Why Telecollatorate?

I chose to focus on this because of the nature of my proposal for A.T. Jones Charter School.  Their tech teacher wants to use this activity with his K-5 students.  I learned this activity "is a curriculum-focus activity involving collaboration among teachers and students in distant locations." It exposes students globally to different viewpoints while communicating with other students around the world. 18 framework activities have been already set up to help teachers use these activities. Many projects have already been set up to join. I looked on the websites provided by Dr. Rogers and they were very friendly sites giving various projects to join and how to join the classes long distance. By reviewing the values for both students and teachers, it is clear that telecollaborative activities will be successful teaching strategies for our 21st century learners :

Values for students:

1. learning extends beyond their own classroom
2. communication extents to real-world
3. influence extends into the community
4. expands their technology proficiency for use in their future jobs
5. connect with experts in their subjects giving them new source of knowledge
6. increases motivation, engagement, and interest
7. encourages peer teaching
8. increases their communication skills
9. stimulates additional intelligences to satisfy different learners
10. involves critical thinking skills
11. provides clear organizational skills
12. 150 projects to choose from 
13. meaningful learning opportunities
14. opportunities to develop any new projects

Values for teacher:

1. effective application of curriculum explaining the use of technology
2. watch student voice their thoughts while they go through the inquiry process
3. access to more resources
4. students are more engaged
5. engage in professional development
6. provide better learning experience for their students
7. learn how to assist and guide students to tellecollaborate
8. connect more to other teachers and administrators
9. expands awareness of others in their communities as valuable information sources
10. more aware of the broad community of learners around the world
11. provides organization and scaffolds
12. 150 projects are available to choose from through iEARN

"Principals for Teaching ELL Students" from an inspiring teacher....

I so appreciate her listing the ESL Links to better obtaining Reading, Listening, Speaking, and Writing. She is getting "bookmarked" on my computer for future reference.  I find her blog amazingly communicative.  Because it is happy, I was drawn to him. Good lesson there for me.. Her years of teaching experience, the countries she has taught in, and the cultural background she has herself shows what an interesting learning environment can be created with the expertise she brings to the table as an educator.  I can assume her classrooms are fun to learn in and that her students are drawn to her personality. 

ListServe: What English Should be Taught (from a US perspective overseas)

I went to American Schools while living in 6 different Latin American countries and we had English teachers with British, New York, Southern, Texan, Australian, and Hispanic accents.  One develops an ear for these accents. You learn to use them socially, academically, and professionally.  I have classmates here in grad school who do not have good Spanish pronunciations and will be future Spanish teachers.  They know their grammar and writing skills excellently.  Again, I feel students and parents have a say-so in what accent they want to be taught with but we really did not have the choice. It was what we were given and we made the best of what we had.  What we learned through the different accents were the various cultures that were different and similar to our own.  We learned that globally, we are all alike and that we have different accents that will not take away from our jobs, our academics, or our own culture.

ListServe: What English Should be Taught...

Since pronunciations do vary with teachers depending where they are from or where they learned their English, I believe it is important that the students have choices in choosing their teachers.  It depends what they will be using their L2 for:  work?  pleasure? travel? academia?  Testing? Teaching a language has to be very clear, enunciated clearly and correctly.  With this comes some flexibility with the pronunciation.  English is world-spoken and can have many dialects.  I had a USF Statistics teachers assistant teach attempt to be a good teacher. I had to drop the course and choose another math course to pass my state boards for the GKT.  When the pronunciation hinders learning, something is definitely wrong.  Hiring and placing these teachers has to be thoughtfully considered

Internet Reciprocal Teaching - for World Language Classrooms

This PPT covers how to teach our students about internet searches.  Very interesting about Boolean searching uses
OR- synonymous terms
AND- the more concepts we combine, the few results we will retrieve
NOT- excludes records from our search results.

I have a paper to prepare and will utilize this method to narrow down my searches so I can learn how to teach my students the same method.  I will DEFINITELY use this in my world (not foreign) language classrooms because I believe it will hold their attention and help them create thorough reports.  I will teach them note-taking strategies (important skill to use at their jobs), teach them how to be IRT operators and guide them through their Internet research, and watch for skills they might need to read the Internet well such as;
1- how to make up good questions,
2- how to select key words and web sites,
3- how to evaluate reliable and trustworthy web sites,
4- how to take good notes on sites, and
5- to make sure they post their reports correctly and share with their peers.
I will have to monitor their use very carefully and will collect the Internet permission slips beforehand. I'll circulate actively from table to table looking for quality dialogues and trustworthy Internet searches.

I learned not only to use the Boolean Logic, but practiced using the implied Boolean logic and was excited to use the space and the minus sign to retrieve specific searches.
Lot's to practice and learn!

Chapter 5 Review: Distance Learning

Before reviewing my chapter, I wanted to share that I have recently received feedback from two adolescent high school students who took a DL Spanish course.  Both opinions were the same: they thought it was a waste of time to learn to speak the language even if the grammar and writing skills were learned.  They felt the conversation was more important but were obligated to take these courses.  I doubt the efficiency of this teaching strategy. I would have to speak with Spanish teachers who have experience with this to have a more open view. 

