Media+&+Tech+-+Assignments+for+Winter+2018

// This page contains daily homework assignments from Dr. Cherice Montgomery's Span 672/SLaT 610 Media & Technology course offered in Winter 2018. //

=4-20-18=


 * 1) Study for the final exam on Friday, April 20, from 7-10 p.m. in JFSB B013. It will not take the whole time.**


 * 2) Jeff will also give his final presentation.**

=4-17-18=


 * 1) Continue to work on your final project.**


 * 2) You will present your final project today in class. You have 15 min. to do so.**


 * 3) You do not have to use a PowerPoint to present, but your presentation should be professional enough that you could turn it into a professional conference presentation or paper.**


 * 4) If you do choose to use a PowerPoint, this template might be helpful: [[file:Template for a Conference Presentation Span 672-SLaT 610 2018.pptx]]**


 * 5) Complete the final BYU course evaluation for this course online.**


 * 6) Study for the final exam, which will be held on Friday, April 20, from 7 p.m. to 10 p.m. in JFSB B013. [[file:Span 672-SLAT 610 Final Exam Study Guide Winter 2018.docx]]**

toc =**4-12-18**=


 * Continue to work on your final project.**

=**4-10-18**=


 * 1) Read this [|page] about PICRAT and watch the video if you haven't already.**

a) Which one did you like best? b) Why? c) Discuss how a teacher might use this technology to replace, amplify, and transform instruction based on the PICRAT model.
 * 2) Explore the tools Jeff sent you in an e-mail, then come prepared to discuss:**

a) Identify a problem you are currently experiencing in your class. b) Explore technologies that might help you to address it. c) Identify one technological tool (or several) and use them to address your problem. d) Prepare a presentation showing what you did, why you did it, and how others can use your idea. e) Your presentation will be evaluated based on PICRAT. We will also discuss in class how we might modify this rubric:
 * 3)** **Continue to work on your final project for this class.**


 * 3)** ** Not required, but STRONGLY encouraged: Si **** gn up to help with [|Españolandia] from 7 a.m. to 12 p.m. on Thursday, April 19. If you don't speak Spanish, sign up to help with Registration, or you can just come and observe. **

=4-5-18=


 * 1) Explore: [|APPLL Conversation Builder]**

a) Create a free account. b) Explore at least 3 pre-made assignments. c) Create your own assignment based on the principles of individualized, personal learning we discussed in class. d) Be ready to demo your assignment in class.


 * 2) Explore: Dare to Differentiate Wiki**

a) Click on at least three of the different pages in the navigation bar on the left. b) Explore at least 3 items on each page. c) Choose one activity, assignment, or technique that would work in your classes. d) Use a technological tool to facilitate or improve that activity, assignment, or technique. e) Come prepared to show what you did in class.


 * 3) Continue to work on your personal projects.**


 * user:srjefemedia type="file" key="What I did yesterday.mp3" width="240" height="20"**

user:craigjianmedia type="file" key="yesterday.mp3" width="240" height="20"

=4-3-18=
 * 1) 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):
 * 2) 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="QjvrBzYt3d8" 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"


 * 3) 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 //


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


 * a) 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"




 * b) Watch this video: **

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


 * c) 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"


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







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

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




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

**6) 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]





=3-29-18=

a) Select a professional interest, need, or concern. b) Propose a project to explore or address the interest/need/concern. c) Determine the Purpose, Audience, Genre, Expectations, & Technology for the project. d) The product you create should demonstrate your understanding of key concepts, principles, products, and tools from this course. e) Post your proposal below using the sample format provided:
 * 1) Prepare a project proposal.**

//Name: Cherice Montgomery// //Proposed Project: Professional Development Session on Critical Thinking// //Final Product: A collection of technology-infused critical thinking activities that can be used across a wide range of disciplines// //Purpose: To model technology-infused critical thinking strategies and tasks for university faculty// //Audience: University faculty members from different disciplines// //Genre: Brochure, handout, instructional activities, needs analysis survey, PowerPoint slides, and video// //Expectations: 3-hour, face-to-face workshop//
 * //Example://**

Post your proposals below:

Name: Proposed Project: Final Product: Purpose: Audience: Genre: Expectations:

user:craigjian

user:srjefe Name: **Jeffrey Beck** Proposed Project: **Online Journal/Portfolio** Final Product: **Create an example of an online portfolio, and a rubric and tutorials for next year** Purpose: **Show students how they can** c**reate a landing place for their projects and assignments in order for students to reflect and evaluate their progress** Audience: **My own students** Genre: **GoogleSites website** Expectations: //Note: These are my expectations that I have for my student's portfolios// //that I will also demonstrate in my example.// Student's portfolios should:
 * show evidence of the student's own personality, and interests.
 * be clearly organized so that an outside user could easily navigate through the site
 * be completely in the target language

user:anastasiaryba

=3-27-18=

a) Identify a communicative language function and a "can do" statement related to that function. b) Develop a task that requires learners to practice that function. c) The task should provide evidence that the learners can use the targeted language function. d) The task should require learners to create something (a product, like a public service announcement, a persuasive speech, a photo essay, etc.) e) The task should require learners to use a technological tool to produce the product.
 * 1) Create a creative, technology-infused assignment for your students.**


 * 2) Post your assignment sheet and any scaffolding materials you create below:**



user:craigjian

user:anastasiaryba [|Recording. Conversation Pelmeni night]

user:srjefe

=3-22-18=

No class today ([|Utah Coalition for Educational Technology Conference (UCET)] at the University of Utah, Union & Warnock Bldgs, 200 S Central Campus Dr., Salt Lake City, Utah 84112)

Complete the Professional Conference Assignment

=3-20-18=

a) What do teachers need to know about creativity to improve world language classes? b) Include the following: c) Provide text/narration in English, and examples in your target language. d) Use the tool of your choice. e) Post the final video (or a link to it) under the 3/13/18 homework
 * Make a professional development video about YOUR theory of creativity. **
 * Title or Topic
 * WHAT is creativity? [YOUR definition of creativity]
 * WHY is it important in world language classes? [YOUR rationale]
 * HOW can language teachers use creativity to improve language classes? [List of key strategies or steps]
 * Simple Example of Key Steps in Action
 * You could show how to apply the steps to a textbook topic
 * You could show a sample student assignment based on your key principles
 * You could use an image or link to a video that illustrates your idea
 * Another Example (New context or more complex example with commentary: Notice that...and it was successful because....)
 * Try It! (An assignment or learning experience for the teachers)
 * Simple Summary/Debrief (Key ideas from the whole presentation)

=3-15-18=

No class - Assessment Day

=3-13-18=

1) Explore at least 3 links from each of these pages:
 * Creativity Examples
 * Creativity Exercises
 * Creativity Interactives
 * Creativity Resources

2) Read [|Redefining Creativity in the Language Classroom].

3) Read [|this chapter].

4) Play with three of these tools (the purpose is for you to choose one you enjoy using):


 * [[image:languagelinks2006/Biteable.jpg link="https://biteable.com/"]]
 * [|20 Free Tools for Teachers]
 * [|Adobe Spark] or [|Adobe Premier]
 * [[image:languagelinks2006/FlipgridLogo.png link="https://info.flipgrid.com/"]]
 * [|Garage Band]
 * [[image:languagelinks2006/GoAnimateNewLogo.jpg link="https://goanimate.com/"]]
 * [[image:languagelinks2006/Moovly.JPG link="https://www.moovly.com/education"]]
 * [[image:languagelinks2006/PowToonLogo.JPG link="https://www.powtoon.com/home/"]]
 * [[image:languagelinks2006/ToufeeLogo.gif link="https://www.toufee.com/"]]
 * [|Movie Creator]
 * [|Windows MovieMaker]
 * Another video-making tool you prefer

5) NEXT THURSDAY's HOMEWORK: ** Make a professional development video about YOUR theory of creativity. ** a) What do teachers need to know about creativity to improve world language classes? b) Include the following: c) Provide text/narration in English, and examples in your target language. d) Use the tool of your choice. e) Post the final video (or a link to it) below.
 * Title or Topic
 * WHAT is creativity? [YOUR definition of creativity]
 * WHY is it important in world language classes? [YOUR rationale]
 * HOW can language teachers use creativity to improve language classes? [List of key strategies or steps]
 * Simple Example of Key Steps in Action
 * You could show how to apply the steps to a textbook topic
 * You could show a sample student assignment based on your key principles
 * You could use an image or link to a video that illustrates your idea
 * Another Example (New context or more complex example with commentary: Notice that...and it was successful because....)
 * Try It! (An assignment or learning experience for the teachers)
 * Simple Summary/Debrief (Key ideas from the whole presentation)

user:florenciawmedia type="custom" key="29613727"

user:craigjian media type="custom" key="29616331"

user:anastasiaryba

media type="custom" key="29616505"

