So obviously the first software that came to mind was Rosetta Stone. I am pretty sure that it is the most widely used supplemental software used in Spanish education. Chapter 13 says that we should always look for education and never for edutainment. It also gave a few criteria for choosing software (although nothing was really talked about for Spanish). I know that Rosetta Stone has a lot of quality content, it is extremely easy to use by everyone, and it keeps an accurate record of progress. Most students are capable of using Rosetta Stone with very few instructions because it is so user-friendly.
Instead of really focusing on Rosetta Stone, I tried to find some other software programs. The Spanish Teacher is a program very similar to Rosetta Stone in that it is designed to allow students to work on their learning of the Spanish language. I actually found a review that someone had already made about the software since I was not able to actually test the product for myself. According to the article, the software consists of 3 components that focus on building vocabulary, understanding grammar, and engaging in conversations. The article states that almost all of the instructions and interaction is in Spanish (which may be frustrating for the beginner.) It goes on to list several advantages and disadvantages (that I will not simply retype here). Some of the advantages were that it also incorporated cultural aspects (the article gives the example of the word comer and how the program says that in Spain it is cheaper to eat at the bar instead of at an actual restaurant.) One of the disadvantages that it mentioned was the fact that the program's feature that allows you to right click and have words defined does not recognize idioms.
If you would like to read the article yourself, here's the link... http://spanish.about.com/library/weekly/aa080999.htm
If you are looking to learn Spanish or learn more Spanish, this program has a "street value" of about $50, and this is a lot cheaper than Rosetta Stone.
Tuesday, November 10, 2009
Tuesday, October 20, 2009
Spanish WebQuest
The following comment is for a WebQuest found at the following website: http://www.personal.psu.edu/jxz8/Student_Webquests/Bradley_Knudsen/WEBQUEST.HTML
I think that this WebQuest could be very fun to try. It incorporates some cool ideas (Antonio Banderas, free trips, free cash, etc.) that I really think will engage the students. The introduction is short, sweet, and to the point like it is supposed to be. It sets up the entire WebQuest by providing the background information. The task is clearly defined, and it gives you the overall product that the group is trying to accomplish. The process section breaks the task down into four roles that each member of the group has to perform. There are numerous hyperlinks listed that provide more information if the students need to investigate/research information to sufficiently accomplish their jobs. Each job is also hyperlinked and takes you to a page that goes into great detail about what each student's job is. The resource section only lists a few hyperlinks for the students to explore. However, there is another hyperlink entitled general resources that takes the students to another page listing numerous other resources that they can use in the completion of their jobs. The students will be evaluated on their production of three products (travel journal, itinerary, and presentation). Finally, the conclusion sums up some of the things that each student has learned.
I think that this is a pretty good WebQuest. However, there are a few things that I would probably modify if I were to do it. Some of the activities that are part of the assignment do not really require the Internet to complete them. It also seems that the resources don't really require the students to visit multiple websites to find information and compare answers. There are other things that I would change (depending on the class itself), but for the most part, I think that this WebQuest is pretty well created. Of course, I could be missing a lot of things that should be changed as I still consider myself a novice when it comes to WebQuests.
I think that this WebQuest could be very fun to try. It incorporates some cool ideas (Antonio Banderas, free trips, free cash, etc.) that I really think will engage the students. The introduction is short, sweet, and to the point like it is supposed to be. It sets up the entire WebQuest by providing the background information. The task is clearly defined, and it gives you the overall product that the group is trying to accomplish. The process section breaks the task down into four roles that each member of the group has to perform. There are numerous hyperlinks listed that provide more information if the students need to investigate/research information to sufficiently accomplish their jobs. Each job is also hyperlinked and takes you to a page that goes into great detail about what each student's job is. The resource section only lists a few hyperlinks for the students to explore. However, there is another hyperlink entitled general resources that takes the students to another page listing numerous other resources that they can use in the completion of their jobs. The students will be evaluated on their production of three products (travel journal, itinerary, and presentation). Finally, the conclusion sums up some of the things that each student has learned.
I think that this is a pretty good WebQuest. However, there are a few things that I would probably modify if I were to do it. Some of the activities that are part of the assignment do not really require the Internet to complete them. It also seems that the resources don't really require the students to visit multiple websites to find information and compare answers. There are other things that I would change (depending on the class itself), but for the most part, I think that this WebQuest is pretty well created. Of course, I could be missing a lot of things that should be changed as I still consider myself a novice when it comes to WebQuests.
Monday, September 28, 2009
K-12 news
For more information on the subject or to read the article please use the following link: http://www.boston.com/news/nation/washington/articles/2009/09/28/obama_wants_nations_children_to_spend_more_time_in_school/
It seems that our President wants American students to spend more time in schools. I am not totally sure that this is the way to go, but I am not entirely against it. Like any other situation, I definitely need more information from both sides of the argument. According to the article, research has shown that overseas students spend more time in school than American students. In addition, the article also stated that when American schools increase the amount of time students are in school, they score higher on tests than they normally would have. I am not so sure that this is the only solution for getting our students to learn more though. I think that the American school system is stuck in the past. Even the article mentions the fact that we are still set up around the growing seasons even though most of our students no longer work in the fields. I think that the educational system of the United States needs to be renovated (along with several other different areas).
