Span+670R+(Reading+&+Writing)

//This page contains links, materials, and resources from Cherice Montgomery's presentation to the SLAT course on Teaching Reading & Writing in Foreign Languages.//toc

==


 * Agenda Outline:**

Segment 1: Who am I? Who are you? What are the historical foundations of literacy and technology?
 * Introductions
 * Kahoot
 * Writing Spaces

Segment 2: What do we mean by literacy? How are literacy practices influenced by technology? Why are the relationships between literacy and technology so political in nature sometimes?


 * Definitions of Literacy
 * Table Tents
 * TeensNTech Videos (Also located at the bottom of this page)

Segment 3: What is TPACK? How does TPACK change what teachers do in the classroom? Why is it important to focus on students as we think about literacy development?


 * Theoretical Frameworks re: Literacy Pedagogy, Technology
 * TPACK
 * Pedagogical Examples

Segment 4: What technological tools are available to support language learning? How might teachers use these tools to foster literacy development? Why is it important to think about where language learning breaks down before we select our tools?


 * Tech Tools for Literacy Development in FLs
 * Closure


 * Popcorn Activity:**


 * Languages
 * Levels
 * Stage of Thesis
 * Future Plans
 * Comfort Level with Technology

=Objectives=


 * Students will describe the relationship between literacy and technology.
 * Students will identify trends in the development, use, and pedagogical applications of emerging technologies.
 * Students will experiment with a variety of technologies for facilitating the development of students' literacy skills.


 * Kahoot Cell Phone Survey Activity:[[image:Kahoot.JPG link="http://goo.gl/PCYus3"]] **

**Guiding Questions**


 * How are trends in the development, availability, and use of emerging technologies impacting the ways in which students work, play, live, and learn?
 * What implications do trends in the use of emerging technologies have for what teachers need to do to prepare their students to thrive in 21st Century communities?
 * How are foreign language educators currently using emerging technologies to facilitate teaching and learning?
 * How can teachers design learning environments and experiences that will systematically develop students' skills with multiple literacies?


 * Titan Pad Closure & Evaluation Activity: [[image:TitanPadLogo.JPG link="https://titanpad.com/xcXpQAKZYT"]] **

**Contexts** //(Social Issues & Cultural Contexts)//

**[|Help Desk Video Activity (Eng. Subtitles)]:** media type="youtube" key="4pyjRj3UMRM" width="420" height="315"
 * Writing Spaces Through Time**



- A list compiled by MIT Review (See also [|this list from the Global Council on Emerging Technologies])

**Predictions Activity: How do you think these technologies (or the trends they signal) may influence education in the future?**




 * New Literacies Video Activities: (See video link below) **



**Literacy Quotes Table Tents Activity:** F rom: Wilhelm, Jeff. (2000, March). [|Literacy by design: Why is all this technology so important?] // Voices from the Middle, 7 // (3), 4-14. Retrieved December 23, 2011, from [] and Burbules, Nicholas C., & Callister, Thomas A. (2000). //Watch IT: The risks & promises of information technologies for education.// Boulder, CO: Westview Press.

=Key Concepts=


 * **Concept & Example** || **Definition** ||
 * Amplification || Technology has the capacity to amplify and extend our natural gifts and talents (and their impact) ||
 * [|Cognitive Flexibility] || Technology can shift our perspectives and help us to see things in new ways, which capacitates us to become more innovative ||
 * [|Cognitive Load] || Technology can both increase and decrease the ways that learning, memory, and processing tax the brain ||
 * Complexity || Technology can help us engage with complex domains and problems in meaningful ways ||
 * Contextualization || Technology can give us access to materials that can contextualize learning ||
 * Democratization ||  ||
 * Differentiation || Technology can be used to individualize and personalize learning ||
 * [|Distributed Cognition] || Technology can help us access the expertise, knowledge, and skills of a network of individuals. organizations, and materials that may span the entire globe ||
 * Distribution ||  ||
 * Feedback || Technology can be used to provide just-in-time, meaningful feedback on learning ||
 * [|Functional Fixedness] || The idea that a tool can serve only one purpose limits our ability to take full advantage of the opportunities for creativity and innovation that technology provides ||
 * Gamification ||  ||
 * Globalization || Technology has given us anytime, anywhere access to nearly anyone in the world, and information (and the cultures and perspectives associated with it) can now spread at the click of a button ||
 * Identity || Technology is influencing, redefining, shaping, and expanding our understanding of who we are and what is possible ||
 * Modification ||  ||
 * [|Multiple Representations] || Technology can help us provide multiple representations of content in ways that expand understanding ||
 * Scaffolding || Technology can be used to support learners as they progress through zones of proximal development ||
 * Transformation || Technology can be used to engage students in learning that transforms them as individuals and assists them in transforming the world around them ||
 * Transliteracy || The ability to read, write, and interact across different cultures, media, and platforms ||
 * [|Visual Cognition] || Technology can help us take advantage of the phenomenon of visual cognition to decrease cognitive load, to increase learning, and to improve retention ||
 * [|Visualization] || Technology can help us frame problems, analyze approaches, and visualize solutions ||
 * Grab-a-Word Activity: [[file:Grab-A-Word Cards for Literacy Tech & Pedagogy.docx]]**

