Media+&+Tech+-+Assignments+for+Winter+2017

// The assignments due in class for Span 672/SLAT 610 will be posted here. Assignments are DUE on the date under which they are posted. //toc

=4-21-17: Final Exam=

1) [|Final Exam] - 7 p.m. to 10 p.m. = =

=4-18-17:=


 * 1) The Great Debate** [[file:Tips on Preparing for The Great Debate.pdf]] [[file:Question & Response Template for The Great Debate.docx]]


 * 2) Online course evaluation sent to you by BYU is due. VERY IMPORTANT!**


 * 3) Optional: Help with** [|Españolandia] (Apr. 20, 7 a.m. - 12 p.m.)


 * 4) Reminder of FLTEACH Assignment from 3-2-17 for those who couldn't find it. **

a) Visit the [|FLTEACH archives].

b) Select a month.

c) Select at least 5 threads (i.e., "separate lines of conversation"

d) Read the postings (i.e., all of the messages) in your selected threads.

(Note, if you prefer, you could search the archives for information on a specific language or topic, but you must read at least 5 different threads.)

e) Create a one-page visual representation of what you learned. **Post it here when finished.**


 * You may use any tech tool to create your representation.
 * The representation should "teach" your colleagues critical information.
 * The representation should share important insights you gained.

=4-13-17:=


 * 1) Final, hard copy of professional article due today.**

a) Review the agendas from this semester. b) Skim the topics on the Readings & Resources page. c) Think about the controversies technology raises. (Be prepared to PROPOSE at least one question.) d) Determine YOUR personal opinion about these "hot topics." e) Justify and defend your opinion using theoretical perspectives discussed in class.
 * 2) Prepare for The Great Debate [[file:Tips on Preparing for The Great Debate.pdf]]**


 * Sample Questions:**
 * Is it necessary for world language teachers to spend time teaching students to evaluate the information they find online?
 * Is it possible for world language learners to experience "flow" in a typical world language classroom?
 * Is technology a necessary part of developing literacy in contemporary society?
 * Is technology use in the classroom detrimental to the development of intercultural and social competence?
 * Should all world language learners be required to take at least one blended, hybrid, or online course before they graduate from high school?
 * Should world language learners be asked to "write" using multimedia, or only traditional print media?
 * Should world language learners be required to use technology for presentational communication?
 * Should literature professors ban technology from their classes in order to improve the development of students' literacy skills?
 * Should schools allow computer programming classes to count toward world language graduation requirements?
 * Should students be encouraged to play video games in other languages?
 * Should students be required to use technology in the world language classroom?
 * Should technology be used as a tool for capturing students' attention in the world language classroom?
 * Should technology use in world language classrooms be encouraged in elementary school?
 * Should the use of online translators be allowed in world language classes?
 * Should world language instructors advocate for more technology funding?
 * Should world language educators be concerned about globalization?
 * Should world language educators be expected to provide differentiated, personalized learning opportunities for every student in their classes?
 * Should world language instructors who teach blended, hybrid, or online courses be paid more than those who teach face-to-face classes?
 * Should world language instructors encourage cell phone use in the classroom?
 * Should world language instructors ban or censor students' technology use during class time?
 * Should world language instructors gamify their lessons?
 * Should world language instructors be required to teach students about copyright, cybersafety, and privacy?
 * Should all world language students be given access to technology as part of the course curriculum?
 * Should world language textbooks be replaced with technology?


 * Here are several different places you can look to see some additional types of general discussion questions about technology:**

- This is an excellent example of a question that would be relevant to this class. Notice how helpful a few sentences of background information can be in identifying the key issues involved. (For this activity, all you have to provide is the question, but if you also want to provide one or two sentences to frame each side of the question, you may. Everyone else will provide pros and cons for the question you propose.)


 * [[image:CreateDebate.png link="http://www.createdebate.com/browse/debates/all/mostheated/alltypes/alltime/Technology/0/24/open"]] -** Click on the individual questions to see the positions others have taken on your selected topic

- Click on the question to see the positions others have taken on your selected topic

"[|Room for Debate]" from the New York Times - This page contains a number of well-framed questions that are technology-related, along with responses written by experts.

Here is a SAMPLE list of the types of products, practices, and perspectives that you may want to leverage during the debate.


 * Perspectives**


 * Connectivism
 * Creativity & the Diffusion of Innovations
 * [|Democratization, Power, & Authority]
 * Digital Citizenship, Regulation, & Participation
 * [|Distributed Cognition]
 * Flow & Motivation
 * Gamification
 * Globalization
 * Identity
 * Immigration
 * Networking
 * Personalization
 * Privacy & Safety
 * Social Constructivism
 * [|TPACK]
 * Transliteracy
 * Visual Cognition


 * Practices (Some Examples)**
 * Autonomous Learning
 * Blended Learning
 * Blogging
 * Censoring
 * Cooperative Learning
 * Crowdsourcing
 * Cyberbullying
 * Cybersafety Training
 * Design Thinking
 * Distributed Learning
 * Gamifying Content
 * Gaming
 * Ghosting
 * Hacking & Phishing
 * Hybrid or Online Learning
 * Identity Theft
 * Personalized Learning
 * Professional & Social Networking
 * Self-publishing
 * Sexting
 * Spamming


 * Products (Some Examples)**
 * Avatars & Profiles
 * Coding
 * Creative Commons
 * Digital Textbooks
 * Flipped Classrooms
 * Functional Fixedness
 * Infographics
 * Learning Environments
 * Learning Management Systems
 * Mashups
 * Multimedia Journals
 * Online Assessments
 * Personal Learning Networks (PLNs)
 * Project-based Learning
 * STEAM
 * Student-Driven Learning
 * The Maker Movement
 * Unconferences
 * Virtual High Schools
 * Virtual & Augmented Reality
 * Webinars