Learning a foreign language through distance learning was covered in this chapter. I was surprised to learn that online learning has a 9.7 percent (specifically in the association institutions) growth rate versus the 1.5 percent growth in the rest of higher education. I don't think teaching a world language via DL will ever replace the face-to-face with native speakers in order to reach advanced proficiency levels.

The author believes the U.S. needs to produce more bilinguals and take advantage of the rich bilingualism that already exists among our international communities. I believe our country needs to work hard on wiping out prejudices that accept these communities as our neighbors. 

I believe it is imperative that universities push their study abroad programs because I witnessed advanced proficiency in my now 27 year old daughter who spent 5 weeks in Morelia, Mexico.  She lived with a family who had a 5 year old daughter that taught my daughter more Spanish than anyone had ever in the past and she comes from a bilingual home.

Enhancing the use of Technology for Teaching

This site provides hallmark information for using technology while teaching, the tools necessary, and projects they are currently working on from Carnegie Mellon University with access to course materials and content.  They show us how their Blackboard is set up, how they teach using “Clickers” and how to use valuable tools to prepare a lesson.  I can see how the students and teachers enjoy using clickers together.  There is positive feedback and provides a little more energy, more discussion and more interest.  The students seem to appreciate this from their teachers. Students seem to participate more.

A Reflection of Second Life; a virtual world for Education

My favorite line, "imagine what a seasoned teacher could make out of an engaging educational experience." This article covered a good definition of virtual schools and gave the opinion of nine teachers who use the system. Engaging students and social learning is crucial to the development of our students.  I agree that since most students find technology to be interesting, there is an increase in their level of engagement  and may likely retain information. Classes could become more interesting and motivating to students. Yet, virtual worlds are still unknown territory for many educators and administrators.  There exits obstacles such as monetary, public opinion, and teacher training. If virtual worlds became the only teaching tool, students would miss out on having mentors and role models. I did not see anyone give an experience with language learning but know that some classmates have told me you can tour for real in places like Barcelona, Spain and Sidney, Australia. The real beauty of playing in a virtual world is that you can choose your avatar's appearance without an indication of socioeconomic, political background or even gender. One teacher mentioned benefits such as resources and information often are needed to be shared in order to advance. These are a few of the benefits of social interaction on learning. Since most virtual worlds are graphic based, and allow other users to observe and imitate a certain culture found within the game, they are sharing and developing culture which is important to the maturation of young adults.

I would need to see more proof on how to work SecondLife to promote L2.  Since I could not find how to re-dress my avatar, find the Spanish-speaking islands or get someone to talk to me, I would prefer some teacher-training even before trying this on "real students". One would have to become pretty proficient before promoting this to students for the first time. I am interested in learning and welcome the opportunity. I believe it can become a tool of the future for educational purposes.

ListServe: Effects of Foreign Language Budget Cut from 2011 budget

1st Post:  Regents exams are being cut this year.  Even thought it costs only $700,000 to fund this assessment, a bar was set for these students in a state that recognized the importance of learning languages.  We, as a nation, receive so much more value from this small amount of money.  Who are the victims:  the students and future communities. We need to be able to communicate with our neighbors, negotiate in business and be prepared with security for our nation.  Then there are the potential friends of the world we will not meet.  Go to this radio interview to hear comments and opinions. 


http://www.publicbroadcasting.net/wxxi/news.newsmain/article/6650/0/1812593/Education/Budget.Cut.Victims.Foreign.Language.Regents.Exams

2nd Post:  Because of the 2011 $1 billion cut, foreign language classes will no longer fall under the class size amendment.  Florida foreign language teachers can expect more students in their classes in 2011.  This was not a good idea even though Florida voters chose this because it took away stability from the local school system.  It makes it law everywhere and takes away the flexibility from a principal or school district.

Chapter 4 Review: CMC

This chapter gives a clear distinction and all the benefits between real time, synchronous (SCMC) and delayed time,  asynchronous (ACMC) collaborative interactions through network-based language teaching.  I can appreciate the author sharing that the use of this learning strategy does not stimulate the process of SLA better than the face-to-face interactions with a teacher.

Next, we learned about first and second generation CMT tools.  First generation includes e-mail, electronic mailing lists, and discussion forums where second generation includes all of the above plus wikis (a Hawaiian word) and blogs.

Listserves impressed me when they are directly accessed through our internet because I am guilty of not checking our USF BlackBoard as often as my Gmail account.  I would like to see Voice Board working as I feel it will help me teach proper pronunciation to my ELL students. Maybe I am wrong because maybe they are just for assessment and testing.

I have an ELL grad student that I make him iChat with me so he practices his writing discourse.  I know this helps his oral discourse immensely.   

I am going to go to our iTeach Lounge at USF and see if I can see task based learner learner CMC, Voice Board, and SkypeCast (iChat) programs work.

