In this class so far, I've learned quite a bit about the potential applications of CMC tools in the classroom, and to be honest, I'm starting to wonder how useful they actually are. Of course, it is true that we live in a buzzing technological society, but if we aren't able to effectively bring that buzz into our classroom, aren't we just wasting our time? Isn't that just a disservice to everyone involved? The more I keep reading, and the more I keep seeing so-called justifications for the use of virtually unknown technological tools (think Technorati, or even worse, that ridiculous "virtual café" proposed by whats-his-name), the more I'm starting to wonder if the chalkboard isn't really where it's at. I think that actually was a topic in one of the first articles we read: something about a good teacher will have a group of students around her (or him), even without a classroom.
Don't get me wrong, I'm a huge advocate of CMC tools, and I most certainly ♥ technology, in all shapes, sizes and especially colors. Still, the same question keeps rearing its ugly head: how do we avoid a typical "bells and whistles" situation, and use the technology to our benefit in the classroom? It's true that we are in a time where technology is advancing rapidly and, clearly, if we don't move with it, we might get left in the dust. However, we still have a responsibility to our students and our profession to deliver content and information with sound pedagogy that is strongly tied to sound theory. So, after all that blah-blah, what kind of tools can we bring into our classrooms effectively?
The answer is multi-faceted. I think the first part of the answer is the following: go with what's been proven to work. Of course, there are still oodles of areas that need to be researched, and the field is still so young and has so much potential, but it's always best to stick with what works. Judging from the articles we've read so far, things like blogging and chatting seem to be effective (at least in some areas), so I feel that those would both be good options. Blog and chats are familiar to our students (some of them, anyway), which accounts, in a large part, for their effectiveness....which brings me to the second part of the answer....
We've mainly talked about the need for a connection between the use of CMC tools and sound theory, but I think it's very fitting to also talk about the general availability, accessibility and knowledge of the technology in question. We have to keep in mind that our student population is not composed entirely of members of the techie subculture who spend their time playing WoW, scripting in MUDs, having LAN parties or LARPing. In fact, I was very surprised recently (yesterday, actually) when I had a candid conversation with my students and found out that NOT ONE OF THEM maintained a Blog, and only about half of them actually knew what they were. How is that possible, right? Well, it is possible, and just like I mentioned in one of my last posts: maybe we should spend our time talking to our students, figuring out what they know and what they don't know, what they're familiar with and what they aren't, and then use that as our point of departure for future research. Remember, it's about using technology in teaching, and not teaching how to use technology.
27 February 2008
20 February 2008
Thoughts on final project
FIRST OFF: I apologize for the legnth of this post.
I've been really excited about getting to write the final project because there is one thing that I have always wanted to look at: how technology can be used in listening comprehension. I started becoming interested in this topic a few years back when I was first introduced to BBC Languages and their listening exercises, which are geared more towards listening comprehension than anything else. This semester, in a Portuguese class I am taking, we have also been introduced to an amazing listening website created by the University of Texas called "Tá Falado", which has only increased my interest in the subject. And then, of course, when we started to read the articles for this class and I came to realize that there has not been much investigation done regarding listening, I was decided.
My ideas for the project have gone through various stages, and I think I've finally come to the one that I want to pursue. Just like we read about in the Zhao article, the process of arriving at the point where I am now took focus. What I mean by that is that I had to take my raw idea and whittle it down to a more refined and specific topic. My original idea had to do with how listening exercises could be used to increase cross-cultural awareness, but I found that difficult to design and even more difficult to measure, so the idea changed. The second phase involved using listening exercises to measure students' comprehension, maybe by having them follow specific instructions given by the speaker through a podcast (well, they would all involve podcasts really). I thought about this for a while, but then it ceased to be clear to me what exactly I was trying to measure and how that would be carried out, especially if the students would be required to respond immediately to the aural input. So, after thinking it over for a while, I think I've gotten it more honed. Here's my current idea:
I would like to see if and how aural input (via a technological medium like a podcast) can increase the acquisition of prepositions. For me, prepositions are very difficult to acquire and yet they make very crucial connections in a language. Also, there hasn't been much done on the acquisition of prepositions. My idea, as of now, is to have the students listen to a series of podcasts over the course of a semester, and then immediately complete a sort of cloze activity that requires them to fill in the blanks with the correct prepositions. All of this work would be done via my webpage and the results would be emailed to me directly (through a script), that way I could potentially collect much more data without having the stress of getting all of the students in one place at one time. I would also like it to figure in as part of the homework grade so that students at least try to do the activities. And of course, I would hope to find support for the use of supplementary aural exercises via podcasts, or any other medium for that matter.