=4-11-17:=


 * 1) E-mail your professional conference presentation PowerPoint to Dr. M. (or post it below).**


 * 2) Bring the revised hard copy of your professional articles to class today.**


 * 3) Begin studying for the final exam.**

=4-6-17:=


 * 1) Conference presentations are due today (no exceptions!)**


 * 2) Revise your professional article based on Dr. Montgomery's comments and bring a hard copy to class.**


 * 3) Final copies of professional articles are due 4/13/17.**

=4-4-17:=

a) We will have a tech byte, finish Jennifer's presentation, and then begin giving your conference presentations. b) Realistically, we won't get to everyone (and may not even begin presenting until next Thursday), but I'd like you to have them ready on Tuesday so that you can move on to other things.
 * 1) Finalize your conference presentations.**

a) Click the Edit button on this page. b) Type at least one question. c) Sign your question by typing ~ three times. d) Click the Save button.
 * 2) What questions do you have about teaching and learning world languages with technology (and/or teaching YOUR subject in particular with technology) that you'd like to be sure we address before the semester ends?**

//Post your questions in the space below://

In hopes to keep instruction mainly in the target language, how distracting are apps/websites that aren't in the target language? While using technology I have the most students speaking in L1, any tips? user:MmeFDLI

What are your suggestions for using technology in class when our classrooms don't have computers? Or when our students don't have access to computers at home? user:Teach2Create

//What is a good balance between using tech tools to create class materials and having students use the tools themselves?// //Can we discuss possible careers that involve technology + language education, but don't necessarily involve actual teaching in a classroom? Is that beyond the scope of this class? Even some online resources would help. We don't need to take time for them in class.// //Where can we get authentic visuals and sources besides pixabay and free images? While these are great springboards, I find that copyrighted material, texts, or images are really hard to come by. What suggestions can you make? user:uxbalam//

What ways can we integrate conversational activities and technology? I've learned a lot of great ways of presenting materials, but I would love to see more ways that conversational activities can function with technology. user:litstudent2018

In a class with many students, what are some strategies to keep students focused while also integrating technology? I sometimes ask my students to bring laptops to class for specific activities, but find that they become distracted. user:cotech94 user:cotech94

How can we best introduce and use technology to encourage our students to develop their own personal learning networks, rather than just create them ourselves? What is the best way to show students that they can keep learning the target language on their own the the resources available through technology? user:professorae

What is a good way to promote interaction and still use technological tools with students? What kind of activities are best in order to keep all students focused and involved? user:molive11

How can I best encourage a technology enviornment where my students are motivated to participate and excel instead of abusing the internet in class? user:AsaSpades

How can we encourage students to use technology not only in the classroom, but also when they return home? Along the same lines, what tools exist that would encourage students to continue their learning even after the semester (or class) has ended? user:shibutasensei

What are some possible drawbacks of using too much technology? Can the human element be lost when we focus on technology too much? user:jingerso1


 * There are still many learners that are stateless in the digital world:: 1) they're surrounded by it, their families all have internet enabled phones, but they really don't have internet access. 2) Their parents are digital immigrants, and are trying to preserve the old ways, strongly limiting digital access and exploration. --- Are there principles of advocacy to consider in these environments? - [[image:http://www.wikispaces.com/user/pic/Arab-Ital_Lrnr-lg.jpg width="16" height="16" caption="Arab-Ital_Lrnr" link="http://www.wikispaces.com/user/view/Arab-Ital_Lrnr"]] [|Arab-Ital_Lrnr]
 * I would like to return to discussions from the first week of class: Protecting a digital presence...especially for children. Internet safety (not so much copyright, but when digital exploration gets users to places they don't want to be). Are there key principles in training youth and parents on how to strike a positive balance on both these realms? - [[image:http://www.wikispaces.com/user/pic/Arab-Ital_Lrnr-lg.jpg width="16" height="16" caption="Arab-Ital_Lrnr" link="http://www.wikispaces.com/user/view/Arab-Ital_Lrnr"]] [|Arab-Ital_Lrnr]

**3-30-17:**


 * 1) Finalize your professional article outline template**. [[file:Professional Article Analysis & Rapid Prototyping Templates.docx]][[file:Professional Article Analysis & Rapid Prototyping Templates.pdf]]


 * 2) Bring a hard copy of a COMPLETE draft of your professional article with you to class.**


 * 3) What questions do you have about teaching and learning in blended and online contexts?**

a) Click the Edit button on this page. b) Type at least one question. c) Sign your question by typing ~ three times. d) Click the Save button.

//Post your questions in the space below://

//How can we keep students engaged when using blended learning? Are they more or less likely to take responsibility for their education when we integrate this learning style into the classroom? user:shibutasensei//

How can we use online learning to give students resources to continue their learning on their own? user:professorae

What helps students to stay engaged to keep learning in blended and online contexts? user:lhstegner

What makes blended and online learning successful? ferr17

What kind of tools can be used in blended and online contexts? What is the most effect way of planning a lesson in these contexts? user:molive11

While blended and online learning can be very successful for some learners, for others not. What types of factors can predict if a learner is well suited to blended or online learning? user:MmeFDLI


