Technology in the K-12 FSL Classroom - research, resources, and realizations
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Everything Teachers Need to Know about Remind101

Everything Teachers Need to Know about Remind101 | Technology in the K-12 FSL Classroom - research, resources, and realizations | Scoop.it

Via Tom D'Amico (@TDOttawa)
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ACTFL 21St Century Skills Meet Technology Infographic

“ A suggested but not exhaustive list of possible applications that may help foster 21st Century Skills in today's language learners.”
Via Ms Webster
Ellen Murphy-Dunn's insight:
Scooped after assignment completion, so no commentary. Just a cool infographic about options for tech integration sand 21st century learning.
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Blog in the New World

Blog in the New World | Technology in the K-12 FSL Classroom - research, resources, and realizations | Scoop.it
Living the Net Life
Ellen Murphy-Dunn's insight:

This blog entry, on a site created by Spanish and technology teacher Kevin Murphy of Massachusetts, has a wealth of resources gathered by someone who has both the language teaching and tech teaching background to know what works, what doesn't, and what consideration must be given to every decision involving the use of technology in the L2 classroom. His comments echo those of another scoop here (http://www.huffingtonpost.com/matthew-lynch-edd/mobile-technology-in-k-12_b_3989748.html) and his favourite piece of tech to use is Google, as discussed in this scoop (http://www.makeuseof.com/tag/how-to-use-google-forms-to-create-your-own-self-grading-quiz/)

 

His posts include both those apps useful for instruction, as well as apps for self, peer, and summative assessments, and apps for grading and record management. The challenge with tech-savvy teachers looking to incorporate technology into their L2 classrooms is not necessarily a shortage of apps and software, it is finding the right mix that works for your program, your available hardware, and your students.

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Mobile Technology in K-12 Classrooms: More Than a Question of Cost

Mobile Technology in K-12 Classrooms: More Than a Question of Cost | Technology in the K-12 FSL Classroom - research, resources, and realizations | Scoop.it

“ Mobile Technology in K-12 Classrooms: More Than a Question of Cost - The Huffington Post”

Ellen Murphy-Dunn's insight:

To summarize the article: As with all tech initiatives, implementing mobile technology comes with costs beyond just acquisition of devices. One also has to consider maintenance, bandwidth, IT, training, software, and replacement costs. It is essential that implementing a one-to-one tablet program be done because it enhances and improves student learning, and is not just a cultural bandwagon. Development of students' work ethic and the value of traditional, non-digital methods must also be considered.


Within the context of the L2 classroom, these considerations must be taken into account when determining which platform is right for which setting.  Were mobile technology to be more readily available in the K-12 L2 classroom, it could be a game changer.  Studies have demonstrated its ability to increase student engagement; it also provides opportunities for self-assessment, guided lessons, comprehension checks during lessons, project creation, and the development of a host of other 21st century skills that are currently restricted to non-L2 learners because of the lack of available technology in their classrooms. The reality of introducing mobile technology into L2 classrooms in K-12, at least in the publicly funded schools, is that it will likely only happen in the short-term via BYOD (Bring your own device) initiatives.

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http://en.lingibli.com/ - Scannable Language Learning using QR codes

http://en.lingibli.com/ - Scannable Language Learning using QR codes | Technology in the K-12 FSL Classroom - research, resources, and realizations | Scoop.it

Lingibli app - The Lingibli app is a new iOS and Android app designed to make learning a foreign language easier through QR codes.

Ellen Murphy-Dunn's insight:

QR codes, those little squares of seemingly randomly placed black and white squares that appear on all sorts of print media these days, can be used in the L2 classroom to help students learn vocabulary and expressions.  Teachers can print out a pre-made set of labels and place them according to their goals and the students' needs. The basic app is free, but additional collections of labels come with a moderate cost. Use of QR codes in the L2 classroom would be dependent on students' access to mobile technology (http://huff.to/171mZPr), but the advantage is that smartphones, which are almost ubiquitous among students at least in grade eight and up, work as well as tablets with this technology.

 

The advantages of this program are that it can be used by teachers at all levels of technical ability and it provides students another option for independent formative self-assessment.

