Content + Tech = Learning

Archive for the ‘Tech’ Category

Fav Tweets – 27Dec09 – 2Jan10

In Misc, Tech, Uncategorized on 2 January, 2010 at 23:18

My Twitter Favorites for the week….







TNschatz Very cool images from around the world! about 9 hours ago from web







@paulbogush Thanks! Your last post of ’09 gives me a great way to start 2010. Happy New Year. 11:21 AM Jan 1st from TweetDeck


Framer Beta : ajouter des cadres à vos photos très rapidement via 2:33 AM Dec 31st, 2009 from diigo


Awesome! Audio & Videos in French. RT @andrugraff Bon départ: beginners’ French via @OpenUniversity 7:40 PM Dec 30th, 2009 from web


Snurf. RT @streamertyer: Celine Dion and Josh Groban singing together. #thingsthatshouldbeoutlawed 7:13 PM Dec 30th, 2009 from TweetDeck



New Post: Things we’ve been doing over Break This one is about the Smithsonian’s portrait gallery 4:10 PM Dec 30th, 2009 from web


Two wonderful VT resources: Educators Guide to VoiceThread and Introduction to VoiceThread 11:30 PM Dec 29th, 2009 from TweetDeck Retweeted by you


To live your life on purpose, you must first know your purpose. To find it, you should seek it with your heart. 10:19 PM Dec 29th, 2009 from TweetDeck Retweeted by you and 8 others


Web 2.0 for rookies. List of 200 articles on Educational Technology site: 10:13 PM Dec 29th, 2009 from web Retweeted by you and 2 others


Check out GoAnimate for tons of animation fun! A free web based animation studio. Plus check out our Character Creator. 9:46 PM Dec 29th, 2009 from web Retweeted by you


The best ICT initiatives wont work without an integration plan- including ongoing training,support & funding #edchat 7:48 PM Dec 29th, 2009 from Power Twitter



On French TV movies usually start around 9PM, after the evening news 4:42 PM Dec 29th, 2009 from Echofon

JonathanNelson – A way to record phone conversations #prly 3:59 PM Dec 29th, 2009 from TweetDeck



Top Stories of 2009: Public vs. Press 2:12 PM Dec 29th, 2009 from web


Un site pour googlemaniaques, où tous les logos Google. Le premier date du 1er août 1998 11:55 AM Dec 29th, 2009 from Retweeted by you and 2 others



@mritzius you could try this list of proxies: 11:56 AM Dec 28th, 2009 from Seesmic in to mritzius


70s phenom Marie de France doing Brigitte Bardot songs live at Les Trois Baudets in Paris thru the 30th: 8:01 AM Dec 28th, 2009 from Tweetie


RT Love this! @cristama: From BBC Schools: Dance Mat Typing (LOVE this site, Lyssie’s been playing it today) 11:14 PM Dec 27th, 2009 from TweetDeck Retweeted by you


RT @p2pSusan: RT @DecouvrirParis Reveillon à Paris avec retransmission live dans 15 lieux de la capitale => 8:03 PM Dec 27th, 2009 from TweetDeck Retweeted by you



Word – Part 2 – Pocket Reference Card

In Tech on 1 December, 2009 at 22:08

I started with this: Pocket Reference Card Blank Temp

Please note that this is a front/back project. The front is page 1 and the back is page 2 of the documents.

I clean it out to make this: Pocket Reference Card blank

Using the same process mentioned in my ‘Business Card‘ post, my students created pocket reference cards about their monuments that end up looking like this: Pocket Reference Card

[btw – this is the church where I got married .. in front of the door that is the image on the right of the main image. =D]

Another way to use this template is to make trivia cards.  Front (questions) and back (answers) sides insert a simple, 2-column table [uneven].  The number of rows depends upon the number of categories in your trivia game.  One row per category please.

Here’s what Bruno’s about the Champs Elysée looked like: Trivia_cards_Bruno_PDF .  This one uses ‘Question 1’ , ‘Question 2’. etc as category titles because each card asks questions about one monument.