 * We've learned principles of determining if a platform is here to stay, but I'm still trying to figure out principles of whether application of any given technology is actually beneficial..."because learners today are digital natives and it is a familiar environment" feels like it's lacking the pedagogical rigor. I'm sure this has been covered, but I haven't internalized it yet. user:Arab-Ital_Lrnr
 * There are still many learners that are stateless in the digital world:: 1) they're surrounded by it, their families all have internet enabled phones, but they really don't have internet access. 2) Their parents are digital immigrants, and are trying to preserve the old ways, strongly limiting digital access and exploration. --- Are there principles of advocacy to consider in these environments? user:Arab-Ital_Lrnr
 * I would like to return to discussions from the first week of class: Protecting a digital presence...especially for children. Internet safety (not so much copyright, but when digital exploration gets users to places they don't want to be). Are there key principles in training youth and parents on how to strike a positive balance on both these realms? user:Arab-Ital_Lrnr

Online and blended experiences can often feel artificial in their attempts to create interpersonal communication opportunities. How can technology be leveraged to encourage authentic communication? user:AsaSpades

To what degree do professional educators view exclusive online teaching and learning as effective as traditional and/or blended teaching and learning? user:Djhemsath

**3-28-17:**

1) Complete the professional article outline template. = =

=3-23-17:=
 * 1) Full draft of professional conference presentation due. [[file:Template for a Conference Presentation.pptx]] [[file:Professional Conference Presentation Rubric.pdf]]**

a) Replace template content with your own text and/or images b) You must have at least 15 slides c) For now, you can include just images, or just text, or both. d) You do not have to have the FINAL version done yet. e) BUT, you DO need to have actual content outlined for all 15 slides.

Don't worry about your article. We will work through that step by step in class.

=3-21-17:=


 * 1) Continue working on your professional conference presentation. [[file:Template for a Conference Presentation.pptx]] [[file:Professional Conference Presentation Rubric.pdf]]**


 * 2) Begin drafting your professional article.[[file:The Language Educator Article Rubric.pdf]]**

=3-16-17:=

No class today ([|UCET Conference])


 * 1) Post your digital storytelling homework from 3/9/17 here.**


 * 2) Continue working on your professional conference presentation. [[file:Template for a Conference Presentation.pptx]] [[file:Professional Conference Presentation Rubric.pdf]]**


 * 3) Begin drafting your professional article.[[file:The Language Educator Article Rubric.pdf]]**

4) ** Complete the Professional Conference Assignment:  **

a) Attend a professional conference. b) Complete the assignment above. c) Bring the completed worksheet with you to class the day after you attend the conference.
 * The Utah Coalition for Educational Technology Conference (UCET) meets at the University of Utah today and tomorrow. You can still register at the door even if you did not pre-register.
 * Attend the [|UCET Conference]

=3-14-17:=

No homework

=3-9-17:=


 * 1) Keep working on your FLTEACH Project. Post it here when finished.**


 * 2) Read these bullet points:**

Stories are like. . ..
 * "Story, as a pattern, is a powerful way of organizing and sharing individual experience and exploring and co-creating shared realities" (Cointelligence Institute, 2003)
 * Good stories have rich layers of meaning . ..
 * Good stories reframe our perspectives
 * Good stories move and motivate us--transforming us
 * Stories reduce cognitive load
 * Concepts trump content
 * Stories convey important disciplinary concepts and social issues
 * Aesthetic considerations and rhetorical strategies are important parts of storytelling
 * Representing conceptual content assists students in internalizing it
 * Producing stories = creativity, critical thinking, and self-expression

a) Examine the examples listed under each of the tools below. b) Select ONE tool. c) Create something with the tool by following the instructions.
 * 3) Try a digital storytelling tool.**




 * Blabberize Examples & Instructions: **


 * [|Gargoyle with a headache (French)]
 * [|La casa inteligente]
 * [|El sacapuntas del futuro]
 * [|Spoke German Story (Einstein)]
 * [|German 3 Architect]
 * [|Chinese (Guy)]
 * [|Chinese 12.2.11 (Giraffe)]

0) Register 1) Select photo 2) Crop photo 3) Place mouth 4) Record voice: 5) Save your work (you have to register first).
 * My name is . . ..
 * One thought I have about storytelling in the world language classroom is . . ..
 * One question I still have about storytelling is . . ..




 * Voki Examples & Instructions: **

> 1) Select an avatar > 2) Select a background > 3) Record voice: 4) Save > >
 * [|Edgehill College Spanish Blog (Ben describe el medioambiente)]
 * [|German Voki]
 * [|Japanese Voki]
 * [|Voki poèmes]
 * * [|Voki Project] - Helpful example of project directions for Spanish
 * [|Voki Project Samples] - In Spanish
 * My name is . . ..
 * One thought I have about storytelling in the world language classroom is . . ..
 * One question I still have about storytelling is . . ..
 * Storybird Examples & Instructions: **


 * French Examples
 * German Examples
 * Italian Examples
 * Spanish Examples

1) Choose an artist 2) Type a story 3) Copy and paste from Word to get diacritical marks 4) Save




 * [|La famille] - Slideshow that uses possessive adjectives, family vocab., and famous people to create a fictional family in French
 * [|Fotos del espacio] - Slideshow of photos of black holes, supernovas, etc., labeled in Spanish
 * [|Polar Bear Quiz] - Interactive quiz about polar bears and their habitat
 * [|¿Vida o sida?] - Slideshow about AIDS in Spanish (note, some images may not be suitable for classroom use
 * [|Y ahora . . . qué?] - Slideshow about aging in Spanish




 * Mockumentary Examples & Instructions: **


 * [|A Day without a Mexican]
 * [|Underfunded Schools Forced to Cut Past Tense]
 * [|Georgia Fans Have Their Hard Lives Filmed]

1) Choose a concept or issue that people "take for granted" 2) What do you wish people understood about it? 3) How could you parody or mock the concept? 4) How could you organize the parody to highlight your answer to #2? 5) Select a video-making tooll to create and save your video (i.e., GarageBand, GoAnimate, Windows Moviemaker, etc.)


