Weblogs:
Up to this point I have not used a blog in my classroom. My department has been investigating how we might use this. I prefer the idea of using blogs with the students as the intended audience, not the entire internet. I want students to feel safe in taking risks with their language use.
Currently, we use composition books in our classrooms for writing portfolios. Placed in a folder, these travel with the students from classroom to classroom as they continue taking a language. It feels a bit out dated but we continue to use them for a particular reason: We don’t want students using on-line translating devices. It’s a tricky device. I want students to use them as they would a dictionary, to look up and find the meaning of words. We always try to create writing prompts that incorporate the skill set students have been practicing but there are always those who are frustrated by not being able to articulate what they would like to say at the level of their native language. There are students who will type in entire sentences or paragraphs and this does not demonstrate their ability to apply the vocabulary and grammar they have been taught. This happens despite activities we do early in the semester that demonstrate the mistakes and inaccuracies of translating devices. I have been considering using blogs to replace the handwritten writing prompts for some time. I suppose it is a matter revisiting the ethics of technology use.
I like Ken Smith’s idea (p.31) of having kids go read and then write in response to what interests them. The students in our district do not start Spanish until grade 9, so their reading abilities are limited until the very advanced classes. Using authentic materials on-line can be very challenging for our first 2 or 3 levels. I do believe that reading greatly enhances writing. I wonder if there are any blogs out there that are developmentally appropriate for my students?
Wikis:
I really like the idea of using a wiki as a collaborative tool. I think I will look through my curriculum and adapt a project to be used with either wikispaces or a google site. One thing that can get overwhelming for me is managing student work. I was quite happy to read (p. 67) that through wikispaces the teacher can view student activity through a spreadsheet. That would make it much easier than trying to read and keep track of every post through the discussions or the project page. As a teacher, I would certainly be sure to read all of the entries over time, but sometimes it’s nice to see at a glance who is at work and who is not.
Facebook:
How would this be any different from using a wiki or blog? Is Facebook alluring to students because it seems a bit naughty to be using it in the classroom? I like the idea of a private group. But, can I do the same thing with a wiki or blog?
Up to this point I have not used a blog in my classroom. My department has been investigating how we might use this. I prefer the idea of using blogs with the students as the intended audience, not the entire internet. I want students to feel safe in taking risks with their language use.
Currently, we use composition books in our classrooms for writing portfolios. Placed in a folder, these travel with the students from classroom to classroom as they continue taking a language. It feels a bit out dated but we continue to use them for a particular reason: We don’t want students using on-line translating devices. It’s a tricky device. I want students to use them as they would a dictionary, to look up and find the meaning of words. We always try to create writing prompts that incorporate the skill set students have been practicing but there are always those who are frustrated by not being able to articulate what they would like to say at the level of their native language. There are students who will type in entire sentences or paragraphs and this does not demonstrate their ability to apply the vocabulary and grammar they have been taught. This happens despite activities we do early in the semester that demonstrate the mistakes and inaccuracies of translating devices. I have been considering using blogs to replace the handwritten writing prompts for some time. I suppose it is a matter revisiting the ethics of technology use.
I like Ken Smith’s idea (p.31) of having kids go read and then write in response to what interests them. The students in our district do not start Spanish until grade 9, so their reading abilities are limited until the very advanced classes. Using authentic materials on-line can be very challenging for our first 2 or 3 levels. I do believe that reading greatly enhances writing. I wonder if there are any blogs out there that are developmentally appropriate for my students?
Wikis:
I really like the idea of using a wiki as a collaborative tool. I think I will look through my curriculum and adapt a project to be used with either wikispaces or a google site. One thing that can get overwhelming for me is managing student work. I was quite happy to read (p. 67) that through wikispaces the teacher can view student activity through a spreadsheet. That would make it much easier than trying to read and keep track of every post through the discussions or the project page. As a teacher, I would certainly be sure to read all of the entries over time, but sometimes it’s nice to see at a glance who is at work and who is not.
Facebook:
How would this be any different from using a wiki or blog? Is Facebook alluring to students because it seems a bit naughty to be using it in the classroom? I like the idea of a private group. But, can I do the same thing with a wiki or blog?