Media+&+Tech+-+Assignments+for+Winter+2016

// 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

=Friday, April 15=


 * 1) Study for the Final Exam, which will be held on Friday, April 15, from 7-10 p.m.**

a) Begin reviewing the can do statements on the course agenda: b) Begin studying using this study guide: c) Can you identify the tools on this list? d) How well can you answer the questions on this list in preparation for The Great Debate?


 * 2) Turn in the final copy of your article for //The Language Educator// for publication by Monday, April 25.**

= Tues., Apr. 12: Finals Prep =


 * 1) Use this "self-assessment" game to prepare for "The Great Debate."**

media type="custom" key="28418921"


 * Optional: Try modifying it to create your own spinner.**


 * 2) Provide feedback on the paper you were given in class.**

a) Skim Dr. M's comments on the rough draft. b) Read the whole paper without making any marks on it. c) Fill out the rubric. d) Make 3 positive comments and 3 suggestions for changes on a separate piece of paper. e) Edit the paper, indicating specific, concrete suggestions for changes. (If you tell them something isn't working, give a specific suggestion for how to improve it.) = = Possible suggestions might address:


 * Ideas and Content
 * Does it need more conceptual depth or theoretical background?
 * Does it need more practical examples?
 * Does it need more specific technological suggestions woven through it?
 * Does it need to be more tightly connected to the focus topic of //The Language Educator//?
 * Organization
 * Does it flow well?
 * Do the ideas need to be regrouped so that the reader can follow the main points more easily?
 * Do specific steps for implementation need to be added?
 * Do sub-headings need to be inserted to better guide the reader?
 * Word Choice
 * Do the words selected convey what the author intended? (Suggestion: Use more precise words)
 * Are the sentences too long and wordy, making it difficult to understand? (Suggestions: Break sentences into smaller chunks, with one idea per chunk. Use active verbs (i.e., avoid passive voice constructions that use "is," "are," "was," "were"). Eliminate phrasal verbs (verb phrases containing prepositions in them (such as "to come up with" or "to go back") and replace them with words like "to invent" or "to return").
 * Are the sentences too short and choppy, making it difficult to follow? (Suggestion: Combine sentences. Use transitional words and phrases to signal relationships between ideas.)
 * Mechanics
 * Are the sentence patterns used correct/accurate?
 * Is everything spelled correctly?
 * Is everything punctuated correctly?
 * Is everything formatted correctly?


 * 3)** **Study for the Final Exam, which will be held on Friday, April 15, from 7-10 p.m.**

a) Begin reviewing the can do statements on the course agenda. b) Begin studying using this study guide:

=Thurs., Apr. 7: Wrapping Up=


 * 1) Revise your article based on my feedback and bring one hard copy to class. **


 * 2)** **Complete the course evaluation that BYU recently sent out for this course.**


 * 3)** **Post the links to the TechByte tools you shared.**


 * 4) Study for Final Exam: Friday, April 15, from 7-10 p.m.**

a) Begin reviewing the can do statements on course agendas. b) I will post a study guide soon.

=Tues., Apr. 5: Presentation Slides=


 * 1) Post your professional presentation slides. **


 * 2) ****Complete the course evaluation that BYU recently sent out for this course.**


 * 3)** ** Post the links to the TechByte tools you shared. **


 * 4) Study for Final Exam: Friday, April 15, from 7-10 p.m.**

a) Begin reviewing the can do statements on course agendas. b) I will post a study guide soon.


 * 5) OPTIONAL: Sign up to [|help with Españolandia] (please!)**

=Thurs., Mar. 31: Presentation Schedule B=


 * 1) Complete the course evaluation that BYU recently sent out for this course.**


 * 2) Post the links to the TechByte tools you shared. **


 * 3) Finalize/revise your conference presentation. Bring it on a flash drive as a back-up in case the internet is not working again.**


 * Presentation Schedule for 3/31

4:05 - 4:15 - Rebecca Brinck 4:20 - 4:30 - Michelle Anderson 4:35 - 4:45 - Eunsun You 4:50 - 5:00 - Serena Terrazas 5:05 - 5:15 - Dan Bates


 * Presentation Schedule for 4/5

4:05 - 4:15 - Lauren Truman 4:20 - 4:30 - Josh Hogue 4:35 - 4:45 -Scott Dohrman 4:50 - 5:15 - Lin Guo


 * 4) Finish your article (Draft due for feedback from Dr. M. on 3/31/16; Final copy due 4/5/16).**


 * 5) Study for Final Exam: Friday, April 15, from 7-10 p.m. **

a) Begin reviewing the can do statements on course agendas. b) I will post a study guide soon.