I think that the Department of Education needs to crack down on the number of teachers who consistently use instructional methods that are outdated, unsupported by research data, or that just flat out do not work. It can be very difficult for new teachers to get their more experienced counterparts to "see the light." Let's face it...when we are first year teachers, who is really going to want to listen to us?
Yet, if simply adding more time in school will solve the issue, will they also increase the pay of teachers. It is hard enough to get some teachers to care at their current salaries. If they are told that they will have to do more but still get paid the exact same amount, I am sure there will be some dissension. Will we have to give up our "free" summers? Will we lose those teacher work days to normal instructional days (some may already prefer this anyway.)
What do you think the solution is?
It seems that our President wants American students to spend more time in schools. I am not totally sure that this is the way to go, but I am not entirely against it. Like any other situation, I definitely need more information from both sides of the argument. According to the article, research has shown that overseas students spend more time in school than American students. In addition, the article also stated that when American schools increase the amount of time students are in school, they score higher on tests than they normally would have. I am not so sure that this is the only solution for getting our students to learn more though. I think that the American school system is stuck in the past. Even the article mentions the fact that we are still set up around the growing seasons even though most of our students no longer work in the fields. I think that the educational system of the United States needs to be renovated (along with several other different areas).
I think that the Department of Education needs to crack down on the number of teachers who consistently use instructional methods that are outdated, unsupported by research data, or that just flat out do not work. It can be very difficult for new teachers to get their more experienced counterparts to "see the light." Let's face it...when we are first year teachers, who is really going to want to listen to us?
Yet, if simply adding more time in school will solve the issue, will they also increase the pay of teachers. It is hard enough to get some teachers to care at their current salaries. If they are told that they will have to do more but still get paid the exact same amount, I am sure there will be some dissension. Will we have to give up our "free" summers? Will we lose those teacher work days to normal instructional days (some may already prefer this anyway.)
What do you think the solution is?
Wednesday, September 16, 2009
ADD and ADHD assistive technology
The following information is taken from this website (http://wps.prenhall.com/chet_specialed_cluster_2/28/7202/1843735.cw/index.html)
"Attention Deficit Disorder (with or without Hyperactivity) is not identified as a separate category under IDEA. A student with severe AD/HD can receive special education services, if their disability significantly interferes with their educational performance but usually under the category of "other health impairment." Since AD/HD is the most commonly identified childhood disorder, this disability is included with high-incidence disabilities. Most students with AD/HD are not included in special education but still may pose challenges to general education teachers. AD/HD describes a series of behaviors that are characterized by a student not being able to attend to what is going on in class. They may have trouble sitting for more than a few minutes and they usually have behavior problems as well."
After doing a little research, it definitely was made very clear that we should always consider each child as a different "case," in which all of their needs are considered. We cannot say that the same assistive technology will work for every student with ADD or ADHD. One website mentioned that some of their children benefit from using a laptop in class while others are easily distracted by a computer because there is just too much information for them to take in and process all at once. It also mentioned using special seats and stress balls to help the students sit still for longer periods. Many ADD and ADHD students do better in school because the technology they are allowed to use helps decrease their levels of frustration so that they can concentrate on the learning.
I think that the neatest thing that I found during my research was this new device called "Play Attention." It is essentially a bike helmet that is lined with special sensors that allow the wearer to manipulate images on a computer screen. In the article, whose link is http://www.eschoolnews.com/news/top-news/index.cfm?i=35899&CFID=21612310&CFTOKEN=34064512, the manufacturers claim that the device makes attention and concentrating concrete things so that the student no longer has to try to understand an abstract concept. The little boy in the article even learned cause and effect from the use of this helmet.
I'm not sure how this would work in a Spanish classroom, but I think that just simply being aware of the needs of each and every student will cut down on the numerous misunderstandings and the so called "bad days" that both the student and the teacher can have. I am currently taking differentiation of instruction, and I am finding that I am making connections to all of my other classes that I am currently taking. To me, it seems that any good teacher worth their weight in (insert valuable substance) should want to know who their students are, where they are, and how they can best be helped to grow. If our students have any one of the numerous high-incidence or low-incidence disabilities, it provides us with more than just yet another challenge. It presents us with another opportunity to watch kids grow in knowledge and ability.
"Attention Deficit Disorder (with or without Hyperactivity) is not identified as a separate category under IDEA. A student with severe AD/HD can receive special education services, if their disability significantly interferes with their educational performance but usually under the category of "other health impairment." Since AD/HD is the most commonly identified childhood disorder, this disability is included with high-incidence disabilities. Most students with AD/HD are not included in special education but still may pose challenges to general education teachers. AD/HD describes a series of behaviors that are characterized by a student not being able to attend to what is going on in class. They may have trouble sitting for more than a few minutes and they usually have behavior problems as well."