This study would clearly have to involve a pre-test and a post-test, and my current issue is finding a way to create a control group. Also, I am trying to decide which level would be best to conduct the research with, although I have to admit that I kind of want to see if level in Spanish could also be a factor in increased speed of acquisition. Another issue has to do with the prepositions themselves, meaning that I am not sure if I should limit myself to certain prepositions (por and para are very interesting to me) or just look at all of them. All that said, a few possible research questions could be:
1. Is there a significant difference in the level of correct use of prepositions between students who receive supplementary aural input via podcasts and those who do not?
a. Does previous experience with Spanish as a second language (i.e. level in Spanish) play a significant role in the potential benefits?
Last semester I wrote a descriptive study about the acquisition of the prepositions por and para by students at a beginning level in Spanish, and I was very surprised to find out two things: (1) there is a dearth of research on the acquisistion of these two prepositions (only 3 published studies!!!!), and (2) all of these studies point to the fact that the way we go about teaching these prepositions could potentially be what is affecting acquisition (meaning that the entire topic carries HUGE pedagogical implications). Since this is the case, I think that a study on the acquisition of prepositions (especially these two) could not only add to the current research in SLA and TIFLE (since it would involve podcasts), but also potentially give us some tips on how best to teach them. Since it was suggested on the homework page that we try and upload a Word document, I figured that I would just upload the study I wrote last semester (just mentioned) and if you want to have a look at it you can, just be warned: it's in Spanish and I'm not a native speaker :). Here it is: El sistema preposicional naciente: por y para.
Please leave me comments or suggestions! I'd really appreciate your input, oh yeah, and don't forget to take the new poll!!
I've been really excited about getting to write the final project because there is one thing that I have always wanted to look at: how technology can be used in listening comprehension. I started becoming interested in this topic a few years back when I was first introduced to BBC Languages and their listening exercises, which are geared more towards listening comprehension than anything else. This semester, in a Portuguese class I am taking, we have also been introduced to an amazing listening website created by the University of Texas called "Tá Falado", which has only increased my interest in the subject. And then, of course, when we started to read the articles for this class and I came to realize that there has not been much investigation done regarding listening, I was decided.
My ideas for the project have gone through various stages, and I think I've finally come to the one that I want to pursue. Just like we read about in the Zhao article, the process of arriving at the point where I am now took focus. What I mean by that is that I had to take my raw idea and whittle it down to a more refined and specific topic. My original idea had to do with how listening exercises could be used to increase cross-cultural awareness, but I found that difficult to design and even more difficult to measure, so the idea changed. The second phase involved using listening exercises to measure students' comprehension, maybe by having them follow specific instructions given by the speaker through a podcast (well, they would all involve podcasts really). I thought about this for a while, but then it ceased to be clear to me what exactly I was trying to measure and how that would be carried out, especially if the students would be required to respond immediately to the aural input. So, after thinking it over for a while, I think I've gotten it more honed. Here's my current idea:
I would like to see if and how aural input (via a technological medium like a podcast) can increase the acquisition of prepositions. For me, prepositions are very difficult to acquire and yet they make very crucial connections in a language. Also, there hasn't been much done on the acquisition of prepositions. My idea, as of now, is to have the students listen to a series of podcasts over the course of a semester, and then immediately complete a sort of cloze activity that requires them to fill in the blanks with the correct prepositions. All of this work would be done via my webpage and the results would be emailed to me directly (through a script), that way I could potentially collect much more data without having the stress of getting all of the students in one place at one time. I would also like it to figure in as part of the homework grade so that students at least try to do the activities. And of course, I would hope to find support for the use of supplementary aural exercises via podcasts, or any other medium for that matter.
This study would clearly have to involve a pre-test and a post-test, and my current issue is finding a way to create a control group. Also, I am trying to decide which level would be best to conduct the research with, although I have to admit that I kind of want to see if level in Spanish could also be a factor in increased speed of acquisition. Another issue has to do with the prepositions themselves, meaning that I am not sure if I should limit myself to certain prepositions (por and para are very interesting to me) or just look at all of them. All that said, a few possible research questions could be:
1. Is there a significant difference in the level of correct use of prepositions between students who receive supplementary aural input via podcasts and those who do not?
a. Does previous experience with Spanish as a second language (i.e. level in Spanish) play a significant role in the potential benefits?
