Media+&+Tech+-+Agenda+Winter+2018

//The agenda for each day of Span 672/SLAT 610 will be posted here.// toc

=3-15-18: Personalized Learning=

=3-13-18: Visual Cognition=

=3-8-18: Creativity (Con't.)=

=3-6-18: Creativity=


 * Today's Topic: Language Learning as a Creative Process: The Conceptual Core of Creativity **


 * Today's Objectives: **
 * Students will define creativity.
 * Students will assess their own creativity and evaluate it in light of their professional domains.
 * Students will explore characteristics and conditions commonly associated with creativity.
 * Students will identify and examine examples of key elements of the creative process.


 * Today's Guiding Questions: **
 * What do we mean by creativity? (Individually, Professionally, Societally, Culturally)?
 * How is individual creativity commonly assessed and how does that differ from how professional domains assess it?
 * Why is it easier to be creative in some settings than in others? What are some of the conditions that seem to foster creativity?
 * What are some of the elements of the creative process (according to research) and how do they align with key principles of SLA?


 * Today's Can Dos: **

1) I can define creativity. 2) I can evaluate creativity. 3) I can engage students in using web 2.0 tools for creative language production.


 * Today's Tools: Technology Tools **


 * Housekeeping **


 * Roll


 * ACTIVITY 1: ** **Tech Byte**


 * ACTIVITY 2: Definitions - What do we mean by creativity? **

[|Creativity Brainstorming: TitanPad]


 * ACTIVITY 3: What is creativity? **

(Food, art, superhero images ppt)


 * ACTIVITY 4: Defining Creativity **




 * ACTIVITY 5: FL Examples of Student Metaphors **

(I am like a .... because ....)


 * ACTIVITY 6: ** **Evaluating Creativity** - Big C v. little c - How is individual creativity commonly assessed and how does that differ from how professional domains assess it? Are you creative from a cultural, societal, and/or global perspective?

[|Creativity Test] (Associative Flexibility) [|School of Art & Design Creativity Test] (General Page) ([|Creative Uses of the Test]) [|How Far Does Your Creativity Go? (Os)] [|How Far Does Your Creativity Go? (Xs)] [|How Creative Are You?] (Diamonds) [|2-minute Creativity Test] (5-question self-assessment - one for individuals and one for organizations) [|Art Institute of Vancouver's Right/Left-brain Creativity Test](Reports results in a useful format with excellent explanations) [|Creax Creativity Test] (Provides a spiderweb results on 8 different metrics) [|Self-scoring Creativity Test] (Must be ordered online: Originality, Fluency, Flexibility, Elaboration)


 * ACTIVITY 7: Homework **


 * 1) Choose ONE to read: ** Csikszentmihalyi, Mihalyi. (1996). [|Chapter 5] from // Creativity: Flow and the psychology of discovery and invention. // NY: HarperPerennial. ISBN 0-06-017133-2.

OR

Hofstadter, Douglas R. (1986). //[|Metamagical themas: Variations on a theme as the essence of imagination.]//

//OR//

Hofstadter, Douglas. [|Variations on a theme as the crux of creativity].


 * 2) Explore at least 3 examples of creativity from this page: ** Creativity by Design


 * 3) Explore examples of creativity in world language education from this blog: **




 * 4) Watch this 11-minute video: **

[|Where Good Ideas Come From by Stephen Johnson]


 * 5) Explore these resources: **


 * [[image:creativitybydesign/InfographicsAsCreativeAssessment.JPG link="http://www.schrockguide.net/infographics-as-an-assessment.html"]] ||
 * InfographicsAsCreativeAssessment.JPG ||


 * [[image:creativitybydesign/WritingPrompts.JPG link="http://writingprompts.tumblr.com/"]] ||
 * WritingPrompts.JPG ||


 * 8) Choose ONE of these videos to watch: **


 * Changing Education Paradigms **

RSA Animate. (2010, October 14). [|Changing education paradigms]. // YouTube. //


 * The Click Moment **

Johannson, Frans. (2012). // The Click Moment //. NY: Portfolio Penguin.


