Over the past year or so, I’ve had the pleasure of working closely with Liza Navarro. First in 2017 as a GPA (graduate program assistant) in a Teaching Learning Enhancement Fund (TLEF) project, next as a project partner in a second TLEF project (for French language resources) and, this week, in her capacity as instructor of the French cohort section of LLED 353, Teaching and Learning English as an Additional Language.
Infographic Created by UBC TC John Lim based on BC’s Digital Literacy Framework
We shared some activities to help spark discussion about the possibilities and considerations when incorporating digital technologies in a language learning context. I was impressed by the level of critical thinking and engagement teacher candidates were demonstrating as they participated (especially on the final day of class!). Thank you all!
We started by discussing and modeling some ‘All Class Response’ and discussion based strategies to support classroom engagement and assessment by providing opportunities for anonymous student voice. We incorporated Plickers during this portion.
We reviewed Universal Design for Learning (UDL) and discussed the value of providing students with varied opportunities for representation, communication, action and expression. As an example, we viewed and discussed a ‘ShowMe’ video to illustrate how a ‘whiteboard style’ application might be used to support multimodal formative (or summative) assessment. After briefly reviewing the BC Digital Literacy Framework, we engaged in some valuable conversation and sharing around the varied ways TCs are seeing multimodalities and digital technologies incorporated into their practicum classrooms.
Following the ‘presentation portion’ of our session, students were challenged to test and consider ‘as teachers’ digital technologies and how they might integrate them into their practice. They were provided with the SAMR model as a means of beginning to consider the value of potential uses of these technologies.
cc image courtesy of pixabay.com
We reminded students that it’s not about ‘all tech all the time’ and definitely isn’t just about incorporating the latest ‘tools’ but, instead, is about considering context, student and teacher needs as one begins ‘dipping a toe’ into tech integration! In particular, it is about students as creators of content vs. simply consumers (ie ‘ipad time’ in primary classrooms where students are playing tap tap games…). This article in edsurge may be of interest.
In closure, we encouraged students to seek support from their school advisors, faculty advisors, instructors and our ‘Scarfe Sandbox team’ during Gearing up for Practicum sessions as they work to design effective learning plans for their upcoming extended practicum.
Slides from our session: French Cohort_19-02-08
I also wanted to bring to the attention of the TCs in this cohort that growing number of french resources being developed across different school districts. I know you are familiar with Teach BC but have you searched any of the school district resource sites? I found that Cowichan SD79 has put together a comprehensive set of links including some description of how digital technologies might be integrated in a language learning classroom.