 * 6) OPTIONAL: Sign up to [|help with Españolandia] (please!)**

=Tues., Mar. 29: Tech Bytes=


 * 1) Post the links to the TechByte tools you shared.**


 * 2) Finalize your conference presentation: [[file:Conference Presentation Rubric FINAL.docx]]**


 * Sign up here to present on 3/29

4:05 - 4:15 - Lisa Collier 4:20 - 4:30 - Rebecca Brinck 4:35 - 4:45 - Andy Nelson 4:50 - 5:00 - Michelle Anderson 5:05 - 5:15 - Lily Bueno
 * Sign up here to present on 3/31

4:05 - 4:15 - Eunsun You 4:20 - 4:30 - Serena Terrazas 4:35 - 4:45 - Dan Bates 4:50 - 5:00 -Lauren Truman 5:05 - 5:15 - Josh Hogue


 * Sign up here to present on 4/5

4:05 - 4:15 -Scott Dohrman 4:20 - 4:30 - Lin Guo


 * 3) Finish your article (due 4/5/16): [[file:The Language Educator Article Rubric.docx]] **


 * 4) Study for Final Exam: Friday, April 15, from 7-10 p.m.**

a) Begin reviewing the can do statements on course agendas. b) I will post a study guide soon.


 * 5) OPTIONAL: Sign up to [|help with Españolandia] (please!)**

=Thurs., Mar. 24: Presentation Schedule A=

a) Read the article. b) Respond based on the feedback your partner requested. c) Point out things you thought were effective or insightful. d) If you suggest a change, provide specific suggestions for what to change and how. e) Write legibly, or type and print your comments.
 * 1) Provide WRITTEN feedback on your partner's article. **


 * 2) Continue polishing your conference presentation.**
 * Sign up here to present on 3/29

4:05 - 4:15 - Lisa Collier 4:20 - 4:30 - Rebecca Brinck 4:35 - 4:45 - Andy Nelson 4:50 - 5:00 - Michelle Anderson 5:05 - 5:15 -
 * Sign up here to present on 3/31

4:05 - 4:15 - Eunsun You 4:20 - 4:30 - Serena Terrazas 4:35 - 4:45 - Dan Bates 4:50 - 5:00 -Lauren Truman 5:05 - 5:15 - Josh Hogue


 * Sign up here to present on 4/5

4:05 - 4:15 -Scott Dohrman 4:20 - 4:30 - Lin Guo


 * 3) Continue working on your professional article. (Final hard copy due 4/5/16)**


 * 4) Study for Final Exam: Friday, April 15, from 7-10 p.m. **

a) Begin reviewing the can do statements on course agendas. b) I will post a study guide soon.


 * 5) OPTIONAL: Sign up to [|help with Españolandia] (please!)**

=Tues., Mar. 22: Templates for Professional Projects=


 * 1) Professional Conference Assignment Due as a hard copy.**


 * 2) Hard copy of draft of article for //The Language Educator// due.**

a) Write a draft of your article. b) Use this NEW template to help you: c) PRINT a hard copy of the article. d) Bring the print copy to class!!! e) You will receive feedback on your draft.

a) Finish the content of your conference presentation. b) Use this template to help you: c) Begin working on the design elements of the presentation.
 * 3) Electronic copy of draft of conference presentation due. (Be ready to display in class.)**

=Thurs., Mar. 17: UCET=

No class - Attend the [|UCET Conference] and complete the

=Tues., Mar. 15: Drafts=

1) Generate a draft of your article in prose (i.e., NOT just bullet points.) You do not need to turn anything in today.

