these websites in the classroom, students will truly be able to improve their language skills. Moving forwards to the use of the Flip Recorders, the fact that the recorders have a built in USB connection is really beneficial. This feature makes it quite simple for students to upload their videos to a computer and website. In addition, recording a student speaking as well as acting out address the critical skills of acquiring a language: conversation and cultural acquisition. Ultimately, each technological tool listed address essential aspects of foreign language learning in a simple manner as well as address NETS standards. I can honestly say that I cannot wait to use these instruments in my future classroom.

Google Docs for Teachers

After reading through the eBook that Dr. Domine posted I learned quite a few things about using Google Docs in the future. Starting with the Google Presentations I realized that it is much easier to produce a presentation using Google than PowerPoint. I sometimes struggle to add videos to presentations when using PowerPoint but from what I see in the eBook, adding videos to a Google presentation is quite simple: all one needs is the URL to the video. Additionally, I was not aware that it was possible to create online quizzes and tests using the Google forms option. This way not only is it easy to create assessments for students to complete at home but there is also and option for Flubaroo which can automatically grade multiple choice questions. I feel that this is a luxury for both student and teacher because it obviously makes the teacher's life easier and I know as a student I am overjoyed when I receive instant feedback on the work that I submit. Also it is useful to see that different point values can be assigned to different questions due to the fact that we are learning how important it is to rightfully assign point values to questions in CURR 314.

 Overall, I feel that the use of Google Docs in the classroom is a great way to incorporate content area literacy due to the fact that the students will be forced to read and write when they produce documents. Students may also find it useful to use these documents while creating group presentations. The automatic save feature is my favorite trait of Google documents since it makes it so easy for one to add to a document without worrying about losing any work they may have completed. It is also easier and faster to use Google Documents in the collaboration process because the responsibility of collaboration no longer falls onto one person. Instead, each group member is responsible for adding their own work to the document to ensure that the group collaboration functions successfully. Another powerful aspect of the the Google documents lies within the revision history. It is now impossible to have stragglers in the group who get by by doing the bare minimum (or nothing at all) for a group project. Now an instructor is able to see what each group member contributes and consequently can fairly assess each student.

 Furthermore, it is helpful to have an assessment tool so readily available and convenient to students' busy schedules. They will be able to take quizzes and tests online on their own time and track progress more easily. I feel that this feature is a great way to prepare the students for college due to the fact that many college classes require online assessment (even those that are not conducted online). Additionally, as they prepare for the future with the Google Documents they will also be satisfying NETS standards as well as the Core Curricular Standards.

Interactivity 5

Link to Spreadsheet 

For this interactivity, I interviewed a high school (grades 9-12) foreign language teacher in the Wayne Public School District. Upon presenting the interview questions, I was shocked that not only had the school not begun to implement these standards, but that this particular instructor had not even heard of them at all. She was a little confused when the interview started but after I presented her with a copy of the standards she was able to tell me that she was not familiar with them. However, she was also very eager to learn about them and asked where she would be able to find a copy of these standards for herself so she could decide if she could employ them into her classroom. This surprised me due to the fact that I am a product of the Wayne school system and always felt as though I was privileged to go to school in an area where technology was integrated into the curriculum effectively. I was also surprised due to the fact this teacher is a Montclair State graduate, and I had assumed that her course of study here would have introduced her to the NETS.

 Through the interview, the instructor made it clear that not only did her school not implement the NETS standards, but the district overall had not begun either. She also did not know if the state of New Jersey had even started introducing the NETS standards at all. However, she assured me that technology integration initiatives were taken to increase student proficiency and media literacy. Wayne has adapted some of the requirements of the ISTE by providing advanced technology in classrooms. Some examples of the electronic equipment to better suit the needs of an advancing society would be the Smart boards, ELMO, and LCD screens.  In the foreign language classrooms, they have updated some of the textbooks for a modern society and a more streamlined way of learning.  Some of the benefits to the new textbooks are authentic conversations, real-life scenarios, references to current events, online workbook capacity, and availability of music and film. It is clear that the district has taken more initiative with technology since I graduated in 2009 and I hope to see them implement the NETS standards in the near future. 

As a future educator, I would speak to others in my school about the NETS standards in order to assure that students are receiving the most out of their education. I believe that during a job interview I would ask if the district has implemented the use of the standards and if they have not I would raise awareness of their existence. I feel by doing this, I would be able to show how the standards should be incorporated into the curriculum and reach a broader audience. Once in a district, I would provide a copy to each educator and faculty member and explain the importance of the standards as well as provide ways in which they can be introduced.

Death by PowerPoint

Admit it, we've all been there. A tool that is supposed to help us understand material suddenly turns into something that you dread. Is it really the tool though, or its use? I am inclined to say that it is the latter, which is really unfortunate. Don't get me wrong, I am not saying that we should eliminate the use of PowerPoint all together because it truly is an effective educational tool, but what I am saying is that we should revamp our usage. PowerPoint was not designed so we could put all our information on slides and then sit there and read for hours on end. Instead we should use the slides as a conversation/lecture guide. Additionally, the presentation is there to simply present information that we as humans cannot orally. By this, I mean that the tool can present visual and oral stimuli such as pictures, videos, and sound clips that will enhance student learning. Overall, the main message that I intend to give with this picture is that we as future teachers should use technology in positive manner to teach students by engaging them in the content, not to bore them to death.