 * Dare to Wonder (If you pick this one, choose at least one more.) **

Oreo Cookie. (2014, Jan. 26). [|Dare to wonder]. // YouTube. //

- This 30-second video asks what would happen if we dared to wonder, dared to try, dared to share ourselves, dared to stop worrying who we are "supposed" to be, dared to use what is inside of us to overcome our fears and doubts.


 * Do Schools Kill Creativity? **

Robinson, Sir Ken. (2006, February). [|Sir Ken Robinson: Do schools kill creativity?] // TED Talks (on YouTube). // Retrieved April 27, 2007, from []

Florida, Richard. (2005). [|The flight of the creative class: New global competition for talent]. NY: [|HarperCollins]. ISBN0-06-075690-X.
 * The Flight of the Creative Class **


 * The Rise of the Amateur Professional **

[|Charles Leadbeater: The Rise of the Amateur Professional] - Begin with the section on New Creativity. Thought-provoking - Explains that creativity is collaborative, cumulative, and distributed. Discusses connections between social networks and "innovation in use," the need for collaboration between inventor and user and the disruptive nature of true innovations. Outlines the huge implications that lack of ability to self-express has for organizations, discusses differences between open and closed systems (think ecologies, stagnant ponds) and their likely impact on competition, and companies built on communities. His final explanation in the last 2 minutes re: how turning "users into producers and consumers into designers" will be difficult to stop, and the image he paints of what that could do in terms of changing education is particularly thought-provoking


 * TED Talks on Creativity **

- A collection of TED Talks on creativity

9) Choose an article from the Visual Cognition section of the readings page to read.

10) More to explore: MLC2006 - Creativity

=3-1-18: Gamification=


 * Today's Topic: Pedagogical Implications of Emerging Technologies (Gamification)**


 * Today's Objectives:**


 * Students will explore multiple perspectives on gaming as a tool for learning.
 * Students will articulate how gaming exemplifies 21st Century skills.
 * Students will explain what teachers can learn from research on gaming that can be used in designing motivating language learning environments and experiences.


 * Today's Guiding Questions:**


 * What does research on gaming teach us about the relationship between learning and flow, motivation, scaffolding, and feedback?
 * How does the philosophy of //gamification// seek to address problems of teaching and learning?
 * Why do some educators feel that the philosophy of //gamification// has severe limitations//?//
 * What can teachers learn about designing compelling language learning environments and experiences from video gaming?


 * Today's Can Dos:**

1) I can explain the relationship between learning, flow, motivation, scaffolding, and feedback 2) I can use principles of flow, motivation, scaffolding, feedback, and proficiency to evaluate language learning games. 3) I can explain advantages and disadvantages of a //gamification// approach to learning.


 * Today's Tools:** Language Learning Games, Kahoot

Gamification ([|Signature Search])




 * ACTIVITY 1: Tech Byte**


 * ACTIVITY 2: Exploring Games **

[|Interactive Video for Keep Your Head Up]
 * [[image:languagelinks2006/TechCultLogo.gif link="http://www.techcult.com/the-150-best-online-flash-games/"]] ||
 * 150 Best Online Flash Games ||

[|Interactive Advertising (Madewell)]

[|Top 10 Interactive YouTube Games]

[|Fastr - A Flickr Game]

[|LineRider]

[|The Color Game]



[|First Person Tetris] this doesn't work

[|Pop Word] (Hint: Drag your cursor from letter to letter to make words. Letters must be contiguous.)

[|The Set Daily Puzzle] (Check boxes to make sets. You'll get pop-up feedback.)

From Arab-Ital_Lrnr: This was on my Facebook feed today from one of my Arab friends, and it seemed to be exactly on topic:




 * ACTIVITY 3: Educational Games **















[|Ten Puzzle Websites to Sharpen Your Programming Skills]

[|Picture Dots]


 * ACTIVITY 4: Language Learning Games **

[|Mind Snacks]

[|Second Life]



[|7 Great Games to Learn Spanish, French, & Other Languages]

[|Language Games]



[|Asia Society - Students] (also, click on For Kids)

[|Chinese Games & Stories]

[|Laboratoire]

[]

[|Signing Time Games]

[|Why use games in teaching EFL?]

