Susan Caccavale

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Return to: ETAP 623 Spring 2019 Section 5933 (Bryne) |


About Me

My name is Susan Caccavale and I am a graduate student at SUNY Albany in the Curriculum Development & Technology Program. I am certified to teach K-12 French and Spanish in New York State. I am currently teaching high school Spanish in the Capital District. Profile Pic - KNILT Small.jpg

My Topic and Purpose

More and more school districts are introducing 1:1 technology programs into their school districts. With the high cost of 1:1 technology programs the expectation is that these resources would be utilized in the classroom. Therefore, the purpose of this course is to demonstrate how 1:1 technology can be utilized effectively in a language classroom.

Learning Outcomes

By the end of the course teachers will be able to:


  • Integrate technology effectively in order to develop students' interpersonal language skills.
  • Integrate technology effectively in order to develop students' interpretive language skills.
  • Integrate technology effectively in order to develop students' presentational language skills.

Needs Assessment

Instructional Problem: The number of districts that have introduced 1:1 technology programs has increased significiantly in the past few years. The CoSN (Consortium for School Networking) conducted a survey which demonstrated that as of 2018, 40 % of the 386 school districts that participated in the survey, reported that they had implemented 1:1 technology into their schools. This is up from just 23% in 2014. While only a small percentage of school districts in the nation participated in the survey, it does demonstrate that there appears to be a growing number of districts that are moving towards implementing 1:1 technology programs. Furthermore, it appears that districts are doing this quickly as the number of 1:1 districts almost doubled in just four years. Therefore, it is imparative that teachers receive training in order to effectively incorporate this technology into their teaching.

Source: https://www.cosn.org/sites/default/files/CoSNs%202018%202019%20Annual%20Infrastructure%20Survey%20Report%20final_0.pdf

The nature of what is to be learned:

The course will be broken down into three parts:

  • Integrataing technology in order to develop interpersonal language skills.
  • Integrating technology in order to develop interpretive language skills.
  • Integrating technology in order to develop presentational language skills.


In addition, learners will discuss possible problems that may arise when using technology to develop this skill, and how to remediate or avoid these problems.

About the learner:

Learners are world language teachers of any language, and are teachers that instruct students that are in grades 2-12. World language teachers that teach prek-1st grade may find that a lot of the resources discussed in the course are not age appropriate for thier students.

Instruction Context

This course will be conducted entirely online. Students will be able to access materials and move at thier own pace. However, there will be an online discussion compenent where students will be expected to participate in discussions with their peers.

Explore Instructional Problem/Solution

This course will most likely have a "mixed" group; meaning that some students will have had experience with 1:1 technology while others have had none at all. For the discussion, the students will be put into mixed level groups so that the experienced learners can share what they found so far has worked and what has not worked when incorporating 1:1 technology to develop a language skill.

Goal

By the end of the course, teachers should be able to incorporate 1:1 technolgoy effectively. They should be able to justify there reason for utilizing this technology to ensure that they are using it to enhance learning and not using it just for the sake of using it.

Analysis of the Learner and Context

The Students

This course would work best for those that have little to no experience with using 1:1 technology, or that have it and feel like they are not using it effectively. A survey revealed that many teachers are using 1:1 technology for similar purposes and/or using the same apps frequently. The two most popular applications being used is FlipGrid and Quizlet. In addition, the survey revealed that 1:1 technology is being used more for organizational purposes rather than for learning.

Prerequisite Knowledge

  • Experience teaching a second language (NOT recommended for ENL teachers as this course is aligned with ACTFLs World-Readiness Standards)
  • Have some familiarity with ACTFLs World-Readiness Standards. The course will focus on communication standards 1.1, 1.2, and 1.3. However, all of the standards can be found here for review. https://www.actfl.org/sites/default/files/publications/standards/World-ReadinessStandardsforLearningLanguages.pdf
  • Experience using a 1:1 device (i.e. laptop, chromebook, ipad etc.)
  • Have a working GMAIL account in order to access classroom "Google Docs" page
  • Have access to a personal device and Wifi as this course is conducted entirely online

Performance-Based Objectives

By the end of the course teachers will be able to perform the following task:

Teachers will be able to create a lesson plan that incorporates 1:1 technology with a focus that develops interpersonal, interpretive, and/or presentational communication skills.