 * What's My Sentence? **

> > > > - > > > > >
 * Task: Use your Cell Phone or Flip Camera or one of the tools below to make story in which you and your group each tell your sentence

=3-7-17:=

a) Do NOT put your name on it. b) Answer each question. c) Bring a hard copy to class.
 * 1) Complete this course evaluation form. [[file:Midterm Course Evaluation.pdf]][[file:Midterm Course Evaluation.doc]]**

a) Answer each question. b) Put your name on it. c) Bring a HARD COPY to class.
 * 2) Complete this worksheet. [[file:Professional Conference & Article Planning Form.pdf]][[file:Professional Conference & Article Planning Form.doc]]**

a) Visit the [|FLTEACH archives]. b) Select a month. c) Select at least 5 threads (i.e., "separate lines of conversation" d) Read the postings (i.e., all of the messages) in your selected threads. (Note, if you prefer, you could search the archives for information on a specific language or topic, but you must read at least 5 different threads.) e) Create a one-page visual representation of what you learned.
 * 3) Begin working on your FLTEACH assignment.**
 * Post it here when finished.**
 * You may use any tech tool to create your representation.
 * The representation should "teach" your colleagues critical information.
 * The representation should share important insights you gained.

=3-2-17:=

a) Choose a title. b) Click on the link. c) Skim the information. d) What strategies are mentioned for using images? e) How might this apply in your classroom?
 * 1) Skim THREE of the articles below. **
















 * 2) Explore TWO of these resources (for using images in world language classes). **




















 * 3) ** ** Choose ONE article about Visual Cognition to skim. **

a) Click on an image collection. b) Search for three intriguing culturally authentic images. c) Bookmark or save the images you find for use on Thursday.
 * 4) Explore ONE of these collections of images. **



















- NOTE: Images in this collection are NOT copyright safe!







- Site in Argentina containing Quino comics & Mafalda videos




 * OPTIONAL: **


 * [|Visual Literacy] **

[|Deadline Stop Motion Video]

=2-28-17:=

1) Explore three different "creativity tools." 2) Create something useful for your classes with each one. 3) Come prepared to share your creations in class. Post your creations here.

=2-23-17:= = =
 * 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"]] ||


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


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

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

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

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

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.

[|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

- A collection of TED Talks on creativity

7) For those who want to begin Tuesday's homework: Choose an article from the Visual Cognition section of the readings page to read.

8) More to explore: MLC2006 - Creativity

=2-21-17:=

No class: Monday Instruction

=2-16-17:=


 * 1) Finish playing/exploring the rest of the games on the agenda page.**


 * 2) Read this article:**

Purushotma, R., Thorne, S.L., & Wheatley, J. (2009, April 15). [|Ten key principles for designing video games for foreign language learning]. // Open Language & Learning Games Project //. Retrieved March 12, 2012, from []


 * 3) Choose at least ONE resource to explore from the Gamification section of this page.**


 * 4) Locate a free, high quality language learning game.**

a) The game can be a phone app or something online. b) The game should help students practice your target language. c) The game should be of high quality. d) The game should be something you would enthusiastically recommend. e) The game can be one you would use in class or assign as homework.

=2-14-17:=

Complete the homework listed for 2-9-17

=2-9-17: UFLA Conference=


 * 1) Reminder: No class on campus today so that people can attend UFLA. No class on campus 3/16 so that people can attend [|UCET].**


 * 2) Post a screenshot of the concept map you created for homework last week here: Globalization Concept Maps.**


 * 3) Complete the Professional Conference Assignment: [[file:Span 672 SLAT 610 Professional Conference Assignment 2017.pdf]] [[file:Span 672 SLAT 610 Professional Conference Assignment 2017.doc]] **

a) Attend a professional conference. b) Complete the assignment above. c) Bring the completed worksheet with you to class the day after you attend your conference.
 * The Utah Foreign Language Association Conference meets at UVU today. You can still register at the door even if you did not pre-register.
 * Attend the [|UCET Conference] in March. It only costs $30 for students to attend for BOTH days if you pre-register. Deadline is February 24, 2017.


 * Homework due on 2-14-17: 21st Century Learners **


 * 1) SKIM the articles on this page. Consider these questions: **
 * How old is the student?
 * What did the student accomplish, discover, or invent?
 * Did the student impact the world in any significant way?
 * What implications does this have for your teaching?
 * How does this connect to these quotes, and what implications do these quotes have for language teachers in particular over the next decade?

“'In the dispensation of the fulness of times,' as Paul promised, the Lord will 'gather together in one all things in Christ, both which are in heaven, and which are on earth' (Eph. 1:10). All of the rivers of the past have or will flow into the ocean of the present; already all of the keys and powers have fallen to our lot; in due course all of the doctrines and truths will be manifest to us.... We also find comfort in the promise that when the Lord comes, 'he shall reveal all things' (D&C 101:32). Then we shall see the complete fulfillment of the promise that 'those things which never have been revealed from the foundation of the world, but have been kept hid from the wise and prudent, shall be revealed unto babes and sucklings in this, the dispensation of the fulness of times' (D&C 128:18).... Let it be known that the things 'which our forefathers have awaited with anxious expectation to be revealed in the last times' are now being poured out upon the Saints; and that we have entered the promised time 'in the which nothing shall be withheld' (D&C 121:27–28). The gleams of celestial light which now pierce the darkness of our souls will soon blaze forth in full celestial splendor. The foundation has been laid; the Lord’s house is now being built up on earth.... We are in process of completing the restoration of all things, of gathering Israel and building Zion, of preparing a people for the Second Coming of the Son of Man, and of ushering in the Millennial era of peace and righteousness." [Bruce R. McConkie. (1980, April). [|This final, glorious gospel dispensation]. Ensign.].

