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Project home Using Smartboard Technology to Teach the Future and Conditional Tenses

ETAP 623 Fall 2010

Intent of Project

It is my goal through this instructional case study to be able to reach more students by using Smartboard technology. By implementing the Smartboard technology it is my hope to also be able to teach more effectively to the multiple intelligences, thus being able to motivate and engage my students in a deeper way throughout their learning. By incorporating this technology, I also hope to bring authentic materials into the classroom via the Smartboard to give my students a real world view and feel of how the future and conditional tenses are used. "New technologies are changing not only what students should learn, but also what they can learn (Resnik, 2002). Many ideas and topics that have been left out of school curricula because of the limitations of traditional instructional media and delivery methods, such as a blackboard, paper and pencils, and books, can now be introduced. For example, computer simulations can be used to let children explore how systems work and the math behind certain phenomena, such as volcanoes, tornados, and earthquakes." (Gagné, 2005, p. 209)

Needs Assessment and Learner Analysis

The Instructional Problem

Students in level 3 of Spanish need to be equipped with the future and conditional tenses in order to accomplish New York State Languages Other than English learning standards and do well on the New York State Regents exam at the end of level 3. Before learning the future and conditional tenses, students only know the present and past tenses, which does not equip them with a broad enough grammar base which they need in order to comprehend and produce more complex sentence structures.

What is to be Learned

The future tense, its uses, how to conjugate it, and the verbs that are irregular in the future tense.

The conditional tense, its uses, how to conjugate it, and the verbs that are irregular in the conditional tense.

Both future and conditional tenses will be introduced with vocabulary about employment.

About the Learners and the Instructional Context

This course is geared towards tenth grade students in level 3 of Spanish, although for various reasons some of my level 3 students are eleventh graders that still need to take level 3 in order to complete their New York State Regents credit. The students in this level are of various abilities and learning styles. There are five IEP students and three 504 plan students in my level 3 class this year. Because this is a required level of Languages Other then English, the level of motivation my students have is often quite low. We often find that students who move on to level 4 are often more motivated because they enjoy the language and learning about other cultures, and they are in class because they want to be, rather than because they have to be. So far the students have completed the New York State Proficiency Exam at the end of 8th grade, and then Spanish Level 2, which they took during their Freshmen year.

For the most part, my students come from very privileged homes, and therefore, have access to a number of computers with internet access. They will not be working together on a project, and therefore there isn't a need to plan for time for students to work together during class on this project. Because I have a several learning needs within the classroom, I will provide a variety of approaches that are geared towards the various special needs students as well as the many types of learning styles.

The Instructional Problem and Solution/Design Rationale

Generally, incorporating Smartboard activities will help to engage many students who have very little interest in learning Spanish. The Smartboard activities will also allow me to reach more students by incorporating all of the learning styles within my instruction. For example, every smart board activity that I use offers an additional visual. The audio sounds that accompany the smart board activities such as the music video and the random word chooser for example, give the audio linguistic learners an added benefit. The activities in which my kinesthetic learners are given the opportunity to come up to the smart board, give them the physical release they need, especially in a block class that is 85 minutes in length.

I will use the smart board to gain the interest of my students early on when I show them samples of the grammar they will be learning on an online Spanish speaking newspaper as well as a music video of a popular song.

Throughout the course of the units, I will incorporate several types of engaging activities to practice the grammar as well as the vocabulary that the students are learning. During some smart board activities I combined the use of white boards to maximize on student involvement.


  • Provide instruction on using and conjugating into the future and conditional tenses
  • Provide instruction using Smartboard technology
  • Provide instruction using Microsoft Power Point
  • Reach and engage more students through instruction geared towards the various learning styles
  • Student transfer of knowledge of their learning of the future and conditional tenses by incorporating it into their writing and speaking

Task Analysis


At the conclusion of this unit, students will be able to:

  1. Be able to use the future tense in Spanish
  2. Be able to use the conditional tense in Spanish
  3. Be able to speak in Spanish using the future and conditional tenses
  4. Be able to write in Spanish using the future and conditional tenses
  5. Be able to understand a reading and/or listening passage in which the future and conditional tenses are used and answer questions about it.

Performance Objectives

At the conclusion of this unit, students will be able to:

  1. Recognize when it is appropriate to use the future and conditional tenses in Spanish
  2. Recognize the future and conditional tenses in written passages
  3. Appropriately use the future and conditional tenses in their writing
  4. Appropriately use the future and conditional tenses in their speaking
  5. Engage in a six exchange conversation in which they use the future and conditional tenses correctly
  6. Write a 100 word composition in which they use the future and conditional tenses correctly

Prerequisite Skills


Prior to beginning this unit, students must to be able to:

  1. Understand the difference between the words "will" and "would" in English
  2. Understand the basic subject pronouns in Spanish
  3. Understand the basic conjugation procedures in Spanish
  4. Conjugate both present tense and past tense verbs in Spanish


During this unit, it is important for students to be able to:

  1. Understand the use of Microsoft Powerpoint
  2. Take notes during instruction

Curriculum Map



The use of the smart board technology in this unit proves to be engaging, motivating and an interactive way for students to learn a second language. The main benefit that the students gain from is the added visuals that the smart board can provide. The interactive aspect of it allows students to get out of their seats and to participate in a hands on way while having fun in thier learning. Not only can students access the internet via the smart board, they can also control the media that they consume. For example, online tours of a museum in madrid, audio clips in the target language which are accompanied by a video visual, etc. The options for practicing vocabulary and grammar are endless and give students a variety of ways in which to work with the content they are learning. For example, we used the random word chooser to practice vocabulary, but there are other options such as the image select, where a vocabulary word appears, and the students need to select the correct image that represents the word. Overall, in using the smart board, I have found a great deal of success in reaching students of all learning styles and abilities.

What educators should know when using the smart board, is that initially it will take quite a bit of work to build up your tool box of activities. You will also need to make sure that your classroom management is very effective when incorporating smart board activities in which students are required to get out of their seats. If just beginning to use the smart board, it is imperative that you have time to practice working with it so that you can trouble shoot issues in implementation during presentation. The more time you spend using it prior to implementing it in the classroom, the better.


Gagné, R. M., Golas, K. C., Keller, J. M., & Wager, W. W. (2005). Principles of instructional design. (5th ed.). Belmont, CA: Wadsworth/Thomson Learning.