2) Continue working on your conference presentation. = =

=Thurs., Mar. 10: No Class=

No class - College-wide Assessment Day

=Tues., Mar. 8: Professional Conference Presentations=


 * 1) Examine these examples of professional presentations: **


 * [|Cultura y comunicación con comerciales] - Whole presentation
 * How is the presentation //structured//?
 * How does the presentation use //images and text// to support one another?


 * [|Kick the Vocab. Quiz] - Whole presentation
 * How does this presentation //include theory//?
 * How does this presentation //provide practical strategies// for implementing theoretical ideas?
 * How does this presentation //engage the audience// in the presentation?


 * [|Bridging the Gap] - First 15 slides only
 * How is the presentation title related to the images?
 * How is each image in the first 15 slides related to the content of the slide?
 * How many different strategies does this presentation use to engage the audience in discussing the content in the first 15 slides?


 * [|Learning from Life] - First 30 slides only
 * How does this presentation connect everything to a theme?
 * How does each image help to convey the content?


 * [| Tools for an Awesome Presentation] - Whole presentation
 * Choose one piece of advice to try in your presentation.


 * 2) Click here and follow the instructions to post your bullet-point summary of your conference presentation. **


 * 3) Create a ROUGH draft of your conference presentation using this template: **[[file:Template for a Conference Presentation.pptx]]

a) Use your bullet point summary as an outline. b) Add that information into the PowerPoint template. c) Add the other information that is missing. d) Be ready to show this to a partner in class. e) This is your ROUGH draft, not the final copy.

=Thurs., Mar. 3: Language Educator Article=

.
 * 1) Post your final version of your digital story on this page.**
 * 2) Analyze an article from //The Language Educator.// **

a) Explore the issue of //The Language Educator// you took home today. b) Find an article you REALLY LIKE from the issue. c) Photocopy it (or if you are an ACTFL member, find it online, then copy and paste it into a new document). d) Review this template: e) Label your photocopied article with each of the sections listed on your template. f) Do NOT write on the article in the magazine you borrowed from me!

Tips:


 * Use the article as a "mentor text:" Analyze the article for content, organization, word choice, tone, etc., so you can use the article as an example for your own.
 * Use the outline you created for homework to guide your writing.
 * Remember to write so that you answer a REAL question that REAL teachers REALLY have!

=Tues., Mar.1: Professional Article & Conference Presentation=

a) Decide on a message you wish to convey. b) Select a tool to help you convey it. c) Create your digital "story" using the tool. d) Try to integrate a conceptual idea, culture, and a clear grammatical pattern. e) Come prepared to display your project in class. When you have finalized your project, post it on this page.
 * 1) Finish your digital story.**

a) Review the course schedule. b) Create a top 10 list of topics from the schedule that you WANT to explore. c) Create a list of topics that you do NOT want to address. d) Type your lists into an e-mail with the subject line: Feedback on Course Schedule e) E-mail the list to Dr. Montgomery.
 * 2) Give feedback on the course schedule.**

a) Read this [|call for proposals from]//[|The Language Educator.]// b) Choose ONE of the two issues. c) Select a topic that falls within the guidelines for the issue you chose. d) Remember that your topic MUST include a focus on technology in world language education. e) Generate an e-mail for Dr. Montgomery containing:
 * 3) Propose topics for your conference presentation and Language Educator article.**


 * The subject line: Article & Conference Proposal
 * The current topic of your thesis
 * A proposed topic for your article for // The Language Educator //
 * A proposed topic for your conference presentation [could be the same or different from your thesis and your article topic(s)]
 * This e-mail should be SEPARATE from the one you send Dr. M. for #2. :-)


 * RESOURCES:**

A) Conference Presentation Template:

B) Scaffolding for //The Language Educator// Article//: We will write this in baby steps. You only need to take ONE step by next Thursday.//

**FIRST STEP:** (Due March 3)

1) Explore the issue of //The Language Educator// you took home today. 2) Find an article you REALLY LIKE from the issue. 3) Photocopy it (or if you are an ACTFL member, find it online, then copy and paste it into a new document). 4) Review the attached template. 5) Label your photocopied article with each of the sections listed on your template. 6) Do NOT write on the article!