- Type the name of your target language in the search box in English. Choose one of the games to play. ([|Explore this one first]) ([|Create a game here])





[|Chinese New Year Scrambler Puzzles] (Culture)

[|South American Geography Games]

[|Chinese Games & Kids Games]

[|Games & Activities for the ESL/EFL Classroom]



[|The Gamification]

[|Find the Learning in Any Game]


 * ACTIVITY 5: Debrief**

1) Which games were fun to play? Why? 2) What did you notice about the games designed for "educational purposes?" 3) Compare the games that were designed for educational purposes, those designed for language learning, and those that were fun to play. What did you notice?


 * ACTIVITY 6: Gaming, Motivation, & Language Education**


 * What** **Gaming Can Teach Us About Effective Language Teaching & Learning**


 * Games as products
 * Gaming as a practice
 * Gaming as a perspective

What can we learn from gaming and related research about meaningful learning and motivation


 * 21st Century Skills
 * Learning
 * Flow
 * Scaffolding
 * Motivation (Value Expectancy Theory)
 * Feedback
 * Gamification
 * Open Source/Ubiquitous Learning
 * Transliteracy


 * ACTIVITY 7: Other Tools:** ([|Classroom Architect], [|Discipline Help], [|Kahoot][|Online Stopwatch], [|Ppt Timers])

[|Blogs], [|Bubbl.us], [|Flipsnack], [|GoogleDocs], [|Google Translate], [|Infogr.am], [|Issuu], [|Letterpop],, [|Lyrics Gaps], [|Lyrics Training], [|Motivator], [|Penzu], [|Tagul], [|Tagxedo], [|Thinglink], [|TitanPad], [|ToonDoo], [|Touchcast], TubeChop, [|Wordle], [|YouTube],[|Zamzar], [|Zaption]

= 2-27-18: Tech & Motivation =

= 2-22-18: UFLA Debrief =

= 2-20-18: Monday Instruction = (No class)

= 2-15-18: Attend UFLA = (No class on campus)

= 2-13-18: Tech Tools for the Presentational Mode =

= 2-6 & 8-18: Tech Tools for the Three Modes =


 * Today's Objectives:**


 * Teachers will identify tools that support proficiency development across the three modes.
 * Teachers will evaluate the affordances and constraints of individual tools.
 * Teachers will suggest pedagogical modifications for improving the effectiveness of individual tools in a language classroom.


 * Today's Guiding Questions: **

1) What tools might support proficiency development in the interpretive mode? 2) What tools might support proficiency development in the interpersonal mode? 3) What tools might support proficiency development in the presentational mode? 4) What characteristics should teachers evaluate to determine if tool is a "good" one for a language classroom? 5) What pedagogical adaptations can teachers make to improve the effectiveness of a tool in a language classroom?


 * Today's Can Dos: **

1) I can identify tools that support proficiency development across the three modes of communication. 2) I can evaluate the affordances and constraints of individual tools. 3) I can suggest pedagogical modifications for improving the effectiveness of individual tools in a language classroom.

=** Today's Tools **=


 * ACTIVITY 1: ****Tech Byte**


 * ACTIVITY 2: Tools for Interpretive Communication**


 * [|Best Language Learning Software of 2017]**


 * [|Essential Language Learning Tools]**


 * 12 Lan[|guage Immersion Tools for Google Chrome]**


 * What do [|businesses]tell us about developing [|effective reading] skills?**


 * What does the research teach us about developing effective interpretive communication skills?**


 * What do [|teachers] say about developing effective interpretive communication skills?**


 * What problems do teachers encounter when working with interpretive communication?**
 * **Locating Authentic Texts**
 * **Helping Students to Access Authentic Texts (Reading Levels, Reading Comprehension)**
 * **Structuring Authentic Texts to Support Comprehension (Pre-, During, Post-, Multiple Passes Through the Text)**


 * What tools are available and what problem is each trying to solve?**
 * **Interpretation**
 * **Listening Comprehension**
 * **Reading Comprehension**
 * **Reading Level (Text Accessibility)**













[|Spanish Language & Culture] [|Spanish Proficiency Exercises]

- Similar to Kahoot & Zaption--upload media and create interactive questions based on the media

- Upload a text, determine categories for highlight, publish and allow others to highlight, pie charts summarizing percentage of highlights are designed to provoke further discussion

- "Annotate" an online article with relevant videos, insert polls, etc., that students can touch and watch without losing the article on their iPads or smartphones.