After doing a little research, it definitely was made very clear that we should always consider each child as a different "case," in which all of their needs are considered. We cannot say that the same assistive technology will work for every student with ADD or ADHD. One website mentioned that some of their children benefit from using a laptop in class while others are easily distracted by a computer because there is just too much information for them to take in and process all at once. It also mentioned using special seats and stress balls to help the students sit still for longer periods. Many ADD and ADHD students do better in school because the technology they are allowed to use helps decrease their levels of frustration so that they can concentrate on the learning.
I think that the neatest thing that I found during my research was this new device called "Play Attention." It is essentially a bike helmet that is lined with special sensors that allow the wearer to manipulate images on a computer screen. In the article, whose link is http://www.eschoolnews.com/news/top-news/index.cfm?i=35899&CFID=21612310&CFTOKEN=34064512, the manufacturers claim that the device makes attention and concentrating concrete things so that the student no longer has to try to understand an abstract concept. The little boy in the article even learned cause and effect from the use of this helmet.
I'm not sure how this would work in a Spanish classroom, but I think that just simply being aware of the needs of each and every student will cut down on the numerous misunderstandings and the so called "bad days" that both the student and the teacher can have. I am currently taking differentiation of instruction, and I am finding that I am making connections to all of my other classes that I am currently taking. To me, it seems that any good teacher worth their weight in (insert valuable substance) should want to know who their students are, where they are, and how they can best be helped to grow. If our students have any one of the numerous high-incidence or low-incidence disabilities, it provides us with more than just yet another challenge. It presents us with another opportunity to watch kids grow in knowledge and ability.
Monday, September 7, 2009
Using blogs and SKYPE in the classroom
If any of you have ever taken a foreign language before, you know that there are several different verb endings that can be used to express different times (past, present, future), as well as different moods. That's right folks, verb endings also change depending upon the mood of what is being said. The three moods (both in English and Spanish) are the indicative, imperative, and the SUBJUNCTIVE. We hardly ever hear anything about the subjunctive in English classes, so many students are shocked when they discover it even exists.
How could you use this everyday technology to teach students the difficult concept?
As a foreign language teacher, I could use this technology by posting readings on a blog in which the students would be responsible for picking out what ever form of verb we happen to be working on at the moment. I could also post links to additional practice, vocabulary websites, dictionaries, YouTube videos, music (particularly helpful with subjunctive and conditional moods and tenses).
A foreign language teacher could also use SKYPE to connect students with students in other countries. Those of you who were in Assessment this summer with me have already seen a presentation that my group did about using SKYPE in the foreign language classroom. It would essentially allow students to connect with different cultures and practice using the language. We could speak Spanish (or whatever language is being learned) and the other students would have to practice their English with our students. Of course it would have to be monitored to make sure that nothing inappropriate is being discussed.
What would you expect students to gain from the learning experience? Would they discover new ways of applying everyday technology for their own learning?
I would expect students to be engaged by the use of technology in the classroom. Some students will gladly do a practice exercise or worksheet if it is online and easy for them to access. I would expect students to gain skills necessary to function in the 21st century (computer, communication, etc.). I would expect them to demonstrate proficiency in whatever area we happen to be studying at the time. If I see that the technology is not helping, I will have to readjust my strategies for utilizing technology, and/or model for the students how to use it successfully.
How do your ideas align with the principles you read about in this chapter?
I realize and understand that "technology itself does not improve student learning" (p.13) It must be used in conjunction with legitimate methodology that has been proven to work. I like the fact that the book mentions the idea of integration also because I have seen far too many people teaching directly from PowerPoint or using videos and computers as a crutch instead of as supplementary tools. I'm all about the learner-centered classroom, and I hope that the rest of you are too!
How could you use this everyday technology to teach students the difficult concept?
As a foreign language teacher, I could use this technology by posting readings on a blog in which the students would be responsible for picking out what ever form of verb we happen to be working on at the moment. I could also post links to additional practice, vocabulary websites, dictionaries, YouTube videos, music (particularly helpful with subjunctive and conditional moods and tenses).
A foreign language teacher could also use SKYPE to connect students with students in other countries. Those of you who were in Assessment this summer with me have already seen a presentation that my group did about using SKYPE in the foreign language classroom. It would essentially allow students to connect with different cultures and practice using the language. We could speak Spanish (or whatever language is being learned) and the other students would have to practice their English with our students. Of course it would have to be monitored to make sure that nothing inappropriate is being discussed.
What would you expect students to gain from the learning experience? Would they discover new ways of applying everyday technology for their own learning?
I would expect students to be engaged by the use of technology in the classroom. Some students will gladly do a practice exercise or worksheet if it is online and easy for them to access. I would expect students to gain skills necessary to function in the 21st century (computer, communication, etc.). I would expect them to demonstrate proficiency in whatever area we happen to be studying at the time. If I see that the technology is not helping, I will have to readjust my strategies for utilizing technology, and/or model for the students how to use it successfully.
How do your ideas align with the principles you read about in this chapter?
I realize and understand that "technology itself does not improve student learning" (p.13) It must be used in conjunction with legitimate methodology that has been proven to work. I like the fact that the book mentions the idea of integration also because I have seen far too many people teaching directly from PowerPoint or using videos and computers as a crutch instead of as supplementary tools. I'm all about the learner-centered classroom, and I hope that the rest of you are too!
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