Task Analysis

Module 1

  • When provided with a sample lesson plan, SWBAT analyze an application/website being used to develop interpersonal language skills by reviewing the lesson segment individually and in a discussion with peers.
  • SWBAT effectively integrate technology into teaching in order to develop students' interpersonal language skills by creating a lesson plan segment that incorporates technology that is aligned with a learning objective and learning standard.


Activities

  • Read a lesson plan and/or activity from a lesson plan that uses 1:1 technology to develop interpersonal language skills.
  • Discuss on the online forum the advantages and disadvantages of using 1:1 technology for this activity.
  • Choosing from a list of websites/applications, create an activity that uses 1:1 technology to develop interpersonal language skills.
  • Justify the choice of using 1:1 technology for this activity.


Module 2

  • When provided with a sample lesson plan, SWBAT analyze an application/website being used to develop interpretive language skills by reviewing the lesson segment individually and in a discussion with peers.
  • SWBAT effectively integrate technology into teaching in order to develop students' interpretive language skills by creating a lesson plan segment that incorporates technology that is aligned with a learning objective and learning standard.

Activities

  • Read a lesson plan and/or activity from a lesson plan that uses 1:1 technology to develop interpretive language skills.
  • Discuss on the online forum the advantages and disadvantages of using 1:1 technology for this activity.
  • Choosing from a list of websites/applications, create an activity that uses 1:1 technology to develop interpretive language skills.
  • Justify the choice of using 1:1 technology for this activity.


Module 3

  • When provided with a sample lesson plan, SWBAT analyze an application/website being used to develop presentational language skills by reviewing the lesson segment individually and in a discussion with peers.
  • SWBAT effectively integrate technology into teaching in order to develop students' presentational language skills by creating a lesson plan segment that incorporates technology that is aligned with a learning objective and learning standard.

Activities

  • Read a lesson plan and/or activity from a lesson plan that uses 1:1 technology to develop presentational language skills.
  • Discuss on the online forum the advantages and disadvantages of using 1:1 technology for this activity.
  • Choosing from a list of websites/applications, create an activity that uses 1:1 technology to develop presentational language skills.
  • Justify the choice of using 1:1 technology for this activity.

Curriculum Map

Below you will find the PDF for the Curriculum Map for this course. In each module, the objective is to create activities that develop either interpersonal, interpretive or presentational communication skills. This is accomplished by identifying the learning objective and then selecting the technology that will help develop the students' communication skills.

File:Curriculum Map.pdf

References and Resources

American Council on the Teaching of Foreign Languages. ACTFL World-Readiness Standards. Retreived from: https://www.actfl.org/publications/all/world-readiness-standards-learning-languages

Blake, R. (2016). Technology and the Four Skills. Language Learning & Technology, 22 (20), 129-142.

CoSN. (2019). CoSN's Annual Infrastrucutre Report. Retrevied from: https://www.cosn.org/sites/default/files/CoSNs%202018%202019%20Annual%20Infrastructure%20Survey%20Report%20final_0.pdf

Dooly, M. (2018). "I do which the question": Students' innovative use of technology resources in the language classroom. Learning Languages & Technology, 22(1), 184-217.

Jonassen, D.H. (1996). Learning from, Learning about, and learning with computing: A rational for mind-tools. In D.H. Johanassen, Computers in the Classroom: Mindtools for critical thinking (pp.3-22). Columbus, OH: Merrill/Prentice-Hall.

Larson, M. & Lockee, B. (2014). Streamline ID: A Practical Guide to Instructional Design. New York, NY: Routledge.

LOTE Standards Review. Retrevied from: http://www.nysed.gov/world-languages/lote-standards-review