- Search for images in the TL, then "annotate" them with audio, links, text, or videos

- Annotate various segments of video (great for having students make interpretive claims and provide evidence/interpretation for them

- Annotate videos

Chinese Russian Spanish Interactive Literacy Activities Spanish Reading Comprehension Practice


 * ACTIVITY 3: Tools for Interpersonal Communication**

[|Five Free Apps to Help You Learn a Foreign Language]

[|Internet Polyglot]

[|Appear.in] Chat Google Hangouts Skype [|Zoom]


 * ACTIVITY 4: Tools for Presentational Communication**


 * ACTIVITY 5: [|Evaluating Tools]**

[|39 Digital Tools Your World Language Classroom Should Have]


 * ACTIVITY 6: Pedagogical Adaptations to Tools to Foster Proficiency**


 * ACTIVITY 7:** **Homework**

1) Choose a learning activity or task. 2) Select a genre of tools. 3) Create the activity in three different tools. 4) Post your activity in the space below. 5) Come prepared to discuss the affordances and constraints of each tool.

= 2-1-18: Supporting Proficiency =


 * Today's Objectives: **


 * Students will define proficiency. (See [|ACTFL Performance Descriptors] . bottom of p. 4)
 * Students will analyze speech samples from different levels of proficiency. ( [|ACTFL Proficiency Guidelines] )
 * Students will identify and explore tools that support proficiency development across the three modes.


 * Today's Guiding Questions: **

1) What do we mean by "proficiency?" 2) How do different proficiency levels manifest themselves in student performance? 3) How can teachers use technological tools in conjunction with characteristics of proficiency to diagnose learners' needs and support their success in the world language classroom?


 * Today's Can Dos: **

1) I can define proficiency. 2) I can describe key characteristics of proficiency for each level. 3) I can use technological tools to diagnose learners' needs and support their proficiency development.

=** Today's Tools **=


 * ACTIVITY 1: Visual CVs**


 * ACTIVITY 2: Analyzing Real Life Examples of Proficiency**

1) Review this [|one-page summary] of the [|ACTFL Proficiency Guidelines]. 2) Watch these videos. a) What do you NOTICE about the speaker's Spanish? b) In what areas does the speaker SUCCEED? c) In what areas does the speaker's Spanish BREAK DOWN? d) How would you rate this speaker's proficiency? e) What NEXT STEP will improve this speaker's Spanish? (Would this help students know what to do next? How about [|this one]?)

[|Language Fail]

media type="youtube" key="BNQLmHKlmiE" width="560" height="315"

[|Gov. Rick Scott of FL Speaking Spanish] (:26) -

media type="youtube" key="MsPKV4JsrGQ" width="420" height="315"

[|Mayor Bloomberg Speaks Spanish]

media type="youtube" key="O9KMgRamba0" width="560" height="315"

[|One Semester of Spanish Love Song] (1:41) -

media type="youtube" key="ngRq82c8Baw" width="420" height="315"

[|Ordering in Spanish at Taco Bell Fail] (2:25) -

media type="youtube" key="y-T-GbasIqA" width="560" height="315"

[|Gwyneth Paltrow Speaking Perfect Spanish] (1:10)

media type="youtube" key="aLTXYP27b-I" width="420" height="315"


 * ACTIVITY 3: What tools are available? **


 * Today's Tools **


 * ACTIVITY 4: How do we evaluate them? **







media type="custom" key="29559415"

View this example: [|http://popplet.com/app/index.php#/1175734] Refer to this article for more information: [|World Language Students are Poppleting]


 * ACTIVITY 5: How do we use them to develop proficiency across all three modes? **


 * ACTIVITY 6: What about the pedagogy? **


 * [|Mystery Skype] [[image:languagelinks2006/SkypeLogo.png link="https://education.microsoft.com/skypeintheclassroom"]]