=3-8-18=

No homework

=3-6-18= = =
 * 1) Play at least 3 new games from Section 1.**


 * 2) Play at least 3 new games from the Educational Games Section.**


 * 3) Play at least 3 new games from the Foreign Language Games Section.**

a) The game can be online or a mobile app for your cell phone. b) One game should show an example of a "low quality" gamified language learning experience. c) One game should show an example of a "medium quality" gamified language learning experience. d) One game should represent a "high quality" gamified language learning experience.
 * 4) Locate at least 3 games for learning or practicing YOUR target language.**

=3-1-18=


 * 1) Read this [|definition] of "gamification."**


 * 2) Explore at least ONE resource from the Gamification section of this page. **


 * 3) Read this article: **[|Using Gamification to Enhance Second Language Learning] ([|Root link])


 * 4) 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 []


 * 5) Read:** [[image:languagelinks2006/4WaysToGamifyForeignLanguageLearning.JPG link="http://www.smartlanguagelearner.com/ways-to-gamify-language-learning/"]]


 * 6) Review this 36-slide PowerPoint: [|Gamifying the Language Classroom] **

=2-27-18=


 * 1) Brainstorm a list of "real" problems you are currently experiencing in teaching or research.**


 * 2) Rank your top three problems (1 = biggest problem)**


 * 3) Complete the following information for your biggest problem.**

a) Experience: b) Stated Issue or Problem: c) Your Interpretation of the Underlying Issue or Problem: d) Unmet Need: e) Product You Could Create to Meet the Need:

//Example://

a) Experience: Parental Complaint b) Stated Issue or Problem: Child Needs More Rigorous WL Instruction c) Your Interpretation of the Underlying Issue or Problem: Parents' definition of high quality WL instruction differs from teacher's b/c of lack of knowledge of research and differences in personal language learning experiences d) Unmet Need: Parents need to be educated about current research and characteristics of high quality WL instruction e) Product(s) You Could Create to Meet the Need:
 * Brochure distributed at parent-teacher conferences
 * Language learning workshop for parents
 * Parent newsletter sent out each month highlighting current research (research bite), pedagogical implications and activities for the classroom, and how they connect to current learning goals for students
 * Social media campaign (through school newsletter or website) about characteristics of high quality language programs and learning tips or tools


 * 4) Find, read, and be prepared to summarize the content of at least one high quality research article that addresses the problem you identified in #2 above.**

https://www.bie.org/blog/gold_standard_pbl_essential_project_design_elements
 * 5) Read this blog post:**


 * 6) Post the sample project and model you created for it under the 2-22-18 homework assignment.**

=2-22-18=

1) Read this [|blog post].

2) Select a "genre" of tool to explore.

3) Choose a tool you want to try. (Here are some [|other options] )

4) Create a sample student project in the tool that practices interpretive, interpersonal, or presentational communication.

5) The project should model for students what you want them to do (in the target language).

Optional: Read this blog post: https://www.weareteachers.com/8-fun-ways-to-help-your-students-collaborate-in-the-classroom/

user:anastasiaryba

user:florenciaw

user:craigjian

=2-20-18=

No class today - Monday Instruction

=2-15-18=


 * 1) Attend UFLA and complete the Professional Conference Assignment. [[file:Professional Conference Assignment 2018.doc]][[file:Professional Conference Assignment 2018.pdf]]**


 * 2) No class on campus today.**

=2-13-18=

a) Give your assignment a title. b) List the purpose of the assignment in one sentence or less. c) Give instructions for the task. d) The task should focus on INTERPERSONAL conversation. e) Give instructions for using a technological tool to complete the task.
 * 1) Create an interpersonal communication assignment.**
 * Instructions should be in your target language.
 * Instructions should be no more than 5 steps long.
 * Each step should have no more than 10 words in it.
 * Include a link to the tool.
 * Include step-by-step instructions in your target language.
 * Include images or screenshots to make instructions clear.