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Socrative – A 21st Century Way to Assess

Socrative – A 21st Century Way to Assess | Technology in the K-12 FSL Classroom - research, resources, and realizations | Scoop.it

Teacher Dave Rudey Agrees that Using this Student Response System is "As Easy As Raising Your Hand" Let me set the stage: it’s professional development at o

Ellen Murphy-Dunn's insight:

Socrative is a two-way app that allows students and teachers to communicate in the classroom through the use of independent Student and Teacher software or apps, each with different functions. Its use in the L2 classroom has many possibilities, including diagnostic assessment to help determine students' current language proficiency, both for oral comprehension and written vocabulary, spelling, and grammar. It can also be used to create Exit Tickets, which are used to determine whether students "got" a lesson, an important function because so many students are reluctant to ask for clarification and help in person.

 

Like Google Forms, Socrative gathers and displays the results of student input, which makes tracking progress and planning easier for L2 teachers, many of whom might see upwards of 175 different students every day.  An additional benefit of socrative is that is runs just as well on students' personal devices as it does on board-supplied hardware and it is free, making it accessible to teachers who don't have adequate access to hardware, as long as they have Wi-fi available. I recommend checking out this video which exlains its features nicely. http://www.youtube.com/watch?v=EGr53IA91MU

 

One important note:  It can even be used in distance education courses because it is web-based, so teachers can not only check to see who understands, but who is actually there!

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OCOL - Rising to the Challenge: A Research Perspective on How to Double the Proportion of Secondary School Graduates with a Functional Knowledge of their Second Official Language*

Rising to the Challenge: A Research Perspective on How to Double the Proportion of Secondary School Graduates with a Functional Knowledge of their Second Official Language*
Ellen Murphy-Dunn's insight:

In 2003, the Government of Canada published its latest effort to address the language divide in our country.  It is called "The Next Act: New Momentum for Canada’s Linguistic Duality: The Action Plan for Official Languages (http://www.cpfnb.com/articles/ActionPlan_e.pdf). In it, they outline their goal of having 50% of students in the 15-19 year-old bracket bilingual by 2013. One of their recommendations for helping students reach this goal is greater access to technology in language classrooms. Recognizing that enthusiasm for bilingualism in our country is often subject to the ideologies of the governing political party, the failure to come close to reaching this goal is yet another example of the government recognizing the benefit of technology in the FSL classroom, yet still they fail to provide the funding that would address the shortage of that technology.

 

I believe in, and would love to do additional research on, the ability of technology to compensate for the shortage of qualified French teachers across the country. Perhaps a future research direction?

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An Introduction to Activity Theory

This is an 8.5 minute edited version of a lecture recently given to university students. It provides an introduction to the idea of Activity Theory and provi...
Ellen Murphy-Dunn's insight:

In addition to my post on corpora (http://bit.ly/1cKwaIE) , I came across the term Activity Theory in one of the articles, and had to find out how it was related to L2 learning in the classroom.  What I learned in this article (http://bit.ly/1apphbR) is that activity theory relates to language learning by providing a descriptive and analytical framework for improving the practices and outcomes of language teaching. It recognizes that each person is an agent who learns within a social and cultural context where learners are able to direct the activities in specific ways, according to their own objectives, motivations and histories (Couglan & Duff, 1994).

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Ontario Ministry of Education - new Framework for FSL in Ontario Schools

Ellen Murphy-Dunn's insight:

The Province of Ontario has recently released a new French curriculum that is to be implemented in Ontario school during the next school year. Of interest in this framework and the curriculum is the focus on authentic learning, use of the CEFR, and its outlines of the myriad ways that technology can (and should) be incorporated into the programs.

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Free Technology for Teachers: Add Voice Comments to Google Documents With Kaizena

Free Technology for Teachers: Add Voice Comments to Google Documents With Kaizena | Technology in the K-12 FSL Classroom - research, resources, and realizations | Scoop.it
Ellen Murphy-Dunn's insight:

A quick look at a potentially very useful tool that allow teachers to provide audio and written feedback to students on written work shared via a Google Drive account. It facilitates audio and written dialogue between teacher and students, and affords students the privacy that some need with respect to assessment in the L2 classroom, as reported in this study that looked at the impact of extroversion and introversion on language learners http://cat.inist.fr/?aModele=afficheN&cpsidt=1165127.