 * ACTIVITY 7:** **Homework**

= 1-31-18: Personal Learning Networks = // Technology as a Tool for Collaboration, Professional Learning, and Personal Growth //


 * Today's Topic: ** Personal Learning Networks


 * Today's Objectives: **


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


 * Today's Guiding Questions: **


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


 * My Questions: **

// Post any burning issues or questions you would like to discuss today here. //


 * Today's Tools: ** [|Diigo], [|Edmodo], [|Facebook], [|Feedly], [|FLTEACH], [|Hootcourse], [|Pinterest], [|Tweetdeck], [|Twitter], [|Zotero], Wikispaces


 * My Questions: **

// Post any burning issues or questions you would like to discuss today here. //


 * Today's Tools: **


 * Housekeeping **


 * Roll


 * ACTIVITY 1: ****Tech Byte**


 * ACTIVITY 2: Facebook Friend Wheel **

What does each example tell you about their personal networks? What do you notice about the composition of each wheel? What do you notice about the interconnectedness of each wheel?

[|Thomas Fletcher] [|Jason Wu] [|Example 3]


 * ACTIVITY 3: ** [|What is a personal learning network (PLN)?]

Image: [|Langwitches]


 * ACTIVITY 4: ** Why are personal learning networks so important in 21st Century society?


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


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


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


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


 * ACTIVITY 5: ** [|The Machine is (Us)ing Us]


 * What do links, linearity, and networks have to do with languages, learning, and life?
 * What do links mean in a gospel context? In terms of memory and learning? In terms of language development?


 * ACTIVITY 6: What is a hashtag? **

[|"Hashtag" with Jimmy Fallon & Justin Timberlake] [|Pencil Chat] (What is a hashtag? How are they used? Why are they useful?)


 * ACTIVITY 7: Hashtag Your Nametag **


 * ACTIVITY 8: Tagging: Interactive Mixer & Affinity Diagram **





**ACTIVITY 9: Social Bookmarking**

Complete the blue Diigo Scavenger Hunt worksheet.



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





ACTIVITY 10: How can you establish your own personal learning network?: Interpretive Communication ([|FLTEACH], [|Feedly], & [|RSS])












 * ACTIVITY 7: ** How can you establish your own personal learning network?: Interpersonal Communication ([|Edmodo], [|Facebook], [|Hootcourse], [|Twitter])












 * ACTIVITY 11: **

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


 * ACTIVITY 12: Homework - Visual CVs**

a) Why a visual résumé?

[|Margaret Williams]

b) How do effective visual résumés transcend languages (or not)?

[|Rocío Treviño]

[|Fernando Balderas Copto]

[|Laura Guerrero] [|Moa Jansson]

[|James Michael Chong]

c) Is there an advantage to print v. video?

[|CV vidéo - Lucie Le Squeren-Caulfield] media type="youtube" key="nvd5vqxeF1w" width="560" height="315"

d) What kinds of things might you include in a visual résumé?

Group 1: Multiple Representations [|Jason Keys] - Multiple representations highlight professional skills

[|Fabio Zanesco] - Multiple representations highlight professional skills

Group 2: Timelines

[|Antonio Di Vico] - Icons and timeline represent basic information

[|Doug Belshaw] - Photo combined with timeline (Flickr) [|Steve Jobs] - Photos combined with timeline (Flickr) [|Leonard] - Uses a series of cartoon-like images to demonstrate the development of his skills and experience over time

Group 3: Photos & Sentence Stems

[|Mike] - Photos combined with sentence stems and text boxes identify key information

[|Krista Neher] - Photos combined with sentence stems in an advertising-type style highlight skills and experience

[|Catrin DuChamp] - Photo combined with boxes and portfolio (Flickr)

Group 4: Icons

[|Laura] - Shapes, icons, and textboxes used to convey traditional content of a résumé

[|Matthew McNew] - Icon-laden format conveys large quantities of informéation common to most in a simple way

[|David P. Ingram] - Photos combined, icons, and multiple forms of representation used to convey large quantities of info. in an engaging way that is much more like a true infographic

[|Tina Chen] - Uses a traditional infographic format to convey "statistics" about her work

[|Chris Rowe] - Bar-graph format showcases the proportion of skills commonly used in his field that he demonstrated in various positions

[|Ailton Henriques] - Large photo with lots of text, more traditional in content

e) What are some key mistakes people make?