"Power to Learn" Website

Hats off to the Web designer of this site!  I felt like it had all the contents of a university classroom to cover!  I was amazed and surprised to see so much technology information covered on this site for both parents, teachers, and administrators (and viewers!).  I forwarded it to a few of my friends in the education field and described as such: 

"This site shows a variety of products and services specially designed for education.  It shows a cable vision educative commitment where students, teachers, and administrators can refer to for free technology programs that will enhance any students knowledge and learning.  It offers access to FREE digital cable, FREE high speed internet, Optimum Voice and actually have a regional representative to answer any questions in a few different languages.  I was impressed there was an "Español" link that will further reach our Hispanic population. 

Chapter 3 Review: CALL and Its Evaluation

Interesting chapter.  Difficult to follow unless you google ever program to catch on.  I can see why, "the Internet is the central focus of CALL because of its prominent role in today's FL classroom and in the lives of the students."  We have 21st century learners and I agree that teachers need to get fully involved in evaluating CALL materials.  I feel they have a professional responsibility to seek out and select what they consider to be the best set of CALL learning materials for their students in order to stimulate L2 development. I went to CALICO Journals and found that you have to pay $5 for an article. I am interested to see how the CALL software will fit with my teaching strategies and the learning environment for my students.  I looked up Tell Me More Pro, ASR, ITS, Hot Potatoes, and Moodle and found that I have A LOT to learn.  I noted a Bingo game a blogger/teacher had created in Hot Potatoes and after shadowing a Spanish teacher, I remember how much the students LOVED to play this game.

I recall the "CALL platform wars." I had one in my home when I wanted to buy a PC and lived in a Mac home!  I was told they would disown me.  I learned quickly what the differences and advantages were in the platforms.

Interesting to see how the Internet was first developed in the U.S., but the FL programs were rampid in Germany and Russia (PLATO project).

Lastly, I learned that Bringham Young University developed the earliest nonlinear programs to stimulate adventures in Spanish-speaking countries to force students to become involved in the storyline by making choices that branched off in different directions. Having been brought up in Latin America, I was so surprised to see so many young Mormon missionaries speaking rather well in Spanish in such a short time.  They are given 2-year assignments to evangelize Mormonism and are sent to Latin America.  They certainly were far away from home.

Langwitches

LANGWITCHES

The distribution of audio or video files through podcasts is described. We then download these through iTunes. I was first exposed to podcasts through Calvary Chapel of Fort Lauderdale.  I had moved away from my wonderful church and soon found out I could listen to Pastor Bob on podcasts.  My second exposure has been to complete our Case Study 3 and upload each part to our Podcast.  I know that my students will be excited to create their own podcasts in class.

 I looked into the books and threads introduced by Dan Schmit and the instructions are very easy to follow. 

The National Educational Technology Standards (NES) are listed so all teachers will have the technology standards that have been created for us in order to address the needs of our 21^st century learners.  Teachers are encouraged to take opportunities to learn available technology, plan curriculum with it, and support the diverse needs of learners.  Goals and standards for the students are also listed.

A good example of the standards and goals are being implemented in a Hillsborough charter school called A.T.Jones Charter in Tampa.  They have an iPad, Mac Laptop, and a Promethean Educational Boards.  I am excited to visit the school next week.

Chapter 2 Review: The WEB

The World Wide Web started in the United States for 1) military reasons (ARPANET and MILNET) and 2) empower humans to think better on the road, at work, or at home.  I was astounded to see the growth in the usage by billions of people.  I was also not amazed to see that all users prefer to surf the web using their native language.  It was interesting to find out that the web gives all people an uncontrolled channel to project their own voice and promote their view.

The creation of the internet is very well explained.  I got a bit lost but was happy to understand the difference between company's addresses when they have the .org and .com. I would like to review the protocols during our Elluminate on Thursday.  I am a complete novice at this.

I would like to know if our professor, Dr. Rogers, or our iTeach Lounge has a copy of the IALLT with the detailed description of the services that language lab personnel should provide so that when I confronted with the vast labs in my new school setting, I will know what to ask for. 

Cyber-guru's were introduced.  This is a very important support contact to have.  JavaScript and plug-ins are new words for me. I can appreciated the authors comment when he wrote that the technical information is not what will help a teacher use technology in their room without a clear pedagogy.  Meaning, the TEACHER is the most crucial link. 

Since the internet is the medium that our students understand, pay attention to, and like to use, it is essential and imperative, I believe, that teachers and administration learn to use this method because the very nature of the internet is to encourage student-centered learning rather than teacher-centered learning.  Our students will not only use this to learn content but learn to use this in business and diplomatic contexts.

2nd Blog-Google Search for Techno-friendly website for foreign

www.eca.com.ve/hsclassweb/TerezaGonzalez

Ms. Gonzalez is an IB Spanish teacher in a high school.  She has a PowerPoint presentation that shows her class how to use technology to learn Spanish.  It is clear, to the point, short and very easy to understand.  She covers photostory/movie maker where she says her students love to create videos that cover the units they have studied.  She uses comics and crossword puzzles on line to retell stories, practice vocabulary and enhance comprehension.  She uses Microsoft Publisher to help her students learn to create brochures, newsletters and a magazine.  She also teachers her students to create Wiki's and Facebooks for group activities.  The PPT is only 6 slides long and can be found on her webpage or go to:

teresagonzalez.escuelacampoalegre.wikispaces.net