Tips:


 * Use the article as a "mentor text:" Analyze the article for content, organization, word choice, tone, etc., so you can use the article as an example for your own.
 * Use the outline you created for homework to guide your writing.
 * Remember to write so that you answer a REAL question that REAL teachers REALLY have!


 * SECOND STEP: Draft Your Article in Bullet Points **


 * Thesis Statement: ** // What is the main idea of your article? //


 * Purpose of the Article: ** // What action do you want teachers to take after reading your article? // (Please write this as a "can do" statement.)


 * 7 Key Principles: ** // What important ideas do teachers need to understand in order to "do" what you listed above? // (These principles should be the basis of your argument and should "add up" to your final conclusion.)


 * Structure these as a logic chain, where the last word or concept in the sentence becomes the first word of the next sentence.
 * Make sure that each principle progressively builds to your final "conclusion"--the big idea that you want teachers to take from the article.
 * Make sure that your principles lead the reader's thinking so that by the time they get to the conclusion, they say, "Oh, that makes perfect sense! Of course!"


 * 3 Pedagogical Strategies: ** // What basic steps do teachers need to take in order to put the principles you listed above into action? // (List at least 3, concrete strategies teachers can try immediately in their classrooms as they experiment with putting what you said in your article into practice.)


 * 1 Example: ** // What would the principles and strategies you are advocating look like in a real world language classroom? // (Briefly give at least one, real life classroom example or story you can tell that illustrates the principles and strategies you outlined above.)


 * THIRD STEP: Self-Evaluation **

a) Does your title "capture" the reader's attention by addressing a common problem easily recognizable to K-12 teachers?

b) Does your title show that you will offer a new perspective or idea about your targeted problem?

c) Did you write your article with a focus on your AUDIENCE (as opposed to your content)?

d) Does your article systematically answer the questions practicing teachers are likely to have about your topic?


 * Here's the classroom situation that made me want to explore this topic
 * Here's what I found out about the topic from my explorations
 * Here's what that information fails to address, consider, or take into account (i.e., here are the problems that we still have with this topic)
 * Here's my proposal for addressing those problems I just identified

e) Does your article meet all of the author guidelines?


 * FOURTH STEP: Draft the Article in Prose **


 * FIFTH STEP: Peer Review**

We will do this in class.


 * SIXTH STEP: Feedback from Dr. M.**


 * SEVENTH STEP: Revise**


 * EIGHTH STEP: Feedback from a Colleague & Submit**

=Thurs., Feb. 25: Digital Storytelling=


 * 1) Work on your 2-minute digital story/"Mockumentary" due next Tuesday.**

a) Choose a conceptual topic (such as education, fashion, immigration, leadership, perfectionism, power--any kind of social issue or something you have a strong opinion about) b) Think of a cultural connection to your conceptual topic. c) What message will you convey about your topic? d) Select a target language pattern (i.e., a grammatical structure) to emphasize. e) Choose a genre (documentary, public service announcement) and a tech tool to create your product. f) Post your final product on this page.

=Tues., Feb. 23: Professional Conference Assignment=

1) Register for the [|UCET Conference] (or attend UFLA). 2) Complete the Professional Conference Assignment for either [|UFLA] or [|UCET].

3) Read the ISTE Technology Standards for [|Students] and for [|Teachers]

=Thurs., Feb. 18: No Class=

No class - Utah Foreign Language Association Conference

=Tues. Feb. 16: Monday Instruction= = = No class - Monday Instruction

=Thurs., Feb. 11: Graphic Design= = =
 * 1) Revise or create instructional materials using principles of graphic design.**

a) Choose a topic that is hard to teach. b) Consider principles of visual cognition & graphic design. c) Create a worksheet to help students understand. d) Give clear instructions in your target language. e) Prepare to show your PowerPoint slide, worksheet (or whatever you create or redesign) in class.