 * 2) Post your assignment worksheets here:**

user:craigjian

user:anastasiaryba

user:florenciaw user:srjefe [|Get-to-know the faculty PowerPoint (Scaffolded task to activate prior knowledge)]

=2-8-18=

a) The tips should be research-based. b) The tips should be specific to your target language. c) The tips should include a principle, followed by an explanation or a link to a concrete classroom example.
 * 1) Write five tips for using technology to support interpretive communication.**

a) Each tool should help teachers/learners to implement one of your five tips. b) Each tool should work with your target language. c) Each tool should help teachers/learners overcome problems in your target language.
 * 2) List three technological tools.**


 * 3) Post your lists in the space below.**

user:florenciaw ** 1. Use technology to engage students in culturally authentic learning experiences. ** We know that students need help with cultural knowledge as they participate in interpretive communication. Introduce students to cultural knowledge and help them experience the culture of Spanish-speaking countries through virtual tours. Classroom example: [] 2. ** Use technology to help students activate prior knowledge. ** Students need opportunities to activate prior knowledge before interacting with a text. For example, students can view clutter-free YouTube videos ([] ) to help activate prior knowledge. ** 3. Create opportunities for students to make multiple passes through the text. ** Students need the opportunity to interact with the text for various purposes. Engage students in meaningful and varied interaction with texts through technology. For instance, students can use [] to highlight a certain verb tense, or vocabulary of the text for one pass through the text. ** 4. Teach reading strategies through technology. ** Students need to be taught reading strategies. Through the use of [], students can work on reading strategies with embedded reading. ** 5. Use technology to provide opportunities for students to collaborate. ** We know that students learn best when knowledge is co-constructed. Provide opportunities for students to collaborate on interpreting the text. [|http://popplet.com/app/#/1231063]


 * 1) **Popplet:** [|http://popplet.com/app/#/1231063]
 * 2) ** Newsela: ** []
 * 3) ** Nearpod: ** []

user:craigjian

- use technology to help pre-reading activities: to read the first chapter of a book when reading, you may want to look up words (and this is the only chance we

encourage you to look up every word), you can use Pleco ( [] )

the first chapter offers readers the basic plots overview, characters, places etc.

also, you can summarize what you read so that you would have a clearer idea about

the book

- use technology to choose proper materials for students to read: Chinese Readers [] here are 7 superb Chinese readers sometimes, it’s hard for teachers to choose some well-written, level appropriate, and interesting materials. using Chinese Reader helps teachers solve the problems. also, Chinese Readers help students read and learn from stories which is not like the traditional dialogues or grammar explanation. instead, chinese readers guide learners to read and offer some comprehensible input at the same time.

- use technology to reinforce enjoyment when reading when we read, we have to enjoy reading so that we can build up sense of achievement when we read. Thus, topics and content is very important. Readlang ( [] ) provides authentic and trendy (e.g., The Rap of Chine, the most popular TV show last year) content online for readers to read. There are bunch of articles for readers to choose according to the level they are at. after you read, you would have a chance to rate the article and at the same time, your accumulate some voc amount (which may build up the sense of achievement). Also, Readlang provides dictionary system. However, the dictionary is not smart enough to tell all the word boundaries which may not translate and explain correctly.

- use technology to train students' reading strategies: looking for gist to read like a native: when we read in L1, we tend to look for the gist and breeze through the pages quickly but we tend to forget this when we read in L2. we need to read for gist newsela ( [] ) provides some articles for readers to read. also, they have quiz and activity such as making students to write down the main ideas of the article which refers to looking for gist. sadly, they don’t offer Chinese text. :(

- use technology to do post-reading activities: As language teachers, we might want to provide students a platform to share what they learned after they read the materials. The platform helps them to connect reading to other language skills such as writing or typing. Also, the platform makes students to discuss the materials and triggers more ideas.

user:anastasiaryba

5 tools to become a better reader [|listening for the reading passage] [|click on the word you do not know] [|scaffolding the reading/ pre-reading activity; post-reading activity]
 * Find a reading partner and practice reading aloud together. Take notes while your partner is reading. What can you learn from the way they speak, and vice versa? You’ll be surprised at how effective two heads can be instead of one.
 * You must accept that you won’t understand everything you read
 * Make a note of the word in a notebook, so you can check the meaning later. Then keep reading.
 * Instead of worrying, try to focus instead on everything that you have understood, and congratulate yourself for everything you have done so far.
 * The purpose of reading is to enjoy the book for what it is.