Performance Tasks and ELLs

In my research I have come across this article which I have found fascinating for many reasons. This article incorporates the majority of what we have been learning in our teaching classes as pre-service teachers to ensure that content area literacy is achieved through fair assessment for all learners, in this case English Language Learners (ELLs),while incorporating technology. Currently, 10% of students from Kindergarten to 12th grade are ELLs and since this number is only growing, it is important now more than ever to ensure that these students receive the same educational opportunities as their peers despite the language barriers that they face. 

The article also discusses the importance of using performance tasks in lieu of paper and pencil testing to ensure that the ELLs can thoroughly demonstrate their acquisition of the material at hand. These tasks also teach ELLs the skills that they will need to keep up with the fast track technology based society in which we live. I, for one, am a strong advocate of the performance task rationale because this type of assessment forces students to show their comprehension of the material instead of their skills when it comes to test taking. Additionally, these types of tasks are usually fun and make the material relevant to the student in way that they actually want to learn the material presented to them. Furthermore, through the use of technology a student not only becomes technologically literate but also learns vital skills that he will most likely learn in the workplace. From past experience, I have seen that it is beneficial to change settings on all technological devices to function in the target language due to the fact that technological vocabulary is learned fairly quickly in this way. I believe that in doing so, the ELLs will find a less difficult time learning these types of words apposed to simply memorizing them.

Personally, I take this article to heart and plan to use its teachings to assure that I successfully communicate my content with my ELL students in a way that they will truly understand the content. Furthermore, an Italian language classroom is that of a "reverse ELL classroom" if you will. That is that language acquisition is essential to understanding the material and I personally believe that written tests and assessment alone cannot demonstrate this type of acquisition. I believe that performance tasks are the best way to assess content literacy as well as oral skills and ultimately, through this practice one will be able to identify if one can really understand and communicate that understanding.
 

Eight Ways Technology is Improving Education- Response

Overall I feel that the article that Dr. Domine shared with us is a great way to disprove skepticism when it comes to technology in the classroom as well as give us ideas of technologies that work (in contrast to those that are used just for the sake of being used). The most beneficial of the eight for a language classroom would be glovico.org due to the fact that it offers language lessons from native speakers to students all around the world. Though this website does not yet offer Italian, it does offer Spanish, Portuguese, French, English, Chinese, and Arabic. This website is very simple to use given that one has a a computer, a web cam, and a Skype account(which is free). All that one must do in order to receive lessons is go to glovico.org and create a free account, add credits using a credit or debit card, select an instructor based on their profile and ratings, and arrange an appointment. I feel that this website is a great way for students, who do not speak the target language at home, to receive practice when they are not in class and over the summer. I hope that Italian will be added to the list of languages soon so my future students will also be able to benefit from this program. 


Additionally, Geniverse has given me quite a few ideas regarding student assessment. Though this program is specialized to fit the needs of genetics students, I feel that I can use the concept behind the program to assess student progress more fairly. By conducting periodical observations of students while they are working on performance tasks I will be able to see how much progress they have made and also be able to tell when and where students need assistance. I believe that it is important to conduct these sort of checks in order to make sure that all students are on the same page and are each understanding the concepts presented to them. 

Moreover, multimedia projects are also a great way for students to learn and retain information. I remember all of the times in high school that I was asked to create videos and to this day I still recall the information I presented in the videos I stared in. Like the article
states, this is a great way to motivates students as well as teach them how to work successfully in teams. Ideas that I would have for multimedia presentations in an Italian classroom include recreations of literature selection, the art of presenting and creating a recipe(especially since food is such a great part of the Italian culture), and documenting a trip taking to Italy just to name a few. Ultimately, I feel like students will be able to have fun with this type of project especially since it calls upon their own creativity more than anything else. 

Furthermore,  electronic textbooks and epistemic games can also prove beneficial. In the high school in which I tutor the Italian classes are currently using the Sentieri textbook (which is also used here at Montclair and at William Paterson as well). Though students are required to have the hard copy textbook in class they are also provided with a free online version that they can access at home. Additionally, the textbook also comes paired with an online workbook where students can practice their skills at home with various assessments. It is evident that this tool can be beneficial to student learning while relieving the stress of lugging a giant textbook back and forth from school and home everyday. When it comes to epistemic games, I feel like these are a great resource for students to make Italian concepts relevant. Some may wonder when they will ever use Italian in the real world and this can be a great application. Games that I would strive to find would include eating at an Italian restaurant and shopping at an Italian store using Euro just to name a few. In the end, I feel that students would take a great liking to these sort of games and as they enjoy themselves they will also be learning concepts that they will bring with them for the rest of their lives.