Then using the draw function in word I made a basic round gameboard . The Versailles game that this game board was made for had several categories – one per color.

These are some examples of how pre-service teachers changed the flow of the board to suit their own content and levels.

Example #1, Example #2, Example #3

Their game pieces were glue sticks cut into sections into which they stuck push-pins when they got a question right in a particular category. Color of the pin = to the color of the category.

Student researched, created, taught and played.

I could see using this with famous French people as well.

How do you see this being applied in your classroom?

Please leave a comment / idea to enrich someone else…and yourself.

Have a blessed day!

Word – Part 1- The Business Card

In Tech on 30 November, 2009 at 22:31

OK – today’s trick boys and girls, is how not to re-invent the wheel. Templates, aka the wheel, are a lot of work to create … so let’s use the ones that Microsoft has paid a lot of people a lot of money to develop already.

Today: the business card online and a Business Card Template.

There are a lot of other styles, I chose this one … you may want another. That’s ok.

The end result is a Business Card featuring one of many monuments in Paris. Here’s the Word version if you’d like it: trading card.

I give them the template, a monument from a list and this information sheet Infos des Monuments to complete via email.

They insert their text into the template first; three to four short sentences in a bulleted list format.  Once the text in one card is how you like it in size and content, copy and paste it into the other cards.

For their image, I suggest to them that they insert it into another word document to re-size it prior to putting it in the template.  Once they have the image at the proper size, they can copy/paste it into the template, change the image ‘format’ to ‘in front of text’, repeat the copy/paste for each card and Voila!

They resubmit their completed project re-saved as lastname_card_theirmonument.doc and their info sheet as lastname_info_theirmonument.doc also via email.

We are on the block so this can easily be competed in a single lab period IF I prep them well the day before.

OK – the kicker is that after the students make this, they print it and they cut it up and then they do a TEACH AND SWAP!  In some organized fashion, each kid gives every peer a they made card teaching them what they found about their monument.

At the end of the period they have a card from each person in class and we do a basic poll: coolest photo, coolest piece of info, most informed, most excited … these kids do in a day what I could not do in a week or more!

Student researched, created, taught – teacher approved.

I could see using this with famous French people as well.

How do you see this being applied in your classroom?

Please leave a comment / idea to enrich someone else…and yourself.

Have a blessed day!

My Twitter Cloud

In Misc, Tech on 28 November, 2009 at 23:09

I am very proud of my TweetCloud!  I think it shows that I speak to and about good people, I am positive and student oriented.

But it’s not very focused .. so I am going to work on that.  No words are particularly large except thanks … Obviously I am not afraid to scream out for help! =) And I get it – so I am thankful for that!


Reinforcing Your Bubble

In French, German, Misc, Tech on 24 November, 2009 at 21:18

I recently conducted a 3-hour tech integration workshop at TFLTA [Tennessee Foreign Language Teachers’ Association] in Nashville, TN.  The content was VERY well received, and I am thankful for that.  In this workshop my first stop was a big ‘why bother’ integrating technology into the foreign language classroom? This is the same and only question for this post but the entire outline can be found here.

We all know that if any teacher isn’t solidly convinced how your material is going to help them teach or help their students learn, it’s NOT going to be used in their classroom.  Foreign Language teachers could be potentially the worst because we live in a protected bubble – our classes are not tied to state end-of-course testing.  These classes are, however, required for graduation and university admission in the state of TN and most others.  This keeps us foreign language types from being “boat-rockers” and understandably so.

With this in mind, my target audience was not assumed to be a gung-ho group for this type of change.

I was very pleasantly surprised by the reality, I should note.  In fact, what I was initially told would be 18-25 people turned out to be 50+.  Not a bad draw – the pressure was on!