=Key Principles=






 * Analysis Activity:** [[image:SeEscapaUnMillonDeCucarachasDeUnCriaderoEnChina.JPG link="http://www.educatumundo.com/2013/09/10/escapan-millon-cucarachas/"]]









=Handouts & Pedagogical Materials=



**Buzzword Bingo Activity: **

Activities for Teaching & Scaffolding Writing in the Target Language

Dual Language Immersion Wiki - Activities, reading strategies, and templates for developing reading and writing skills (focuses primarily on Spanish, but many materials in English)

[|Media Literacy: Core Concepts & Key Questions] ([|In Spanish)]

Reading Activity Templates

[|Reading Strategies That Benefit All Learners]

=Interactives=

[|A Periodic Table of Visualization Methods]

- A digital novel available in English, French, German, Italian, & Spanish

[|Retail Alphabet Game] = =

=Professional Documents=



media type="custom" key="26756696"



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





=Readings= = =

Dieu, Barbara, & Stevens, Vance. (2007, June). Pedagogical affordances of syndication, aggregation, and mash-up of content on the web. TESL-EJ, 11(1), 1-15. Retrieved March 1, 2008, from [] (Provides an overview of tools one might use in an ESL/FL classroom)

Henry, Jeff, & Meadows, Jeff. (2008, Winter). An absolutely riveting online course: Nine principles for excellence in web-based teaching. Canadian Journal of Learning & Technology, 34(1). Retrieved July 27, 2009, from []

McBride, Melanie. (2009, July 3). The hidden curriculum of 21st century learning. MelanieMcbride.net. Retrieved September 14, 2009, from [] (Key concepts related to curriculum and literacy in a 21st Century world—lots of English/Social Studies applications)

McLoughlin, C., & Krakowski, K. (2001). Technological tools for visual thinking: What does the research tell us? Retrieved April 30, 2005, from []

Prensky, Marc. (2001, October). Digital natives, digital immigrants. On the Horizon, 9(5). NCB University Press. Retrieved June 27, 2006, from []

Rheingold, Howard. (2008). Using participatory media and public voice to encourage civic engagement. Civic Life Online: Learning How Digital Media Can Engage Youth. Edited by W. Lance Bennett. The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA: The MIT Press, 97–118. Retrieved December 13, 2007, from [] Currently available:[]

Spiro, Rand J., Feltovich, Paul J., Jacobson, Michael I., & Coulson, Richard L. (1991). Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains. Retrieved November 3, 2003, from [] (This paper is no longer available online.)

Thomas, Sue. (2008). Transliteracy and new media. In R. Adams, S. Gibson, & S. Muller Arisona (Eds.), Transdisciplinary Digital Art. Sound, Vision and the New Screen (pp. 101-109). Berlin Heidelberg: Springer-Verlag. Retrieved May 27, 2008, from []

Wilhelm, Jeff. (2000, March). [|Literacy by design: Why is all this technology so important anyhow?] Voices from the Middle, 7(3), pp. 4-14. (Discusses why teachers should consider making space for alternative writing places, spaces, and tools in 21st Century classrooms and outlines the benefits of using design-based curricula with students)

Zhao, Yong (Ed.). (2005). Research in technology and second language learning: Developments and directions. Greenwich, CT: Information Age Publishing. ISBN 1-59311-191-6. (A compilation of research regarding ways that technology is being used to provide input, communicative practice, and feedback in language education)

=Resources by Language=

Arabic
[|Arabic Asking for Information in a Shop] media type="custom" key="26757130"

- This site seeks to become the Wikipedia of infographics in Arabic (read more [|here]).

[|Literacy - Arabic] - A small collection of infographics on literacy in Arabic (uploaded by Unesco to Visual.ly)

- Type in Arabic using your regular English keyboard

Japanese
[|Arts Chula #77 Japanese Major] - A humorous video

media type="youtube" key="FZNRJ-0TNps" width="420" height="315"

[|Erin's Challenge: I Can Speak Japanese! - Video lessons for basic Japanese]

- A dynamic collection of infographics in Japanese

[|Japanese City/Town/Village Fotobabble] - Students narrate a visit to a Japanese city media type="custom" key="26756566"

- A series of infographics (most in English, but some in Japanese) on Pinterest

[|Japanese Writing] media type="custom" key="26757146"

[|Katakana Quiz]

[|Learn Japanese: Stone Soup] media type="youtube" key="gi7FBwoQFr0" width="560" height="315"

[|My Interactive Image (Japanese)] media type="custom" key="26757138"

- A variety of activities for children re: environmental protection

- A series of compositions written by Japanese elementary students in Japanese and English

- This website scaffolds students through writing characters, including correct stroke order and pronunciation, in Japanese & Chinese

[|Tagxedo] - A tag cloud in Japanese (for colors)

[|Webquest in Japanese] - A webquest in which students make plans for a visit to Japan

Multilingual
- Ads of the world (in print and video), searchable by language

- Videos that are dubbed and subtitled, searchable by language (including Arabic, Japanese, & Russian)

[|The Culture Club] - Many materials for Arabic, etc.

