Let ThemBlog,Glog,

Microblog& More!!

Enza Antenos-Conforti, PhDMontclair State University

Revolución de las Redes Sociales

Educational Challenge

Do students use technology in class?

A recent study by Professor Reynol Junco of Lock Haven University states that 29% use Facebook while 66% sends or receives a text message

Students use the Internet to communicate

Authentic and transparent in their use (perhaps too transparent!)

They aren’t knowledgeable users

Do social media resist educational purposes?

Students spontaneously use social media to comunicate about school, even to talk about homework!

Do we even speak the same

language?

We cannot deny the existence of social media. Rather we must accept their dynamic nature, understand how they work, and how our students use them.

Our question is how to use them to improve our teaching and learning of foreign languages?

Share (knowledge, materials, opinions & reflections)

Collaborate (students & teachers, students & students, groups of students)

Integrate & alternate (from typical traditional lessons)

Participate (in CMC, computer mediated communication)

Why Bring SM to the FL Classroom?

Why would you use social media in your

Spanish/Portuguese class?

The technological tool must be selected to reach learning objectives and outcomes1. What is the objective

of the lesson/unit? 2. What tools can we

integrate to reach the objective?

Does the Tool Make or Break the Lesson?

Immagine di: http://ilforumdellemuse.forumfree.it/?t=44736544

Social media are always social and relational…for this reason, even when using these tools in the classroom, it is necessary to:

Create a profile

Articulate a list of users for networking

Use these networks to create communities of acquaintances, interests, resources and groups

Social & Relational

http://tiny.cc/enzaac

Let’s Navigate Through SoMe

In the blogsphere, there is

(Inter)cultural Competence

In-depth analysis in reading comprehension and lexical development

Participation of both author and reader in a more formal platform

Blogginng

Develop the presentational mode of written communication (ACTFL)

Allow for all students to provide feedback on an argument/topic

Let Them Blog!

How to Create a blog for the

course/class The teacher starts with

a post and asks for feedback/comments

Each student is responsible for a future post and then to comment on posts of other classmates

Promotes creative thinking

Creates conditions favorable to learning through interest and fun

Develop digital comptencies/literacies: supports integration of multi-media

It’s functional to cooperative learning: students can work in pairs/group

Glogging

http://lcstudentwiki.wikispaces.com/Spanish+Glogster

The poster board of our day gets a facelift!

Presenting onself or a topic more creatively (using texts, audio, video, images, links to sites, etc.)

Let Them Glog!

How to All register on

Glogster.com The teacher creates a

class with the names and email adresses of classmates

Students share and collaborate on these e-posters

http://ivenus.edu.glogster.com/tuttosudime/

Microblogging

Allow students to communicate in writing via brief messages (only 140 characters!) in the target language, with more frequency

Communicate with classmates, me and native language speakers in a relaxed atmosphere

You can read my complete study on Twitter in Italian III (intermediate level) http://chss.montclair.edu/~antenose/mytwitter.pdf

Let Them Microblog!

How to Every opens a Twitter

account – new one that is TL specific!

Prompt students to share Twitter/Edmodo using questions or tasks

As they become more familiar with Twitter (it’s self-perpuating, organic), many will share without being prompted, and create their own network for learning

Introduced to Twitter in FA08

Tweeted in Italian for 7 months, after course ended

Now a bilingual twitterer, and she’s not an Italian major or minor!

A Twitter Success Story

Content and Information Cultural and language videos

(One semester of Spanish)

Collaboration Mashups on certain topics

Partecipation Comments/reviews Video uploading too

Youtube-ing

http://bit.ly/dHq8cp [pdf]http://www.youtube.com/watch?v=gk5fp6MMFNQ

Online media album (pictures, text, video)

Comments possible via voice, text, video

Similar to discussion board but with superlative supplements

Partecipation (opinions and feedback)

VoiceThread-ing

http://voicethread4education.wikispaces.com/

A free audio product by Google (need only have a Google account)

Can be shared with teachers and classmates

Leave phone messages to develop speaking skills

Record conversations with speakers to develop speaking, listening and negotion skills

Some Spanish examples:http://span2313.wikispaces.com/GoogleVoice

Google Voice-ing

Benefits Students are already

familiar with many of the tools

They already use these communication tools

Continual interaction of students face-to-face and online

Minor resistance

Regular Use of Social Media!?!

Drawbacks Teachers need to know

these tools well Students might not

appreciate the educational use of these tools

Communication is 24/7 Much noise in SM It takes time

http://www.slideshare.net/catepol/social-network-nella-didattica

“Originally published as a series of blog posts titled Technology in Modern Foreign Languages, this collection of articles explores how teachers are successfully incorporating the use of new technologies into their classroom practice with a focus on enhancing teaching and learning.

Technologies such as blogging, microblogging, web 2.0, wikis, sound recording and videoconferencing have all found their way into our classrooms and harnessing them effectively is at the heart of 21st century pedagogy.

The original articles can be read at Boxoftricks.net”José Picardo

Appendix: Technology in MFL

Muchas gracias

for sharing ideas with me:Julia Cozzarelli (Voicethread)Reynol Junco (Students & SM)

José Picardo (Technology in MFL)

Caterina Polincaro (Italian e-learning)

Esperanza Roman (YouTube) Donna Shelton (Google Voice)