[|Deviant Art] [|Eric Bar]

More examples: [|Infographic Visual Résumés on Pinterest]

f) Create your own visual résumé. 1) Decide what content you will include. 2) Select a style that appeals to you.

3) Choose a tool from the list below. (Read pros/cons [|here]). ([|More tools])











4) DRAFT a visual résumé highlighting your technology knowledge and skills.

5) Evaluate your efforts: [|What Makes an Infographic Bad and How to Make It Better])

Additional Resources: [|Why Infographics in Education?]

[|5 Ways to Use Infographics in Language Classes] Examples of Tiered Assignments in World Languages

Evaluate:

[|Europass Online Composer]

[|Europass Examples]

= = =1-23-18: Research & Technology=

**Today's Topic:** Research & Technology


 * Today's Objectives: **

1) Teachers will identify high quality research about technology in world language education. 2) Teachers will locate high quality research about technology in world language education. 3) Teachers will format Microsoft Word documents for research.


 * Today's Can Dos: **

1) I can identify high quality research about technology in world language education. 2) I can locate high quality research about technology in world language education. 3) I can manipulate Microsoft Word documents effectively for research.


 * Today's Guiding Questions: **


 * How can teachers/graduate students use technology to identify, evaluate, and produce effective research?
 * How can teachers format Microsoft Word documents to create effective theses?


 * My Questions: **

// Post any burning issues or questions you would like to discuss today here. //


 * Today's Tools: **




 * Today's Agenda: **


 * HOUSEKEEPING **


 * **Roll**
 * [|The Power to Teach]


 * ACTIVITY 1: Tech Byte **


 * ACTIVITY 2: Locating Research with Technology**


 * ACTIVITY 3: Evaluating Research**
 * ACTIVITY 4: Curating & Annotating Research**


 * [[image:MendeleyLogo.JPG link="http://www.mendeley.com/"]]


 * [[image:languagelinks2006/ZoteroLogo.png link="https://www.zotero.org/"]]


 * ACTIVITY 5: Producing Effective Research**


 * Manipulating Text & Document Features in //MSWord// **
 * Cascading style sheets (CSS)
 * [|Accents] and other diacritical marks
 * Using shortcut keys
 * Headers, footers, page breaks, etc. (in Word for worksheets & theses)


 * ACTIVITY 5: ** **Homework**

=1-18-18: Just the Basics=

**Today's Topic:** Basic Technology Skills for Teachers


 * Today's Objectives: **

1) Students will use the course wiki effectively. 2) Students will format Microsoft Word documents for research and teaching.


 * Today's Can Dos: **

1) I can navigate and edit the course wiki. 2) I can manipulate Microsoft Word documents and images effectively for research and teaching.


 * Today's Guiding Questions: **


 * How does one embed multimedia (documents, images, videos, and widgets) into a wiki?
 * Where can teachers find copyright safe images?
 * How can teachers format Microsoft Word documents to create effective theses and instructional materials?


 * My Questions: **

// Post any burning issues or questions you would like to discuss today here. //


 * Today's Tools: ** [[image:meaningfulmethods/FotoflexerLogo.jpg link="http://fotoflexer.com/"]] [[image:languagelinks2006/FreeImagesLogo.jpg link="http://www.freeimages.com/"]][[image:languagelinks2006/Pixabay.JPG link="https://pixabay.com/"]]


 * Today's Agenda: **


 * HOUSEKEEPING **


 * **Roll**
 * [[file:Personal Password List 2016 Categorized.pdf]][[file:Personal Password List 2016 Categorized.doc]]


 * ACTIVITY 1: Tech Byte **


 * ACTIVITY 2: ** ** Individual Student Wiki Pages **
 * Creating pages
 * Adding text
 * Linking text and images
 * Uploading images
 * Uploading documents
 * Embedding videos
 * Embedding other items