Culture Connection Wiki - A wiki containing culturally authentic resources for a variety of languages (primarily Spanish)



- Available in Chinese, Danish, Dutch, English, French, German, Italian, Polish, Portuguese, Russian, & Spanish

- A blog containing lots of reading and writing prompts--originally designed for English Language Learners, but uses Google Translate to translate into other languages, including Arabic, Japanese, Russian, & Spanish

- Searchable database of children's books in a wide variety of languages (including Arabic, Chinese, Croation, Farsi, Filipino, French, German, Hebrew, Italian, Japanese, Mongolian, Portuguese, Russian, Spanish, Tagalog, & Thai), categorized by age, color of cover, genre, length, topic, etc., that can be read online

- Click on the map to launch the animated folktales in a separate tab. Folktales are subtitled in the language in which they are spoken. Some of them offer choices of English or Arabic, Chinese, Hebrew, Japanese, Russian, etc.

[|Magic Typer] - Type in Arabic or Russian using your regular English keyboard

- Front pages of newspapers from the current day from around the world; searchable





Russian
- A series of infographics in English and Russian designed to teach the basics of Russian letters

=[|Розмноження птахів] = media type="custom" key="26757158"

[|Russian Alphabet] - Click on a letter to hear it pronounced, see it written, and hear sample words

- Infographics in English about Russia

[|Russian Writing] - Click on a Russian letter to see how it is written in cursive.

- Infographics in Russian, but with titles and descriptions in English

- Infographics in Russian from the Soviet era

- Online readers, organized by level, in Chinese, English, French, Russian, & Spanish

[|Writing a Business Letter] - Scaffolding for each section of a business letter in Russian, with English translations

=[|Что происходит в Луганске] = media type="custom" key="26757152"

=Tech Tools=

- Create cell phone quizzes, polls, and surveys in a game-like format

(See also [|for Russian]) - Type in the target language

- Practice stroke order in Chinese and Japanese

- Annotate images with audio, links, and video

[|ThingLink Example 1: Arabic Asking for Information in a Shop] media type="custom" key="26757130"

[|ThingLink Example 2: Japanese Writing] media type="custom" key="26757146"

[|ThingLink Example 3: My Interactive Image (Japanese)] media type="custom" key="26757138"

[|ThingLink Example 4: Pозмноження птахів] media type="custom" key="26757158"

= = [|ThingLink Example 5:][|Что происходит в Луганске] media type="custom" key="26757152"

- Students can create their own newspapers

- Select an illustration style, then create your own stories

- Create word clouds based on an online article, then have students predict what the reading will be about

- Simultaneous, collaborative writing among class members

- Students can use this tool to brainstorm ideas, construct arguments, vote on them, and prepare for debates as homework prior to class (also great for helping graduate students construct arguments for their theses)

- Snip videos so they start and stop at precisely the section you wish to show - Paste a YouTube URL into the box, click the button, and it eliminates the ads and related videos from the screen media type="custom" key="26756644"

=Videos=

[|Amazing New Future Technology 2014] media type="youtube" key="5MHoChDFRS0" width="560" height="315"

[|Derecho a la salud] media type="youtube" key="MMywRq_viJ0" width="560" height="315"

[|Help Desk (Eng. Subtitles)] media type="youtube" key="4pyjRj3UMRM" width="420" height="315"

[|I/O Brush] media type="youtube" key="AARs00nrW7I" width="420" height="315"

[|Let's Get it Started Sims Machinima by April Hoffman] media type="youtube" key="IoDOxXIQ9lA" width="420" height="315"

[|The Machine is Us/ing Us] media type="youtube" key="NLlGopyXT_g" width="420" height="315"

[|Nova: Wake Forest Invents Inkjet Organ Printer] media type="youtube" key="NeJPBuBEJ50" width="420" height="315"

[|Personal Learning Networks (Will Richardson)] media type="youtube" key="mghGV37TeK8" width="420" height="315"

[|Silver Bells & Golden Spurs Machinima] media type="youtube" key="XuEx2CiQ2-k" width="420" height="315"

[|Surface Computing Innovations: Play Together] media type="youtube" key="Mk_-G96Szw0" width="420" height="315"

[|Welcome to my PLE!] media type="youtube" key="YEls3tq5wIY" width="420" height="315"