=2-6-18=


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


 * 2) Choose ONE article to read:**

[|A Review of Pedagogy Related to Information & Communications Technology] (2004)

[|Web 2.0 & Second Language Learning: What Does the Research Tell Us?] (2012)

[|Web 2.0 for Language Learning: Benefits & Challenges for Educators (2013)]


 * 3) Skim:** [|Pedagogical Affordances of Syndication, Aggregation, & Mash-up of Content on the Web]

a) Visit this reading list. b) Choose a topic you want to learn more about. c) Read at least 3 articles listed under that topic.
 * 4) Skim 3 of these articles, blog posts, or videos:**


 * 5) Come prepared to discuss the relationships between language learning, web 2.0 tools, and pedagogy.**

=2-1-18=


 * 1) Start experimenting with Diigo.**

a) Explore the websites below in order. b) Choose a tool from the list provided. c) Use the tool you selected to create a visual résumé. d) Do it in your target language. e) Post the final result below.
 * 2) Craft a visual résumé.**

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]

user:craigjian

Anastasia



user:florenciaw

=1-30-18=

Narrow your articles down to things that will be helpful to you in your research. = =

=1-25-18=

[|Curriculum Planner tool]


 * 1) Find: 10 high-quality articles relating to your thesis topic that also relate to technology.**

a) Use Google Scholar. b) Search for your thesis topic and technology: "thesis topic" technology c) Scan the list of articles that appear. d) Click on the titles that seem most relevant, influential, and promising. e) Read the abstracts (i.e., you do not need to read all of the articles).

a) Click Edit and type the name of the article below. b) Highlight the name of the article. c) Click the link button and then Web Address. d) Paste the link into the Web Address field. e) Click Add Link and then click the Save button.
 * 2) Post the titles and links to your articles below.**


 * 3) Optional: Register for the NFLRC webinar on Project-based Language Learning by Friday if you are interested.**

http://nflrc.hawaii.edu/events/view/110/

http://nflrc.hawaii.edu/events/view/109/

user:florenciaw 1. [|A Qualitative Survey of Tertiary Instructor Attitudes towards Project-based CALL.] 2. [|Becoming Little Scientists: Technologically-Enhanced Project-Based Language Learning.] 3. [|Project-based learning, transferable skills, information technology and video.] 4. [|Weblogs enhancing EFL students’ English language learning.] 5. [|Using Blogs to Encourage ESL Students.] 6. [|Project-oriented use of the World Wide Web for teaching and learning culture.] 7. [|The development of L2 writing in a computerized process-centered learning project.] 8. [|Creative language learning projects with emerging digital media.] 9. [|Conversations of Indonesian language students on computer-mediated projects: linguistic responsibility and control.] 10. [|Village voices, global visions: digital video as a transformative foreign language learning tool.]

Jeffreyuser:srjefe


 * 1) [|Quest to Learn: Developing the School for Digital Kids]
 * 2) [|Navigating the Problem Space: The Medium of Simulation Games in the Teaching of History]
 * 3) [|The effect of games and simulations on higher education: a systematic literature review]
 * 4) [|The role of simulation in continuing medical education for acute care physicians: a systematic review]
 * 5) [|The NCSBN National Simulation Study: A longitudinal, randomized, controlled study replacing clinical hours with simulation in prelicensure nursing education]
 * 6) [|The effect of simulation on middle school students' perceptions of classroom activities and their foreign language achievement: a mixed methods study]
 * 7) [|Digital Games and Second Language Learning]
 * 8) [|An evaluation of the Christa McAuliffe space education center programs]
 * 9) [|Digital Gaming in L2 Teaching and Learning]
 * 10) [|Web 2.0, Synthetic Immersive Learning Environments, and Mobile resources for language education]

Anastasia 1.[| Eye-tracking research in computer-mediated language learning] 2. [|Uses of eye-tracking data in second language sentence processing research.] 3. [|The use of eye movement in the study of multimedia learning.] 4. [|Investigating implicit and explicit processing using L2 learners' eye-movement data] 5.[| EFL acafemic reading and modern technology: how can we turn out students into independent critical readers?] 6. [|A review of using eye-tracking technology in exploring learning from 2000 to 2012] 7.[| Using eye-tracking to investigate topics in L2 aquisition and L2 processing]

user:craigjian 1. [|Willingness to communicate: can online chat help?] 2. [|“Leveling the Playing Field:” The Effects of Online Second Language Instruction on Student Willingness to Communicate in French] 3. [|CAN I SAY SOMETHING? THE EFFECTS OF DIGITAL GAME PLAY ON WILLINGNESS TO COMMUNICATE] 4. [|Influencing Students’ Pronunciation and Willingness to Communicate through Interpersonal Audio Discussions] 5. [|Affect and willingness to communicate in digital game-based learning] 6. [|Promoting speaking proficiency and willingness to communicate in Turkish young learners of English through asynchronous computer-mediated practice] 7. [|Teacher e-mail message strategies and students' willingness to communicate online.] 8. [|The Influence of Technology in the Classroom: An Analysis of an iPad and Video Intervention on JHS Students' Confidence, Anxiety, and FL WTC.] 9. [|Language Learners' "Willingness to Communicate" through Livemocha.com] 10. [|From chatting to oral fluency: Using chat to improve self-confidence and increase willingness to communicate]

=1-23-18=


 * 1) Finish Individual Student Wiki Page**

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.