 

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Computer-Assisted Pronunciation Teaching - Bibliography

Computer-Assisted Pronunciation Teaching - Bibliography | Technology in the K-12 FSL Classroom - research, resources, and realizations | Scoop.it
Computer-Assisted Pronunciation Teaching: References
Ellen Murphy-Dunn's insight:

A simple yet comprehensive list of articles, resources, and programs that discuss or support pronunciation teaching. It is broken down by form and function, as shown:

*General works on Computer-Assisted Pronunciation Teaching
*Specific works on Computer-Assisted Pronunciation Teaching
*Visual feedback as an aid for pronunciation teaching
*Perceptual cues enhancement and modified auditory feedback for pronunciation teaching
*Speech technology and pronunciation teaching

General references
Specific references

*Materials for Computer-Assisted Pronunciation Teaching

*Computer-Assisted Pronunciation Teaching

*Computer-Assisted Pronunciation Teaching

 Computer-Assisted Pronunciation Teaching

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eTools for Language Teachers

eTools for Language Teachers | Technology in the K-12 FSL Classroom - research, resources, and realizations | Scoop.it
Ellen Murphy-Dunn's insight:

Sylvia Duckworth is considered one of the pioneers in Ontario with respect to incorporating technology in the Core French program. She shares resources via her blog and offers workshops for teachers interested in improving technology use in their programs.

 

(The fact that she teaches at Crescent School in Toronto, where tuition is $29,150 per year, might mean that she has better access to technology than others who teach the same course elsewhere.)

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Levy.pdf

Ellen Murphy-Dunn's insight:

Excellent inventory of types of technology used in L2 programs in 2009.  Breaks the list down by purpose - grammar, vocabulary, reading, writing, pronunciation, listening, speaking, and culture. Also discusses the need for teachers to remain cognizant of the purpose for implementing technology, for learners to attain optimal use of the technology, and for all to be aware of possible resistance to various technologies that students might already use for social purposes.

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Rosetta Stone releases new app to corner the market on mobile language learning for kids

Rosetta Stone releases new app to corner the market on mobile language learning for kids | Technology in the K-12 FSL Classroom - research, resources, and realizations | Scoop.it
Rosetta Stone is going mobile, and tapping into the youth market with the second installment of their Spanish/English app program.
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Textivate.com

Textivate.com | Technology in the K-12 FSL Classroom - research, resources, and realizations | Scoop.it
French story and Activities
Via Ms Webster
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How To Use Google Forms To Create Your Own Self-Grading Quiz ~ MakeUseOf

How To Use Google Forms To Create Your Own Self-Grading Quiz ~ MakeUseOf | Technology in the K-12 FSL Classroom - research, resources, and realizations | Scoop.it

by Angela Alcorn "Are you a teacher or trainer? Someone involved in a hiring process? Do you need to check somehow that other people have the skills or knowledge that you expect them to? Well, you’re going to love what you can do using Google Forms. You can create a self-grading test for whatever your purposes are. That’s powerful! "Google Forms are amazing tools, allowing you to do some really advanced tricks with forms as the front-end and spreadsheets at the heart. Once you get started you’ll be amazed at just how much you can achieve with this basic premise. Today we’ll look at how to create a self-grading quiz using Google Forms. From there, you’ll no doubt find a lot more ways to use forms and spreadsheets."


Via Jim Lerman, Evdokia Roka, Ellen Murphy-Dunn
Ellen Murphy-Dunn's insight:

While not an academic article, this post could be  very useful for teachers in the L2 classroom who are struggling with lack of access to new technology, lack of access to computers within the classroom setting, or just a general lack of awareness of the tools available for diagnostic, formative, and summative assessment.  The beauty of Google Forms is that does not require any special software; it can be accessed by students from home, and it automatically saves the results of each completed survey or quiz into a spreadsheet, which helps teachers manage record keeping and see at a glance which students need help and which are succeeding. 