“We have long heard, and believed, that the Lord has reserved special spirits to come forth in the last days of the last dispensation. The Church’s rising generation of young men and women are a part of that vanguard. Reserved by the Lord for this time, they must now be preserved by parents and prepared for their special moment in human history! They have been held back to come forth at this time, but now they need to be pushed forward to meet their rendezvous.... One final thought: just as the rising generation is here, now, by divine design—so are we who have been placed just ahead of them. Our lives and theirs have and will intersect many times before it is all over, and not by accident” [Neal A. Maxwell. (1985, Apr.). [|Unto the rising generation]. Ensign, p. 8.]

"Besides, life is not lineal, it is experiential. Clocks and calendars are merely a convenience. We must do more both to create and use such soul-shaping experiences in the lives of our youth" [Neal A. Maxwell. (1985, Apr.). [|Unto the rising generation]. Ensign, p. 8.]


 * 2) Examine this chart: ** **[|Bright v. Gifted Learners]**

a) How do you think this chart applies to the students you read about in the previous activity? b) What would you say the primary difference between bright and gifted learners is in one sentence or less? c) How do you think our current educational system addresses the needs of learners in either of these categories?

As you watch the video, consider the following questions (you don't have to write anything down):
 * 3) Choose at least ONE of these videos to watch regarding gifted learners. **

a) How does the video compare with your own personal experiences? b) What do these videos teach us about students? (Optional: View Dr. Montgomery's [|blog post on giftedness]) c) What implications do these videos have for language teaching and learning?

[|The Crazy Ones] (1:00) media type="youtube" key="8rwsuXHA7RA" width="560" height="315"

[|Matilda](:59) media type="youtube" key="jULUGHJCCj4" width="420" height="315"

[|Gifted] (1:25) media type="youtube" key="SkQiI09zlPQ?rel=0" height="315" width="420"

[|Little Man Tate] (4:29) media type="youtube" key="-2ky7M8RfNk?rel=0" height="315" width="420"

[|Cloudy with a Chance of Meatballs (Dock Scene)] (2:02) media type="youtube" key="W3RM5hHfvFA?rel=0" height="315" width="560"

[|Cloudy with a Chance of Meatballs (Jello Scene)] (1:34) media type="youtube" key="aXv4i3Hz2GQ?rel=0" height="315" width="560"


 * 4) Choose ONE of these blog posts to read: **

a) // FROM //

b) // FROM //

c) // FROM //

d) // FROM  //

e) // FROM //

f) // FROM //

g) // FROM //

h) // FROM //

// FROM //

i) //FROM //


 * 5) So what ARE some of the concrete proposals teachers are making for dealing with these issues? **


 * a) Read the first paragraph of: [|Definition of Gamification] (We will devote an entire class period to this, but this will get you thinking.) **


 * b) Read this quote, then skim the two charts and the blog post below: **"'Personalized' learning is something that we do to kids; 'personal' learning is something they do for themselves." - Will Richardson

media type="custom" key="29008077"

media type="custom" key="29008079"




 * c) Watch this video: **

[|Welcome to My PLE] (3:20) media type="youtube" key="YEls3tq5wIY" width="560" height="315"


 * d) Choose ONE of these videos to watch. **

RSA Animate: [|Changing Education Paradigms] (11:40)

media type="youtube" key="zDZFcDGpL4U" width="560" height="315"

[|Can Skateboarding Save Our Schools] (14:51) media type="custom" key="29008111"

[|Digital Aristotle: Thoughts on the Future of Education] (5:43)

media type="youtube" key="7vsCAM17O-M" width="560" height="315"

[|Do Schools Kill Creativity (Sir Ken Robinson)] (20:03)

media type="youtube" key="iG9CE55wbtY" width="560" height="315"

[|Hackschooling Makes Me Happy]' (11:13)

media type="youtube" key="h11u3vtcpaY" width="560" height="315"


 * e) Explore at least ONE of the resources below: **





[|Gamifying the Language Classroom] media type="custom" key="29008125"



[|Small Group Instruction for FLES Classes] media type="custom" key="29008085"

(See also [|Ben Slavic's Website] and [|Susan Gross's website])




 * 6) Come to class with YOUR proposal for how YOU would recommend that we transform language education. **

**7) Optional Additional Resources:**


 * Books on Giftedness: **

[|Growing Up Gifted]

[|Gifted Grownups]

[|Living with Intensity]

[|Dabrowski's Theory & Existential Depression in Gifted Children & Adults] ([|Another version])

[|Enjoying the Gift of Being Uncommon]

[|Exploring Giftedness Blog Post]


 * Differentiation &** **Personalizing Learning**

[]

media type="vimeo" key="3930740" height="368" width="640"



[|Centers & Small Groups (Elementary)] Foldables

Games

Grammar Teaching Itself

Interactive Worksheets

Learning Centers

media type="youtube" key="YEls3tq5wIY" height="360" width="640"

media type="custom" key="29008083"

[|Flipping the Classroom]





=2-7-17:=


 * 1) What is globalization? Read the first two paragraphs of this [|Wikipedia article] then skim [|What is globalization?] for additional information. **** Skim the numbered items of this information: [|The Pros & Cons of Globalization]**


 * 2) Reflect on what you read, then make at least one comment and ask at least one question here: [[image:TodaysMeetLogo.jpg link="https://todaysmeet.com/Globalization"]]**


 * 3) Do an image search for globalization. Choose the most meaningful/powerful one you find, then click[| here] and follow the instructions. **


 * 4) How does globalization influence students? **

a) Sign up for a free account

b) Be sure you are signed into Vialogues. c) Choose one video to watch. Click on the video to make it play (NOT the link), then comment on it when the question pops up.