= = = = =1-16-18=


 * 1) Read:** [|ACTFL Position Statement on the Use of Technology in World Language Education]

a) Read the document. b) What are the document's implications for teacher pedagogy and student learning tasks? c) Come prepared to discuss your answers in class.


 * 2) Read:** [[image:languagelinks2006/ISTEStandardsForEducators2017.JPG link="http://www.iste.org/standards/for-educators"]]

a) Read the document. b) Identify which skills you have and which you lack. c) Come prepared to share your answers in class. d) What does this add to our understanding of the ACTFL Position Statement?


 * 3) Familiarize yourself with the information that appears in these handouts: **

a) Skim both handouts: b) Try out any searches that are new to you. c) Come prepared to discuss your searches in class.

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? e) Come prepared to discuss your findings in class.
 * 4) Click on this link: ** [|Country-specific Google]


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




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


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


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


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


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


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


 * 12) 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. :-)) **

a ) Click on the link above. b ) Read the article until you get to the heading "Making a Change." c ) Jot down an answer to this question: How are technology, democracy, and power related? d ) Be prepared to share your answer and personal experiences with these concepts in class.
 * 13) **** Read: **** [|Technology, Democracy, & Power] **


 * 14) Individual Student Wiki Pages **

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.)

**15)** **Diacritical Marks:** Make sure you know how to get the computer to insert diacritical marks (i.e., [|accents] and other diacritical marks like tildes, etc., pertinent to your language. If you teach a character-based language, be sure you can type in your language.)

=1-11-18=


 * 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 "Span 672" in the box. e) Click submit.

a) Sign into Wikispaces with your username and password. b) Go to the **Tech Byte** page and click //Edit.// c) Choose 6 dates. d) Type ~ 3 times next to each date you choose. e) Click //Save.//
 * 3) Sign up to give the Tech Byte.**


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


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

(For your future reference: [|True Colors Quiz - Print Version] OR [|True Colors Quiz - Online version (does not give numerical scores)]
 * 6) Complete: True Colors Quiz ** (distributed in class).

Submit results [|here]


 * 7) Complete the Course Photo Video Permission Form (distributed in class): [[file:Course Photo Video Permission Form Span 672-SLAT 610 2018.pdf]] **


 * 8) [|Register] for the //[|Utah Coalition of Educational Technology Conference].// **

You may also wish to register for the Utah Foreign Language Association (UFLA) Conference: a) If you plan to volunteer, complete this form: b) If you do not plan to volunteer, click [|register online].


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


 * OPTIONAL: **


 * 10) 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

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


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


 * 1) langchat
 * 2) utedchat


 * 12) 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/108/"]] ||
 * Jan. 17-18, 2018 - Project-based Language Learning Free Online Symposium ||


 * [[image:languagelinks2006/PBLLInterculturalityLogo.png link="http://nflrc.hawaii.edu/projects/view/2014A/"]] ||
 * Pragmatics & PBLL Summer Institute June 13-20, 2018 at the University of Manoa in Honolulu, HI ||

February 15, 2018 at Weber State University in Provo, UT
 * [|Utah Foreign Language Association Conference (UFLA)] **

February 23-24, 2018 in Santa Fe, NM
 * [|Southwest Conference on Language Teaching (SWCOLT)] **

March 8-11, 2018 at the Doubletree Convention Center, Ontario, CA
 * [|California Language Teachers Association Conference (CLTA)] **

March 22-23, 2018 at the University of Utah in Salt Lake City, UT
 * [|Utah Coalition for Educational Technology Conference (UCET)] **

April 24-26, 2018 in Delft, The Netherlands
 * [|Open Education Global Conference] **

Summer 2018 at the Joseph F. Smith Building, BYU Campus, Provo, UT
 * BYU Annual Summer Workshop for Spanish Teachers **

June 25-28, 2018 in Salamanca, Spain
 * [|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 16-18, 2018 in New Orleans, LA
 * [|American Council on the Teaching of Foreign Languages Conference (ACTFL)] **

February 6-9, 2019 in Charlotte, NC
 * 7th International Conference on Language Immersion Education **


 * More Professional Development Opportunities **

= 1-9-18 =

First Day of Class - No Homework 
 * Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis ||

Chicken parmesan with marinara sauce over penne pasta