 * 2) Create a task that showcases communication skills. (I forgot to ask for these on Tuesday, so we will begin with these on Thursday.)**

a) Select a task/tool type from "Creativity Tools." b) Choose a tool from the category you selected. c) How could learners use this tool to practice language? d) Use the tool to create an example assignment. e) We will share these in class. (The goal is not a perfect example, but to give you a chance to discover the affordances and constraints of the tool.)


 * 3) If you didn't finish all of Tuesday, Feb. 9 homework, please do so in preparation for today.**

=Tues., Feb. 9: Visual Cognition=


 * 1) Create a task that showcases communication skills.**

a) Select a task/tool type from "Creativity Tools." b) Choose a tool from the category you selected. c) How could learners use this tool to practice language? d) Use the tool to create an example assignment. e) We will share these in class. (The goal is not a perfect example, but to give you a chance to discover the affordances and constraints of the tool.)


 * 2) Choose ONE pedagogical article below to skim. **

3) Skim ONE article below. 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?
















 * 3) Explore ONE of these resources (for using images in world language classes).**




















 * 4)** **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.
 * 5) 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] media type="youtube" key="BpWM0FNPZSs" width="420" height="315"

=Thurs., Feb. 4: Creativity=


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

[|Where Good Ideas Come From by Stephen Johnson]

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


 * 2) Explore these resources:**



= =


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


 * Changing Education Paradigms**

RSA Animate. (2010, October 14). [|Changing education paradigms]. //YouTube.// media type="youtube" key="zDZFcDGpL4U" width="560" height="315"


 * The Click Moment**

Johannson, Frans. (2012). // The Click Moment //. NY: Portfolio Penguin. media type="vimeo" key="46392949" height="281" width="500"


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

Oreo Cookie. (2014, Jan. 26). [|Dare to wonder]. //YouTube.// media type="youtube" key="WimQ_15fakY" width="560" height="315"- This 30-second video asks what would happen if we dared to wonder, dared to try, dared to share ourselves, dared to stop worrying who we are "supposed" to be, dared to use what is inside of us to overcome our fears and doubts.


 * Do Schools Kill Creativity?**

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

media type="youtube" key="iG9CE55wbtY?rel=0" height="315" width="420"

Florida, Richard. (2005). [|The flight of the creative class: New global competition for talent]. NY: [|HarperCollins]. ISBN0-06-075690-X. media type="youtube" key="6iHwVaPwOnY?rel=0" height="315" width="420"
 * The Flight of the Creative Class**


 * The Rise of the Amateur Professional**

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

media type="custom" key="16094580"

= =
 * TED Talks on Creativity**

- A collection of TED Talks on creativity

For next Tuesday) Choose an article from the Visual Cognition section of the readings page to read.

=Tues., Feb. 2: Gamification=


 * 1) Read the first paragraph of: [|Definition of Gamification] **


 * 2) **** 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.]//


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


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



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


 * 6) OPTIONAL: **

**a)** **Highly recommended reading:** 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 []


 * b) Explore other resources on Gamification and/or Creativity. **


 * c) Play some of these language games. **
 * Play the game. Did it push you toward flow or frustration?
 * What characteristics of this game make it fun/frustrating to play?
 * What pedagogical insight could LANGUAGE teachers gain from this experience?
 * What pedagogical insight could LANGUAGE teachers gain from this experience?

[|Mind Snacks]

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

[|Language Games]
 * [[image:languagelinks2006/TraditionalChineseGames.gif link="http://www.activityvillage.co.uk/traditional_chinese_games.htm"]] ||
 * TraditionalChineseGames.gif ||

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

[|Chinese Games & Stories]

[|Laboratoire]

[]

[|Signing Time Games]

[|Why use games in teaching EFL?]

- Type the name of your target language in the search box in English. Choose one of the games to play.


