Presentation/Workshop given to the American Association of Teachers of Spanish and Portguese (NJ Chapter) - April 2/11

1. Let ThemBlog,Glog,Microblog& More!! Enza Antenos-Conforti, PhD Montclair State University

2. Revolución de lasRedesSociales

3. 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

4. Do social media resisteducational purposes? Students spontaneously use social media to comunicate aboutschool, even to talk abouthomework!

5. Do weevenspeak the samelanguage? 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?

6. WhyBring SM to the FL Classroom? 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)

7. Why would you use social media in your Spanish/Portuguese class?

8. Does the ToolMake or Break the Lesson? The technological tool must be selected to reach learning objectives and outcomes What is the objective of the lesson/unit? What tools can we integrate to reach the objective? Immagine di: http://ilforumdellemuse.forumfree.it/?t=44736544

9. Social & Relational 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

10. Let’sNavigate ThroughSoMe http://tiny.cc/enzaac

11. Blogginng 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

12. LetThem Blog! Develop the presentational mode of written communication (ACTFL) Allow for all students to provide feedback on an argument/topic 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

13. Glogging Promotes creative thinking Createsconditionsfavorable to learningthroughinterest and fun Developdigitalcomptencies/literacies: supportsintegration of multi-media It’sfunctional to cooperative learning: students can work in pairs/group http://lcstudentwiki.wikispaces.com/Spanish+Glogster

14. LetThemGlog! 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.) How to Allregisteron Glogster.com The teachercreates a class with the names and email adresses of classmates Students share and collaborate on these e-posters http://ivenus.edu.glogster.com/tuttosudime/

15. Microblogging

16. LetThemMicroblog! 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 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

17. A Twitter Success Story 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!

18. Youtube-ing Content and Information Cultural and languagevideos(One semester of Spanish) Collaboration Mashups on certaintopics Partecipation Comments/reviews Video uploadingtoo http://bit.ly/dHq8cp [pdf] http://www.youtube.com/watch?v=gk5fp6MMFNQ

19. VoiceThread-ing Online media album (pictures, text, video) Commentspossible via voice, text, video Similar to discussionboardbut with superlative supplements Partecipation (opinions and feedback) http://voicethread4education.wikispaces.com/

20. Google Voice-ing A free audio product by Google (needonlyhave a Google account) Can be shared with teachers and classmates Leavephonemessages to developspeakingskills Record conversations with speakers to developspeaking, listening and negotionskills Some Spanish examples:http://span2313.wikispaces.com/GoogleVoice

21. Regular Use of Social Media!?! Benefits Students are alreadyfamiliar with many of the tools Theyalready use thesecommunicationtools Continualinteraction of students face-to-face and online Minor resistance Drawbacks Teachers need to knowthesetoolswell Students mightnotappreciate the educational use of thesetools Communicationis24/7 Muchnoise in SM Ittakes time http://www.slideshare.net/catepol/social-network-nella-didattica

22. Appendix: Technology in MFL “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

23. Muchasgracias for sharingideas with me: Julia Cozzarelli (Voicethread) Reynol Junco (Students & SM) José Picardo (Technology in MFL) CaterinaPolincaro (Italian e-learning) Esperanza Roman (YouTube) Donna Shelton (Google Voice)