My defense of the integration of tech into our classrooms falls into several categories:

  1. Increased Relevance of You and Your Course Content
  2. Because we can and should!
  3. Facilitating Meeting and Surpassing State and National Standards
  4. Improving Potential for Cross-Curricular Integration

Let’s just face it – using technology is – dare I say it – cool and the epitome of a student-centered classroom.  This alone can make your class more relevant in the lives of the students – heaven forbid they LIKE learning.  EE-gad! And I understand that students liking teachers is not the ultimate goal, but it never has hurt anyone.

An article from eSchool News on Brain based research discusses how we learn and makes several important points. Most notably, the brain is far more flexible in learning than previously thought.  This debunks, at least in part, the adage that you can’t teach new tricks to an old dog.  This can also apply to teachers and their instructional methods.  We, too, can learn to teach with new ‘tools’ and as such should model such life-long learning for our students.

David Warlick : “For the first time we are preparing students for a future we cannot clearly describe.” We are not digital natives so teaching with technology is ‘not normal’ to us but we are not preparing them for our present or future, but theirs.

Despite tenure laws, budgets are being reduced and entire language programs are being targeted for extinction as many in our country, even those near the hub of world-power, continue to buy-into the notion that English is the only language that one need know to be a productive member of a professional community – or at least the only learning opportunity that school systems can afford to provide them with according to the Washington Post.

We should constantly strive to better ourselves professionally to be better teachers, and to make our programs and ourselves harder to put on the chopping block.

Kristin Hokanson, in her 10July blog on “The Connected Classroom“, discusses to or not to bring reluctant users into the fold.  Should we demand they integrate technology into their classroom or should we lead them through the process, step-by-step dissuading each fear and answering each question face-to-face. What type of self-motivated learners and user do we expect our colleagues to be? ..and our students?  This is a question that must be answered from system to system and even perhaps building to building.  As a parent, I know what kind of teachers I’d prefer my daughters have.

Last point in on this corner of my soap-box is the notion put forth so well by Kyle Pace of the importance of integration vs. utilization.  A teacher using a PowerPoint to show pictures is not a tech-rich environment; using Word to type tests in lieu of making copies of the pre-fab tests that come with your textbooks does not qualify either, although it has its benefits for the teachers and students alike.  Students using programs to learn and teach their peers … now that is good tech!  To this end I provided attendees with links to @rmbyrne ‘s 12 Essentials for Tech Integration, Tech4Teachers’  Great Examples and guidelines and some other guides to help them with their own seamless integration. This notion is purported many, many times over from Dr. O’Bannon of UT Knoxville’s Instructional Technology program where I completed my Master’s degree and in her book Preparing to Use Technology: A Practical Guide to Curriculum Integration, Second Edition.

Next point:  the dreaded standards.  The foreign language standards for the state of Tennessee include our imperative to Connect with Other Disciplines and Acquire Information.  The rationale being that foreign language learning expands the educational experience of all students by connecting with other disciplines in the school curriculum either formally or informally. The conscious effort to connect the foreign language curriculum with other parts of students’ academic lives opens doors to information and experiences which enrich the students’ entire school and life experience. Those connections flow from other areas to the foreign language classroom and also originate in the foreign language classroom to add unique experiences and insights to the rest of the curriculum.

Who could argue with that? Not me. I think it’s designed that way.

NETS Standards add to that that we should ‘Facilitate and Inspire Student Learning and Creativity’, ‘Model Digital-Age Work and Learning’ as well as ‘Design and Develop Digital-Age Learning Experiences and Assessments’.

Can anyone argue against that in any classroom?  I hope not.

With the fast pace development of technology, we really have no idea what their future will entail but we know for certain that it will include technology.  TomWhitby reminds us: “Educators [need to] remember the world we learned in is not the world we live in. The world we teach in is not the world we teach for.” [I’m so glad he’s in my PLN!]

If I had to summarize and translate all of this into plain English for Foreign Language teachers it would definitely include a reference to ‘our insulated bubble can be popped’.  Innovate, integrate invigorate! In doing this you will begin to structurally reinforce your bubble.

How-to accomplish this “without spending a fortune” info to follow.  Please stay tuned.

Until next time, Bonjour!