 * [[image:languagelinks2006/20QLogo.gif link="http://www.20q.net/"]] ||
 * 20QLogo.gif ||


 * [[image:languagelinks2006/StatetrisLogo.png link="http://www.mapmsg.com/games/statetris/"]] ||
 * StatetrisLogo.png ||

[|Chinese New Year Scrambler Puzzles] (Culture)

[|South American Geography Games]

[|Chinese Games & Kids Games]

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


 * [[image:languagelinks2006/ToolsForEducatorsLogo.gif link="http://www.toolsforeducators.com/"]] ||
 * ToolsForEducatorsLogo.gif ||

[|Spanish Conjugation Game]

=Thurs., Jan. 28: 21st Century Learners=


 * 1) Read:** Burbules & Callister, pp. 41-66.

a) Read Chapter 3 (pp. 41-66). b) Complete the yellow thinking template I distributed in class. (It says Chapter 2, but you will be reading pp. 41-66).


 * 2) Play with at least 3 tools from this list.**


 * 3) 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?

=Tues., Jan. 26: Globalization=


 * 1) Read: [|Willing to be Disturbed] (****[|Alternate version])**


 * 2) Watch:**

[|Did you know? Shift Happens (2014 Remix)] (Translated versions if you want to try another language) media type="custom" key="28207121"


 * 3) Choose at least one tool and try it out. **

a) Choose a concept-mapping tool (see the list below). b) Pick one of these articles OR a text you are teaching in your class.


 * [|What is globalization?]


 * [|The Pros & Cons of Globalization]

c) Create a simple concept map of the content of the text you chose.

d) The point of the assignment is to give you a chance to try out the tool.


 * [|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)
 * [|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)
 * [|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
 * __Other Concept Mapping Tools__


 * 4) Optional -** Explore:

Social Bookmarking in Plain English (DotSub) media type="custom" key="28207135"

[|Thirteen Tips for Effective Tagging]

[|Hublog]

[|The Tagging Toolbox: 30 Tools]

[|Social Software Works in Triangles]

[|Mystery Skype] – [|Step-by-step How To]

=Jan 21: PLNs=


 * 1) Pre-viewing:** Read these questions:
 * What implications do PLNs have for learning?
 * What are the pedagogical implications of PLNs for teachers?
 * What implications do PLNs have for the policies, practices, and procedures of our current educational systems?

media type="youtube" key="mghGV37TeK8" width="420" height="315"
 * 2)** **During Viewing:** Think about the questions as you watch this video:


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


 * 4) Read this graphic--what does it mean for your development of a PLN? **

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


 * 5) Skim each document. Come prepared to discuss what it has to do with using technology to teach world language.**


 * [|21st Century Skills]
 * [|World-Readiness Standards for Language Learning]
 * ISTE Standards for [|Students] , [|Teachers] , & Administrators


 * 6) Explore [|Punya Mishra's webpage].**


 * 7) OPTIONAL:** Set up your own Diigo account.

= =

=Jan. 19: Social Bookmarking=


 * 1) Complete your wiki page.**

a) Click on the link above. b) Find your initials. c) Click on your initials, then click "Edit." d) Complete a task, then click "Save." e) Click "Edit," complete a new task, click "Save."


 * 2) Do this one-page worksheet.**



a) Click on b) Try to complete the worksheet. c) Come to class prepared to explain what you learned.


 * 3) Explore:**


 * [|Constructivism] (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] )
 * [|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:SkypeLogo.png link="https://education.microsoft.com/skypeintheclassroom"]]

=Jan. 14: No Homework=

No homework today

=Jan. 12: True Colors=


 * 1) Complete your wiki page.** (Do as much as you can. I will answer questions in class on Tuesday.)

a) Click on the link above. b) Find your initials. c) Click on your initials, then click "Edit." d) Complete a task, then click "Save." e) Click "Edit," complete a new task, click "Save."


 * 2) Download the Personal Password List: [[file:Personal Password List 2016 Categorized.doc]][[file:Personal Password List 2016 Categorized.pdf]] **

a) Click on this document. b) Save it to your desktop. c) Print it if you prefer to use a hard copy.


