In his article “Video Production in the Foreign Language Classroom: Some Practical Ideas”, Sebastian Brooke discusses the idea of enhancing the language students’ learning experiences and taking learning outside the classroom through the use of video technology. It’s great because it gives the students a unique opportunity of simulating real life situations in the target language and culture. Video technology can also provide opportunities to experience native speakers interacting, using language, different accents, gestures etc. which they otherwise wouldn’t be able to experience. Brooke explains the production of videos as a means of anxiety reduction, because “video production relieves the students of some of the anxiety they may feel when giving live performances and accordingly they appear more relaxed and confident in their language production on video.”
He suggests that lower level classes use the production on a video of a situational, group role-play, whereas video productions for higher level classes include mini-documentaries, interviews and creative audience targeted advertisements. Basically, the students choose or create a scenario of their choice where everyone is involved in the production of the videos as editors, creators of scripting, producers and hosts. It’s great because the students need to work together on creating the dialogue, setting the tone and register of the language correctly for the performance.
Even though his examples are for its use in the English classroom, they can easily be applied in any language classroom.
Brooke Sebastian, October 2003, Video Production in the Foreign Language Classroom: Some Practical Ideas, The Internet TESL Journal, Vol. IX, No. 10
Image: http://www.mahoosucproductions.com/images/home_image.gif
These podcasts made by Italian language students are just an example of how podcasting can be a fun and an innovative way of presenting information researched by the language students. The two podcasts that I looked at, North Italian Plain and South Italian migration, are specifically related to Italian, but would work for any other language. These podcasts show students’ understanding and interpretation of Italian culture, economy and history and even though they are not using the target language, they are still making cultural connections which are equally important.
Podcasting can be very useful in a language classroom, because it is a great way to get students to practice using the language, e.g. the language based targets such as listening, reading, talking and writing, while doing the research and through the production phase. Also, besides reviewing topic related knowledge, students would also be working on their pronunciation and fluency.
The Sandaig Primary School podcast gives a great suggestion of using podcasting to research and give instruction on how to prepare a meal, which in a language classroom can be done in the target language. This cooking activity is related to the topic of meal times, but the choice of activity would offcourse depend on the topic. Besides getting students actively involved in learning, this type of collaboration gives students the opportunity to work with other classmates, encourage each other and it gives them a sense of importance and connection with a world wide audience.
Be Vary Afraid http://www.heppell.net/bva/bva3/sandaigschool.htm
Image: http://images.apple.com/au/education/resources/podcastingvideos/images/podcasting-part2.jpg
Watching this TeacherTube video made me think of different aspects of language that can be explored through technology and the answer is all!!!!!Students have access to all sorts of resources on the net that in traditional classroom would be impossible to obtain. Through the net they can research different aspects of culture, such as customs, traditions, food, movies, songs, history etc. which will get them to appreciate and understand the language and people from that particular country and it will also get them to make cross-cultural connections.
We as language teachers can then give them the freedom and choice of presenting and demonstrating their findings and understandings through the use of different technologies such as power point, videos, podcasts etc. where they can use their imagination, strengthen their learning and at the same time share their creations and get a feedback on their progress. For example, students can create a brochure about a city or a country in which the target language is spoken by collecting information from research from the Internet, which can be enhanced with images downloaded from the Web; students can create a PowerPoint presentation about themselves or any other topic, using learned vocabulary with scanned photos and clipart etc. These are just a few examples, but the choice of technology and activity will depend on the students’ age, level of language and the topic studied.
Online activities and games (e.g. Languages online), web quests can come in handy for practicing language vocab and structure. It’s fun for them and it’s getting them to learn. Things like e-mail and blogs can also be used for the practice phase of language learning, but I think that these would be more appropriate for advanced learners. By incorporating technology we are basically expending our classroom outside the walls.
Technology in the World Language Classroom. http://www.teachertube.com/view_video.php?viewkey=5c68a54010b61b3e94b0
Image: http://farm1.static.flickr.com/223/512754373_8f29b305fd.jpg?v=0
I agree with the positives of blogging as shown in the video “Why Let Our Students Blog?” There are so many reasons why we should use blogging in our classroom such as
Ø Communication with a worldwide audience
Ø Excitement of creating new and original pieces of work
Ø Collaboration, discussion and feedback
Ø Motivation
Ø 24/7 access etc.