Did you know? Shift Happens (2014 Remix) (Translated versions) media type="custom" key="28995551"

Social Media Revolution: Socialnomics (2011) media type="custom" key="28995549"


 * 5) Are You a Digital Native? (Cartoons) - Do the activities associated with this video.**

media type="custom" key="28995567"


 * 6) Choose a tool below and generate a concept map that highlights your take-aways from today's homework.**


 * [|Concept Mapping Tools] **


 * [|Bubbl.us] - (Heavily used in the edtech community w/ K-12 students - easy to use - limited formatting - esp. good for elementary, special flash effects are fun at first)
 * [|Exploratree] (Templates)
 * [|Freemind] (Free from Sourceforge, but requires download)
 * [|Gliffy] - (Heavily used in the edtech community w/ K-12 students - very robust (but ugly) interface. Allows you to upload your own images, includes many libraries of images, shapes, etc.; also allows you to do floor plans)
 * [|Lucid Chart] - Flowchart maker
 * [|Mindomo] (Beautiful interface, not quite as intuitive as some of the others, but can handle attachments of multimedia, documents, etc., and produces a more professional product)
 * [|Mindmeister] - (Doesn't appear to be as robust in features as some of these other options)
 * [[image:PadletLogo.png]]
 * [[image:PoppletLogo.png]]
 * [|Webspiration] - (Looks similar to Inspiration & Kidspiration - free trial, then you have to pay)
 * [|Text 2 Mind Map] - Lets you convert text-based outlines into mind maps


 * 7) Optional - Explore:**



**2-2-17:**


 * 1) DO NOT do the "review the agenda assignment" we discussed in class.**


 * 2)** **View this video (~4 minutes):**

media type="youtube" key="mghGV37TeK8" width="560" height="315"


 * 3) Read this article (3 pages).**




 * 4) QUICKLY SKIM ONE of these articles:**




 * 5) What did you notice about the similarities and differences in the articles? Prepare to explain to the class which article you liked best and why.**


 * 6) View this video (19 minutes):**

media type="youtube" key="7TZfWqao6uA" width="560" height="315"


 * 7) Ask yourself, "How is the video related to the articles from #3 and #4?"**


 * 8) Skim: [[image:FLInstructionInUSSchoolsResultsOfANationalSurvey.JPG link="http://c.ymcdn.com/sites/www.aatg.org/resource/resmgr/GermanIntheUS/FLANNALS_Article_2011.pdf"]]**


 * 9) Ask yourself: When I combine what I learned from the survey with the insights I gained from watching the videos and skimming the other articles, what NEW insights did I gain? Post your answer here.**


 * 10) Choose one to skim. Ask yourself: Does this inspire me to take any new action regarding my own professional development?**






 * Just for fun:**





=1-31-17:=


 * 1) Make sure you posted your visual résumé here.**


 * 2) Do this one-page worksheet: [[file:Diigo Scavenger Hunt 2017.pdf]] **


 * 3) Explore: **


 * [|Constructivism]: What is it? (Read the first page, then click on the links at the top if you want more information)
 * [|Crowdsourcing]: What is it? Why does it matter? How are people using it? ( [|Blog posts from Mashable] if you want to see examples in action)
 * [|Social Networking]: What is it? Why does it matter?
 * How are people using it? - [|Top 15 Most Popular Social Networking Sites]
 * What criteria are people using to "evaluate" each cite? - [|Social Networking Sites & Apps Comparisons]
 * [|Mystery Skype] [[image:languagelinks2006/SkypeLogo.png link="https://education.microsoft.com/skypeintheclassroom"]]- What does this have to do with social networking? With world language education?

a) Click [|here]. b) Click "Choose Plan" under the Free column. (The green button) c) Fill out the sign-up information. d) Click the blue "Create an account" button. e) Click [|here] to install the Diigo button.
 * 4) Sign up for a Diigo account.**
 * If you have Chrome, click the Install button under that.
 * If you typically use a different browser, click the Install button under that.
 * Then follow the prompts.

a) Go to [|Google Scholar]. b) Enter search terms such as "social networking" "language learning" "communities of practice" "personal learning network" c) Look for titles that interest you. d) Read the abstracts of the titles that interest you. e) Post the titles of your favorite three articles below.
 * 5) Locate at least 3 research articles of interest to you that relate to social networking and language learning.**
 * Find your name below
 * Type the title of your 3 favorite articles
 * Create a link from each title to its corresponding article.

Anthony - Social Networking in an Intensive English Program Classroom: A Language Socialization Perspective Identity in Online Communities: Social Networking Sites and Language Learning [|Using a social networking site for experiential learning: Appropriating, lurking, modeling and community building]

Asa - [|Learning a Language with Web 2.0: Exploring the Use of Social Networking Features of Foreign Language Learning Websites] [|Web 2.0 and Second Language Learning: What Does the Research Tell Us?] [|Why web 2.0 is good for learning and for research: principles and prototypes]

Cai - A privacy paradox: Social networking in the United States ; [|Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites]; [|THE EFFECT OF AFFECT ON FOREIGN LANGUAGE LEARNING: A REVIEW OF THE ANXIETY RESEARCH]

Dania - [|Experiential Learning: Experience as the Source of Learning and Development] ; [|A privacy paradox: Social networking in the United States] ; [|The Beliefs about Language Learning of Beginning University Foreign Language Students]

Dustin - [|Identity in online communities: Social networking sites and language learning] [|Learning a language with Web 2.0: Exploring the use of social networkingfeatures of foreign language learning websites] [|Social-networking sites in foreign language classes: Opportunities for re-creation]