 * 3) Read Ch. 2 of Burbules & Callister (the purple book).** If you don't have the book yet, just do this once your copy of the book arrives.

a) Read Ch. 2. b) Complete the worksheet distributed in class as you read. c) This version contains instructions for each section d) Submit a hard copy of the completed worksheet in class.


 * 4) Prepare your UCET Conference Proposal OR your BYU Spanish Teachers' Workshop Proposal. **

a) Consider the question: If I were to attend a presentation on educational technology, what would I like to learn about? b) Write your answer to the question on a sheet of paper. c) Submit a hard copy of your answer in class. d) We will use these as the basis for a "real" conference presentation proposal.


 * 5) Explore the True Colors materials below.**

- Pages 3-4 contain brief descriptions of how each color is likely to interact at home, at school, and with friends.

- Read this entire packet THOROUGHLY. EXCELLENT charts that indicate how to relate to, motivate, appreciate each color; Pages 3-6 compare how each color sees itself to how others may see each color. Very useful for thinking about why people might sometimes misunderstand you, as well as how you might accidentally misunderstand others reframing lists; symptoms of a bad day; and team member role cards. (See also Page 2 of this handout: )

- You'll have to download and open this Word doc to read it. Page 1 contains a list of typical behaviors each color exhibits when having a bad day.



- Very well-designed handouts that highlight what each of the 4 colors brings to a collaborative situation, along with questions each color is likely to ask about the task at hand. Super helpful for you as members of different professional committees, and helpful for students as they engage in group work.

- Formatting is ugly, but info. is useful

- Understanding your interviewer can help you know which strategies will help you communicate best


 * The Quiz **

[|True Colors (performed by John Legend)] media type="custom" key="23594046"

[|True Colors Quiz - Print Version]

[|True Colors Quiz - Online version (does not give numerical scores)]

**Just For Fun True Colors Materials**

- T his PDF document contains wordsearches for all 4 colors
 * [[image:pl2rs/BlueWordSearch.JPG link="https://truecolorsintl.com/resources/"]] ||

- Are you a diet feeler, planner, thinker, or player? This brief quiz may give you some insight into your eating habits. (Warning - this links to a commercial site)

- Read 4 different comic strips and decide which situation best depicts you, then read a brief description of how your dominant colors may be affecting your shopping habits. (Warning - this links to a commercial site)

- Can you identify which color is most likely to own each of these bumper stickers?


 * Additional True Colors Resources **

- Golds will find this PowerPoint presentation useful. It provides detailed, step-by-step instructions for the quiz, along with a more comprehensive approach to explaining it

=Jan. 7: 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]


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


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


 * OPTIONAL: **


 * 9) 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


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


 * 1) langchat
 * 2) utedchat


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





February 18, 2016 at Utah Valley University in Provo, UT
 * [|Utah Foreign Language Association Conference (UFLA)] **

March 3-5, 2016 at the Hilton Waikiki Beach Hotel in Honolulu, HI
 * [|Southwest Conference on Language Teaching (SWCOLT)] **

March 2016 - Probably at the DoubleTree by Hilton in Sacramento, CA
 * [|California Language Teachers Association Conference (CLTA)] **

March 17-18, 2016 at the University of Utah in Salt Lake City, UT
 * [|Utah Coalition for Educational Technology Conference (UCET)] **

April 12-14, 2016 in Krákow, Poland
 * [|Open Education Global Conference] **

Summer 2016 at the Joseph F. Smith Building, BYU Campus, Provo, UT
 * BYU Workshop for Spanish Teachers **

July 8-11, 2016 at the Miami Marriott Biscayne Bay Hotel, Miami, FL
 * [|American Association of Teachers of Spanish & Portuguese Conference (AATSP)] **


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

October 20-22, 2016 in Minneapolis, MN
 * [|6th International Conference on Language Immersion Education]**

November 17-20, 2016 at the Boston Exhibition & Convention Center in Boston, MA
 * [|American Council on the Teaching of Foreign Languages Conference (ACTFL)]**


 * More Professional Development Opportunities **

=Jan. 5: Intro.=

1) Complete the Course Photo Video Permission Form