Last semester I wrote a descriptive study about the acquisition of the prepositions por and para by students at a beginning level in Spanish, and I was very surprised to find out two things: (1) there is a dearth of research on the acquisistion of these two prepositions (only 3 published studies!!!!), and (2) all of these studies point to the fact that the way we go about teaching these prepositions could potentially be what is affecting acquisition (meaning that the entire topic carries HUGE pedagogical implications). Since this is the case, I think that a study on the acquisition of prepositions (especially these two) could not only add to the current research in SLA and TIFLE (since it would involve podcasts), but also potentially give us some tips on how best to teach them. Since it was suggested on the homework page that we try and upload a Word document, I figured that I would just upload the study I wrote last semester (just mentioned) and if you want to have a look at it you can, just be warned: it's in Spanish and I'm not a native speaker :). Here it is: El sistema preposicional naciente: por y para.
Please leave me comments or suggestions! I'd really appreciate your input, oh yeah, and don't forget to take the new poll!!
15 February 2008
Reactions, etc.
As can be easily seen in my past posts, I'm pretty interested in technology, and I have been finding this TIFLE class very enthralling. It has also helped me to develop some preliminary ideas for studies that might be able to add a lot to the current research in this field. I've found the readings we've done so far to be very enlightening, not only in seeing how far we have come in the field, but also in seeing how far we still have to go. I think that the people of our generation (especially) are in a really good position to elaborate and expand on what is already known: we have been able to experience first-hand the development of many great technological tools and we have daily dealings with another generation who is intimately involved with current advancements in technology.
That's right, sometimes it's okay to not only teach our students, but to learn from them too.
I've been thinking a lot about the first mini-project and what kind of activity I want to do, as well as the final project. I'm very interested in Processing Instruction (VanPatten), so I would really like to see how technology could possibly be incorporated into such teaching methods, although I'm not sure how easy it would be to apply it to a single CMC activity. Still, I think if it were applied correctly, and planned well, it could yield some very intriguing results.
So my thoughts (so far) on the two projects are: (1) a type of second language book where the students could collaborate via email with native speakers (or possibly other language students) and then publish their books online in a sort of "showcase" (similar to the project done at Thornwood Elementary in Canada with the collaboration of Jim Cummins), and (2) a series of focused listening activities that require the students to follow specific instructions given by the native speaker through a series of podcasts, or another sort of variation on this idea, which is basically what I'm working on for the final project (see the BBC Languages page for really good listening activities that could maybe serve as a sort of inspiration). I had another idea, but at the moment I can't seem to find it in my brain....I think that might be called cognitive overload...
As far as page elements in the blog, I think there are many that could be really interesting in a pedagogical sense, especially the poll widget. Of course, I totally love the comment capability, which I have previously used to conduct a blog in a Spanish II class that I taught a few semesters ago. I personally think a blog is a great tool when teaching, and the ability to embed videos and photographs makes it so culturally and communicatively relevant.
That's right, sometimes it's okay to not only teach our students, but to learn from them too.
I've been thinking a lot about the first mini-project and what kind of activity I want to do, as well as the final project. I'm very interested in Processing Instruction (VanPatten), so I would really like to see how technology could possibly be incorporated into such teaching methods, although I'm not sure how easy it would be to apply it to a single CMC activity. Still, I think if it were applied correctly, and planned well, it could yield some very intriguing results.
So my thoughts (so far) on the two projects are: (1) a type of second language book where the students could collaborate via email with native speakers (or possibly other language students) and then publish their books online in a sort of "showcase" (similar to the project done at Thornwood Elementary in Canada with the collaboration of Jim Cummins), and (2) a series of focused listening activities that require the students to follow specific instructions given by the native speaker through a series of podcasts, or another sort of variation on this idea, which is basically what I'm working on for the final project (see the BBC Languages page for really good listening activities that could maybe serve as a sort of inspiration). I had another idea, but at the moment I can't seem to find it in my brain....I think that might be called cognitive overload...
As far as page elements in the blog, I think there are many that could be really interesting in a pedagogical sense, especially the poll widget. Of course, I totally love the comment capability, which I have previously used to conduct a blog in a Spanish II class that I taught a few semesters ago. I personally think a blog is a great tool when teaching, and the ability to embed videos and photographs makes it so culturally and communicatively relevant.
Subscribe to:
Posts (Atom)