 

See many other features of Google Drive that are suited to both L2 and core course classrooms here: http://www.educatorstechnology.com/2013/09/awesome-visual-on-how-to-use-google.html

 

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Duolingo 'incubator' aims to crowdsource language teaching - CNN International

Duolingo 'incubator' aims to crowdsource language teaching - CNN International | Technology in the K-12 FSL Classroom - research, resources, and realizations | Scoop.it

“Duolingo 'incubator' aims to crowdsource language teaching CNN International But technology could come to the rescue.”

Ellen Murphy-Dunn's insight:

Wouldn't it be wonderful if we could learn all the languages we want for free from the comfort of our own homes? Well, Duolingo, a well-recognized and respected language learning program with over 10 million users that is available as a mobile app and through their main website, http://www.duolingo.com/, is aiming to expand their offering of languages available to learners through crowdsourcing. This phenomenon, which has sprung out of the democratic, cooperative conditions that exist on the internet, is defined as: the act of taking a job traditionally performed by a designated agent (usually an employee) and outsourcing it to an undefined, generally large group of people in the form of an open call www.crowdsourcing.com

 

Duolingo's initiative is similar to the language learning program Memrise (http://www.memrise.com/), which already offers crowdsourced language lessons. The advantage of Duolingo is the format in which its lessons are designed, which brings in elements of memorization, pragmatics, gamification, and the use of badges that mark student progress. Duolingo was already well-suited to the FSL classroom (and has been recommended to students by their teachers for learning and enrichment), but may now improve access to L2 learning for many others.

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5 ways of using corpora to develop learner autonomy

5 ways of using corpora to develop learner autonomy | Technology in the K-12 FSL Classroom - research, resources, and realizations | Scoop.it
In her blog this week. Chia Suan Chong explains how she uses a corpus in the classroom to aid teaching and learning...
Ellen Murphy-Dunn's insight:

My first question as I read one of the scholarly articles below was "What the heck is corpora?" I had never heard the term before, but from my very limited knowledge of Latin, I figured it had something to do with a body of something.  So I went looking for an explanation and came across this blog post, in which an L2 teacher explains it like this: (Quotation marks used in the absence of html functions that would highlight it as a quotation)

 

"A corpus is a collection of texts or utterances (made easier with the advent of the computer and electronic databases), assembled for the purpose of studying linguistic structures and patterns. Current corpora can store millions of words. The linguistic features of the texts can be analysed by a concordancing software. A concordancer can, for example, show the frequency of the occurrence of words and/or their collocates. "

 

Still not really getting it, and now, another term: collocate.  I found an explanation of that one here http://dictionary.reference.com/browse/collocation which tells me that it refers to:

Linguistics . a co-occurrence of lexical items, as perform  with operation  or commit  with crime. Ahhh! I don't ever remember (explicitly) learning about collocation through my language learning efforts. It seems that my grasp of collocation was assumed to be gained through study of written works and through oral comprehension. However, one now has the option of concordancing software which can give the L2 learner the ability to see a word used in context several ways, or in corpora.  So I went looking for a concordancing tool online and found several, one of them being http://www.lextutor.ca/concordancers/concord_f.html
Recognizing that many learners are very self-directed, self-reliant, or reluctant to ask for or accept help from a teacher, I think that corpora and condordancing tools are a great tool for the L2 classroom -- perhaps better-suited to the secondary classroom, but useful nonetheless. I think this will become my new favourite tool in my quest to master the French language!
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SMART Exchange - USA - Search lessons by keyword

SMART Exchange - USA - Search lessons by keyword | Technology in the K-12 FSL Classroom - research, resources, and realizations | Scoop.it
Ellen Murphy-Dunn's insight:

This is a very simple but useful list of ready-to-use (prêt à utiliser!) SMARTboard activities useful in the Core French or Immersion classroom. I included it here in my curation assignment because it represents a way to incorporate technology for teachers who may not yet be ready for apps or software (due to lack of confidence or lack of training, as outlined in this scoop http://bit.ly/1aTwDXJ), or may not have computers or tablets available to students, but have access to a SMARTboard in their classroom.

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OPSBA - CORE FRENCH FINAL REPORT

Ellen Murphy-Dunn's insight:

This report outlines the result of a survey, done with three groups of stakeholders:

1. Canadian Parents for French

2. Curriculum Branch of the Ontario Ministry of Education

3.National Survey of Second Language Teachers,

to consider the delivery of Core French in Ontario's classrooms.