 * ACTIVITY 3: Formatting & Manipulating Images & Shapes in //MSWord// **


 * Inserting an image
 * Resizing an image
 * Inserting shapes
 * Filling shapes with images
 * Layering images
 * Grouping images
 * Putting textboxes over images
 * Changing the transparency of textboxes
 * Screen captures
 * Borders and shading


 * ACTIVITY 4: Manipulating Text & Document Features in //MSWord// **
 * Cascading style sheets (CSS)
 * [|Accents] and other diacritical marks
 * Using shortcut keys
 * Headers, footers, page breaks, etc. (in Word for worksheets & theses)
 * [[image:languagelinks2006/ZoteroLogo.png link="https://www.zotero.org/"]]
 * [[image:languagelinks2006/ZoteroLogo.png link="https://www.zotero.org/"]]


 * ACTIVITY 5: ** **Homework**

=1-16-18: Copyright=

**Today's Topic:** Basic Technology Skills for Teachers


 * Today's Objectives: **

1) Teachers will co-construct the course syllabus. 2) Teachers will locate copyright safe images for classroom use. 3) Teachers will use multimedia materials in legal and ethical ways.


 * Today's Can Dos: **

1) I can identify my learning goals and priorities. 2) I can locate copyright safe images. 3) I can edit images.


 * Today's Guiding Questions: **


 * What do you want to learn about technology? Pedagogy? Content?
 * Why is copyright important?
 * Where can teachers find copyright safe images?
 * How can teachers edit images?


 * My Questions: **

// Post any burning issues or questions you would like to discuss today here. //


 * Today's Tools: ** [[image:meaningfulmethods/FotoflexerLogo.jpg link="http://fotoflexer.com/"]] [[image:languagelinks2006/FreeImagesLogo.jpg link="http://www.freeimages.com/"]][[image:languagelinks2006/Pixabay.JPG link="https://pixabay.com/"]]


 * Today's Agenda: **


 * HOUSEKEEPING **


 * **Roll**
 * [[file:Personal Password List 2016 Categorized.pdf]][[file:Personal Password List 2016 Categorized.doc]]


 * ACTIVITY 1: Tech Byte **


 * ACTIVITY 2:** **Co-construction of Course** **Syllabus**




 * **A**ctivities & **A**ssignments: What would you like to do?


 * **B**asic Skills: Where are the gaps in your knowledge and skills?


 * **C**reate: What would you like to learn to "make" with technology?


 * **D**iscover: Is there a particular field you'd like to explore?


 * **E**xplore (Tools): Are there particular types of tools with which you'd like to work?
 * **F**eedback (Developing autonomy and professional judgment)


 * ACTIVITY 3: Locating Copyright Safe Images **


 * Navigating in tabs
 * Tiling windows/working in two windows
 * Advanced Search Tools & Techniques
 * [|Country-specific Google]
 * [[file:FL Search Tips & Tricks - One Page.pdf]]
 * [[file:FL Search Tips & Tricks 2016.pdf]]


 * [[image:languagelinks2006/FreeImagesLogo.jpg link="http://www.freeimages.com/"]][[image:languagelinks2006/Pixabay.JPG link="https://pixabay.com/"]]


 * ACTIVITY 4: Editing Images **[[image:meaningfulmethods/FotoflexerLogo.jpg link="http://fotoflexer.com/"]]


 * ACTIVITY 5: ** **Homework**

=1-11-18: The History of Technological Change=


 * Today's Topic: ** The History of Technological Change in Education


 * Today's Objectives: **


 * Students will provide nuanced definitions of "technology" and "technological pedagogical content knowledge."
 * Students will describe the history of technology use in education.
 * Students will explain how physical trends in the evolution of technology have influenced technology evaluation and adoption in education.
 * Students will develop basic search skills.


 * Today's Guiding Questions: **


 * //What do we mean by "technology?"//
 * //How has technology evolved in the last 40 years?//
 * //How have trends in the evolution of technology influenced the evaluation and adoption of technology in education?//
 * //How can world language teachers locate culturally authentic materials and high quality information in the target language efficiently?//


 * My Questions: **

// Post any burning issues or questions you would like to discuss today here. //


 * Can Do Statements: **

1) I can define technology. 2) I can describe the history of technology use in education. 3) I can explain how key trends in the evolution of technology influence technological evaluation and adoption in education. 4) I can locate high quality information quickly and effectively.