Emily - [|What Is New About The New Literacies of Online Reading Comprehension?] [|Relationships in reform: the role of teachers’ social networks] [|The Merging of Literacy and Technology in the 21st Century: A Bonus for Gifted Education]

Gabi - [|Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites] [|Narcissism and Social Networking Web Sites] [|Natural Sequences in Child Second Language Acquisition]

Jay -

A Systematic Review on Informal Learning of English Language via Facebook

[|The interplay of technology and context in Syrian university students' electronic literacy practices]

Translingualism as an Open Educational Language Practice: Raising Critical Language Awareness on Facebook

Jennifer - [|Personalised and Self-Regulateed Learning in the Web 2.0 Era: International Exemplars of Innovative Pedagogy Using Social Software] [|Identity in Online Communities: Social Networking Sites and Language Learning] [|Social software and Participatory Learning: Pedagogical Choices with Technology Affordances in the Web 2.0 Era]

Jeremy - [|Second language use, socialization, and learning in Internet interest communities and online gaming] [|Identity, **language learning**, and social change] [|Current trends in online **language learning**]

Jorge - [|A Friend Request from Dear Old Dad: Associations Between Parent–Child Social Networking and Adolescent Outcomes] [|FOSTERING FOREIGN LANGUAGE LEARNING THROUGH TECHNOLOGY-ENHANCED INTERCULTURAL PROJECTS] [| REALIZING THE POTENTIAL OF MOBILE PHONE TECHNOLOGY FOR LANGUAGE LEARNING]

Kara -

Laura - [|Yang, S-H. (2009). Using blogs to enhance critical reflection and community of practice.] [|Blattner, G. & Fiori, M. (2011). Virtual social network communities: an investigation of language learners' development of sociopragmatic awareness and multiliteracy skills.] [|Lomicka, L., & Lord, G. (2012). A tale of tweets: Analyzing microblogging among language learners.] Linnea - [|￼Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites] [|Learning a Language with Web 2.0: Exploring the Use of Social Networking Features of Foreign Language Learning Websites] [| The good, the bad and the wiki: Evaluating student-generated content for collaborative learning]

Raquel - [|"Social-networking sites in foreign language classes: Opportunities for re-creation." The next generation: Social networking and online collaboration in foreign language learning] [|"A study of the use of social network sites for language learning by university ESL students." Social networking for language education] [|"Introduction to social networking, collaboration, and Web 2.0 tools." The next generation: Social networking and online collaboration in foreign language learning]

Rex - [|On the attractiveness of social media for language learning: a look at the state of the art] [|PERSONALISED AND SELF REGULATED LEARNING IN THE WEB 2.0 ERA: INTERNATIONAL EXEMPLARS OF INNOVATIVE PEDAGOGY USING SOCIAL SOFTWARE] [|Investigating Instructional Strategies for Using Social Media in Formal and Informal Learning]

Suzanne - [|Bilingualism in the Mass Media and on the Internet] [|Social Networking in an Intensive English Program Classroom: A Language Socialization Perspective] [|Mobile Computing Devices in Higher Education: Student Perspectives on Learning with Cellphones, Smartphones & Social Media]

Yvette -[|Technology and language learning] [|UNDERSTANDING THE "OTHER SIDE": INTERCULTURAL LEARNING IN A SPANISH-ENGLISH E-MAIL EXCHANGE] [|Technophilia vs. Technophobia: A Preliminary Look at Why Second-Language Teachers Do or Do Not Use Technology in Their Classrooms]

=1-26-17:=

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 or worksheet for use in your classes and post it here.

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

=1-24-17:=

a) Click here. b) Identify which tasks you are still missing. c) Ask a colleague for help completing them. d) Complete the tasks. e) E-mail Dr. M. to let her know you've finished.
 * 1) Finish the wiki page assignment.**


 * 2) Read: ** [|Technology, Democracy, & Power]

1) Click on the link above. 2) Read the article until you get to the heading "Making a Change." 3) Jot down an answer to this question: How are technology, democracy, and power related? 4) Be prepared to share your answer and personal experiences with these concepts in class.


 * 3) Take the Copyright Self-evaluation Questionnaire (you don't need to turn it in) **


 * 4) Review this infographic: [|What is copyright?] **


 * 5) Review this infographic: [|What are the differences between copyright, Creative Commons, & Public Domain?] **


 * 6) Read this simple webpage: [|What is fair use?] **


 * 7) Review this infographic: [|What four factors determine fair use?] **


 * 8) Examine this chart (and save it for future use): [|Copyright & Fair Use for Teachers] **


 * 9) Watch the first 3 chapters of this video: [|A Fairy Use Tale] **


 * 10) Skim this [|chapter on copyright] OR work through the modules from **** [|Copyright Crash Course for Teachers] **

You will have a pop quiz on copyright sometime in the next few weeks. :-)

=1-19-17: No Homework=

=1-17-17: History of Technological Change=


 * 1) View this video. As you do, consider these questions:**


 * //What do we mean by "technology?"//
 * //How has technology evolved in the last 40 years?//
 * //Why do many people find technology difficult to integrate into their personal and professional lives? (Recall the video "Help Desk" that we watched at the end of the first day of class)//
 * //What can we learn about how students think and learn from watching this video?//
 * //What can we learn about TPACK from watching this video?//

[|Kids React to Rotary Phones] media type="youtube" key="XkuirEweZvM" height="545" width="970"

a) Look at the pictures. b) Read the text that is of interest to you. c) Consider the following questions:
 * 2) Scroll through this webpage: [|The Evolution of Classroom Technology]**
 * How would you characterize changes in technology over the past 40 years?
 * How would you characterize changes in education over the past 40 years?
 * What do you notice about the relationships between technology, education, and change?