I think that as long as we use it in moderation, blogging can help us integrate our KLAs in a more fun and learner friendly way. This will help us prepare our students for the reality of digital world we live in.
Why Let Our Students Blog? http://www.teachertube.com/view_video.php?viewkey=be6ec9b852b0a542e2f3
Image: http://blog.digitalaxle.com/images/2007/12/21/photokids1.jpg
I agree with Naomi’s comment in regards to the use of online journals in teaching and learning. It is definitely a positive change to the traditional approach to teaching. I think that besides having the opportunity to present their work to their peers and get a feedback, the main part of the whole process, in my opinion, is the fact that students get to create something of their own. It’s an innovative way of learning because they get to use their knowledge to create something unique that everyone will be able to enjoy and comment on.
I have just finished reading “Is It OK To Be A Technologically Illiterate Teacher?” and I 100% support the proposed ‘standards” for teachers mentioned. Even though I am not that advanced when it comes to computers, I do believe that there is no excuse in saying that someone is computer illiterate or has no interest in learning about technology. This phenomenon has become imbedded into all aspects of our lives and therefore we need to make an effort to learn, so that we can explore and enjoy it with our students. I think that this quote makes a great conclusion and advice to all teachers: “You need to demonstrate continual learning, lifelong learning – for your students, or you will continue to teach your students how to be successful in an age that no longer exists.” 
Image: http://nitmesh.typepad.com/photos/uncategorized/2007/11/03/picture_1.png
I found the research study done on learning a foreign language through multimedia software very interesting. The study examined the experiences of two young children when learning Modern Standard Chinese in an unstructured home environment. The Language Market multimedia was used as a fun and interactive way of language acquisition where the children had complete autonomy to choose activities they wanted to do, with minimal supervision.
I agree that using games in classrooms is a great way of teaching children a foreign language, giving them an illusion of having fun game time, when they’re actually learning. However, I believe that the study would show different findings based simply on different environments (unstructured home environment vs. structured classroom environment). The findings also showed an unequal development in language skills e.g. listening, speaking, reading, writing, character recognition, functions etc. which only confirms my belief that as much as it’s important to make language learning fun, there needs to be some structure.
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Shen H Z, Autumn 2003, Embracing technology : learning a foreign language in multimedia environments, Babel ; v.37 n.3 p.17-22,38;
Image: http://www.icom-software.com/images/Corporate%20-%20Technology%2002%20(CB058865).jpg
I read Masako’s posting about the use of games as a teaching and learning tool. I agree with the point raised that teachers can’t rely simply on games just to make lessons more interesting. However, I think that there are some interactive websites that can be successfully used in language classes during the production stage. (e.g. languages online) and even in senior classes more advanced games can be incorporated, where they get to produce individual pieces of work at a more advanced level.
Article “Cyber Nightmare” explores the dark side of widely used technology, more specifically the extent and the impact of cyber bullying in schools. It is shocking to find that up to a third of school students may be victims of this new trend, starting from an unkind text message, to extremely disturbing videos of someone being assaulted.
Even though the majority of kids will admit that cyber bullying is one of their top three major issues concerning technology, I think that the biggest concern is the fact that not many students will come forward and admit to being victimised. Main reason for this is that by talking about it, victims are scared of having their technology gadgets confiscated, therefore they keep to themselves. This unfortunately comes as an advantage to bullies who will use this as a means of control. 
In conclusion, what are we, as a society, doing to raise awareness about this ever increasing problem? I believe that there should be more campaigns about this issue as well as education offered to students, teaching them how to deal with bullying and who to turn to when in need.
Rance, C. Winter 2007. Cyber Nightmare. Australian Educator; n.54 p.34-35.
Image: http://www.labnol.org/assets/images/MeasureYourTouchTypingSpeedandAccuracy_E57/touchtypist.jpg
I agree with Athina’s comment regarding the use of mobile phones as an assignment tool as suggested in “Pay Attention” video. The points she made need to be taken into consideration when using any type of technology in a classroom. The reason for this is that besides computers, which are provided by the school, most of other gadgets would mainly be students’ own possession.
However, from the way I see it, the video was only highlighting the issue of the use of technology in everyday lives, stressing the importance of incorporating it into the classrooms. I think they only gave mobiles as an example to demonstrate how they are widely used powerful computers, and so why aren’t we using them to teach? It is up to each individual teacher to decide which technological tool would be appropriate for a particular class and a subject.