 * Today's Tools: [[image:languagelinks2006/GoogleScholarLogo.gif link="http://scholar.google.com/"]] **

, ,


 * HOUSEKEEPING: **


 * Roll


 * ACTIVITY 1 ****: Tech Byte **
 * ACTIVITY 2: ****[|Help Desk]**[[image:ViewPureLogo.JPG]]

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


 * ACTIVITY 3: What do we mean by "technology?" **

Definitions of Educational Technology: "Educational technology involves the __ disciplined application of knowledge __ for the purposes of improving learning, instruction, and performance" - [|Michael Spector]

[|Kids React to Rotary Phones] media type="youtube" key="XkuirEweZvM" width="560" height="315"

1) What strategies do the children use to learn about and make sense of rotary phones?
 * Notice similarities between the phone and their prior knowledge and experience --> Observe, Interact, Reflect, Compare/Contrast
 * Social networks --> Observe, Interact, Extrapolate, Integrate
 * Read history --> Read, Comprehend
 * Essential characteristics --> Observe, Notice, Identify
 * Social media --> Interact
 * Play --> Experience

2) What implications does that have for teaching (especially for teaching with technology)?

a) Metacognition/Reflection (Head) b) Emotion (Heart) c) Interaction (Hands) d) Application: Experiential, inquiry-based, discovery learning, modeling/demonstration, questioning


 * 4 ****: [|The Evolution of Classroom Technology] **


 * ACTIVITY 5: Trends in Technological Evolution & Educational Adoption **


 * Size --> Portability
 * Portability --> Flexibility
 * Convergence -> Multifunctionality
 * Functionality
 * Durability
 * Usability
 * Adaptability (v. "functional fixedness")


 * ACTIVITY 6: TPACK**



Image source: [|http://tpack.org]

a) What is TPACK? b) How does TPACK help to explain failures to integrate technology effectively? c) Why should we be concerned with TPACK in this course?


 * ACTIVITY 7:** ** Debrief ****Homework**

=1-9-18: Intro. to the Course=


 * Today's Topic:** Introduction to the Course


 * Today's Objectives:**


 * Students will use technology tools to get acquainted with one another.
 * Students will explore the general structure and content of the course wiki.


 * Today's Guiding Questions:**


 * //Who am I?//
 * //Who are you?//
 * //What is the nature, content, and structure of this course?//
 * //How is the course wiki organized?//


 * Today's Tools:** [[image:GoogleDocsLogo.gif link="https://docs.google.com/forms/"]],[[image:WikispacesNewLogo.png link="www/home"]]


 * HOUSEKEEPING:**


 * Roll
 * Name Tags


 * ACTIVITY 1: Tech Byte** and [|FreeTech4Teachers] Blog by Richard Byrne


 * ACTIVITY 2: Cybersafety**
 * Discussion of usernames and dangers of linking personal and professional identities to online activities
 * Discussion of reasons for creating "junk" e-mail addresses
 * Discussion of rules for creating strong passwords



[|Painless Password Management]


 * ACTIVITY 3: Google Challenge** (Who am I?)
 * Educational Credentials
 * Hobbies & Personal Interests
 * Participation in Professional Organizations
 * Professional Projects & Activities
 * Other Random Facts of Interest


 * ACTIVITY 4: Google Challenge 2** (Who are you and is your information secure?)


 * ACTIVITY 5: Buzzword Bingo, Constructivism, & Tech Integration**




 * ACTIVITY 6: Managing Expectations**


 * What is the Lord preparing you to do?
 * Expectations (2 hours of homework for every credit hour)
 * Self-care [[image:languagelinks2006/ManageYourEnergyNotYourTime.JPG width="310" height="100" link="https://hbr.org/2007/10/manage-your-energy-not-your-time"]]
 * Capacitate yourself to be leaders in the field


 * ACTIVITY 7:** ** Homework **