a) What is the connection between this page and the things we have been discussing in class? b) What is a hashtag? c) How are they used? d) Why are they useful?
 * 3) Scroll through this webpage: [|Pencil Chat]**

a) What does this webpage contain? b) Choose two different search engines on the page. c) Enter the same search term into each search engines. d) Did the results differ in any way?
 * 4) Click on this link:** [|Country-specific Google]


 * 5) Familiarize yourself with the information that appears in this handout:**
 * [[file:FL Search Tips & Tricks - One Page.pdf]] [[file:FL Search Tips & Tricks 2016.pdf]]

a) Click on the link above. b) Find your initials and click on them. c) Click "Edit" in the upper, right-hand corner of the page. d) Look at the pictures on the page. e) Use the pictures to try to complete the tasks on the page. Hint 1: Don't click the picture, click the icon in the toolbar at the top of the page that looks like the picture. Hint 2: You have to click SAVE for the changes you made to appear. Hint 3: Don't stress if you can't do it all. We will work through what you weren't able to figure out in class on Tuesday.)
 * 6) Individual Student Wiki Pages **

7) Make sure you know how to get the computer to insert diacritical marks (i.e., [|accents] and other diacritical marks like tildes, etc.)

=1-12-17: Getting to Know You=


 * 1) Choose a wiki user name. **

a) Choose a wiki user name. b) The name you choose will be publicly visible. c) Your posts will be associated with the name. d) So choose something professional. e) E-mail your selection to me.


 * 2) Join the LanguageLinks2006 Wiki **

a) Sign into Wikispaces with your username and password. b) Go to: **http://languagelinks2006.wikispaces.com/** c) Click // Join // in the upper, right-hand corner d) Type "Tech Class" in the box e) Click submit


 * 3) Sign up to give the Tech Byte. **

a) Go to the Tech Bytes page. b) Click "Edit." c) Choose 2 dates (one from each block). d) Type ~ 3 times next to your selected dates. e) Click "Save."


 * 4) Complete: [|Course Information Survey] **


 * 5) Complete: [|Technology Survey] **


 * 6) Complete: True Colors Quiz ** (distributed in class) and submit results [|here]

(For your future reference: [|True Colors Quiz - Print Version] OR [|True Colors Quiz - Online version (does not give numerical scores)]


 * 7) Read the course syllabus and come with any questions you may have. **


 * OPTIONAL: **


 * 8) You may wish to join these Facebook groups: **

[|ACTFL Innovates] group on Facebook

[|BYU Undergrads] group on Facebook.

[|Deep Approach to Language Learning] group on Facebook.

[|FLTEACH Group on Facebook]

[|Friends of AATSP] Utah group on Facebook

[|Graduate Association of Spanish & Portuguese]group on Facebook

[|Utah Coalition for Educational Technology (UCET)] group on Facebook


 * 9) You may wish to participate in this Twitter group (#flteach) or in these [|Twitter] chats: **


 * 1) langchat
 * 2) utedchat


 * 10) You may wish to register to participate in these professional world language and technology conferences: **


 * [[image:languagelinks2006/PBLSymposuim.png link="http://nflrc.hawaii.edu/events/view/95/"]] ||
 * Jan. 11-12, 2017 - Project-based Language Learning Free Online Symposium ||


 * [[image:languagelinks2006/FundamentalsOfPBLLOnlineInstitute.JPG link="http://nflrc.hawaii.edu/events/view/96/"]] ||
 * Jan. 25-Feb. 22, 2017 ||

February 16-19, 2017 at the Hyatt Regency Monterey in Monterey, CA
 * [[image:languagelinks2006/PBLLInterculturalityLogo.png link="http://nflrc.hawaii.edu/events/view/97/"]] ||
 * August 2-9, 2017 at the University of Manoa in Honolulu, HI ||
 * [|California Language Teachers Association Conference (CLTA)] **

February 19, 2017 at Utah Valley University in Provo, UT
 * [|Utah Foreign Language Association Conference (UFLA)] **

February 2-4, 2017 at UCLA Covel Commons, Los Angeles, CA
 * [|10th International Conference on Language Teacher Education] **

March 2-4, 2017 in Oklahoma City, OK
 * [|Southwest Conference on Language Teaching (SWCOLT)] **

March 8-10, 2017 in Capetown, South Africa
 * [|Open Education Global Conference] **

March 16-17, 2017 at the University of Utah in Salt Lake City, UT
 * [|Utah Coalition for Educational Technology Conference (UCET)] **

April 21-22, 2017 at the Coffman Memorial Union in Minneapolis, MN
 * [|Second Language Teaching & Learning: Diversity & Advocacy Graduate Student Symposium]**

2018 at TBA
 * 7th International Conference on Language Immersion Education **

Summer 2017 at the Joseph F. Smith Building, BYU Campus, Provo, UT
 * BYU Annual Summer Workshop for Spanish Teachers **

June 19-30, 2017
 * [|Defining & Refining the Scholar of Faith: A Workshop for Mormon Scholars in the Humanities]** (Graduate Students encouraged to apply, see link at the bottom of the website for more info.)

July 6-9, 2017 at the Hilton Chicago Hotel in Chicago, IL
 * [|American Association of Teachers of Spanish & Portuguese Conference (AATSP)] **


 * [|Summer institutes offered by Language Resource Centers in the U.S.] ** (Many are grant-funded)

November 17-19, 2017 at the Music City Center in Nashville, TN
 * [|American Council on the Teaching of Foreign Languages Conference (ACTFL)] **


 * More Professional Development Opportunities **

=1-10-17: First Day of Class=

First day of class - No homework

1-19-17


 * 1) Read the course schedule and come with any questions you may have. **

**2) Complete the Course Photo Video Permission Form (distributed in class).**