 

The responses of the three groups indicated that lack of resources, lack of support, lack of access to technology, lack of dedicated classrooms for Core French programs, teacher burnout, lack of real instructional time, and students' attitudes are all barriers to the delivery of Core French in Ontario. No surprises, but what is done with a body of knowledge says a lot about the value that a society places on that knowledge. Given the lack of action on the items in the report, many of which are carried over from earlier surveys, one might conclude that Core French in Ontario is just not a priority, despite what research tells us about the benefits of second language learning for students, as reported (without citations) by our own provincial government (http://www.edu.gov.on.ca/eng/amenagement/fls.html).

 

 

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Halton District School Board - FSL Program Strategic Directions 2014-2018

Ellen Murphy-Dunn's insight:

This comprehensive report on the current status and the future direction of French programs in the Halton District School Board outlines many of the challenges and opportunities that exist within the board in terms of delivery of French programs. The reason I have chosen to include the report here is not because it stresses the need for improved access to technology, but because it is curiously absent. The term computer, when I searched, only came up twice, both in relation to parents' ability to complete a survey or register their child for the program using a computer. My favourite line in the report is "The idea of ‘teaching from a cart’ in a Core French program was perceived as highly problematic and a demonstration of lack of value for Core French."  For me, this sums up my frustration, because the lack of access to technology in FSL programs is not necessarily about technology, it is about lack of respect for the language itself.

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Ontario Core French Teachers - a Facebook group

Ontario Core French Teachers - a Facebook group | Technology in the K-12 FSL Classroom - research, resources, and realizations | Scoop.it
Ellen Murphy-Dunn's insight:

On Facebook, Core French Teachers from Ontario (and a few from other locations) have a place where they can share best practices, look for support, ask for guidance, and share resources and challenges. I have included it here because the cooperative nature of 21st century learning is not restricted to the students themselves, but includes the teachers who support them. It is a closed group, which helps to ensure that discussions remain topical, professional, and respectful.

 

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Robynn B's curator insight, November 12, 2013 5:55 PM

Ellen introduced me to this facebook group, and it is such a wonderful resource!  It is a space for FSL, immersion teachers are welcome as well, to share ideas, experiences, strategies and upcoming events. This is a place for teachers from mostly across Ontario to gather and share curriculum material. Lessons are freely shared between members; it is a private members only group. This is a great way to find teachers in classrooms across the province for penpal exchanges, skype lessons, and video chats with peers who are at the same learning level.

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EduSpeak® Speech Recognition Toolkit | SRI International

EduSpeak® Speech Recognition Toolkit | SRI International | Technology in the K-12 FSL Classroom - research, resources, and realizations | Scoop.it
EduSpeak is a speech recognition toolkit specifically designed for developers of language-learning applications (such as for English as a Second Language, or ESL) and other educational and training software.
Ellen Murphy-Dunn's insight:

EduSpeak is the speech recognition software that allows language learning programs to include oral assessment as part of their package. On the developer's website, it lists the following features and benefits:

Features & Benefits 

Wide range of programming interfaces (Director, ActiveX, C, Java) - Faster integration into multimedia softwareWorks for child and adult voices - Unparalleled accuracy for children ages 4 and upWorks for native and non-native speakers - Robust to strong accentsSpeaker independent - No tedious user training session requiredScores pronunciation like a human - Feedback for language learners by word, phrase, or passageDynamically loadable vocabulary and grammars - Lesson design flexibility
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OCDSB - Update regarding French as a Second Language Initiatives in the OCDSB

Ellen Murphy-Dunn's insight:

The Ottawa-Carleton District School Board, likely because of its location in one of most bilingual cities in Canada, is a leader in FSL initiatives and support.  This report outlines and updates some of their initiatives, including job-embedded professional learning for FSL teachers, DELF and CEFR training and seminars (very important given the new focus on CEFR in the revised Ontario curriculum document), and the revision of existing courses to include authentic learning opportunities for students in the French language to name a few. One element that seems to me to be lacking is a discussion of how to improve access to technology for elementary FSL learners, although I suppose it is possible (and I hope) that they already have extensive technology in place.

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