Final Project: ʺ Increasing Student Understanding of Culture, Commerce and Health in Latin American Countriesʺ

The Technology integration matrix   together with all its components depict a complete usage of technology in a lesson .  All the components ( strategies and technologies ) all work together to have students reach the desired standards.

Row one of the matrix depicts the initial “access of the lesson”. The various technologies and strategies conform together in order to produce the teaching standard  7.1 NM.A.1  “recognizing cultural words using electronic sources” as well as NETS-S of  demonstrating creativity and  using technology effectively . The teacher, in order to instruct students on the popularity of fruit markets in Latin American countries, links the themes of culture, science and politics together. She chooses to have her students engage in various buying and selling of fruit activities helping them learn Spanish fruit vocabulary, Latin American culture , skills of commerce, and health.  Using a TV/VCR, she shows students a video of people buying and selling fruit in Latin America. To follow up the video introduction to this activity, she distributes 10 index cards to the student in which they must write out a fruit vocabulary word and draw a picture of it. Then using the TV screen Monitor, she posts all the words up so students can learn the correct spelling/pronunciation of the word. The utilization of  the TV/VCR and TV monitor under the direct teaching of the teacher in turn engage the students in an oral/visual presentation, large group discussion, listening/viewing skills, and individual work which in turn stimulate their creativity and skills with technology use.  As a result, the electronic sources used provide multiple opportunities for students to recognize and/or learn cultural words for the first time.

Row two of the matrix shows the ways technology and strategy come together to form  the “backbone for analysis” in this lesson plan and as a result fulfilling the standard 7.1 IH. A.1 “Analyze cultural info. using electronic info  sources”. To do this, the teacher begins by giving a presentation in Spanish on the health benefits of fruits in general and fruits specific to Latin American countries using a food pyramid projected onto a TV screen monitor. The students are then instructed to do their own research and analysis on these topics through the use of various research sites on a computer as well as sites for pictures to go with each fruit.  The Oral presentation by the teacher done on the TV screen monitor set the stage for analyzing cultural information using electronic sources. It was then backed up by students performing analysis and research on these topics, forcing them to do intense internet searches in order to produce cultural information that they then must edit on their own ( strategies). While doing this, they are critically thinking, problem solving and making decisions ( NETS-S) to present this information properly. 

Row 3 of the matrix depicts the ways in which the teacher evaluates and assesses the students. The teacher instructs the students to divide themselves into four groups. Together, they must continue researching the health benefits of fruits as well as fruits specific to Latin American countries on the internet while printing pictures of the fruits at the same time and labeling them with their Spanish names. They are then as a group instructed to reflect on/ collaborate together on the information they came up, continuing internet research if necessary therefore engaging in peer assessment. While they are doing this, the teacher walks around giving help is necessary and assessing the students progress. From this, we are able to see how the use of a computer and printer engage students in peer assessment/ student collaboration by comparing ideas, student assessment by reflecting on their own work while all being guided by the teacher. These strategies and technologies together in turn embrace the “use of digital tools to exchange basic information about theme. “ (7.1 NH B.1- ) in turn forcing students to use technology effectively, think critically, problem solve and make decisions ( NETS-S).

Row 4 depicts the technologies and strategies used to produce a presentation. To do this, the teacher deems 2 out of the 4 groups of students the “sellers” and the other 2 groups as “the buyers”. They will pretend they are in a Latin American country, buy and selling fruits to each other. Depending on which group they fall into, they are to create a poster utilizing the research/ pictures they found in their internet searches on the computer regarding fruits in Latin American countries writing the words out in Spanish. From this, we can see how the information found through the use of a computer (technology) brings students together to  collaborate and participate together embracing the NETS-S of demonstrating creativity and innovation, communicating/collaborating, and using technology effectively and productively all which in turn fulfill the core content standard 7.1 IH C.2 “ create/ perform activities that reflect cultural perspectives”.

Row 5 of the matrix shows how the use of a CD player as well as students collaborating together help to communicate the project among peers. As the teacher oversees everything, the “fruit sellers” go to one side of the classroom while the “fruit buyers” go to the other, hanging up their posters in each area. As the students mingle with each other, music from the various Latin American countries the fruits were found in is played during the process. Through the use of a CD player, the students are using technology effectively and productively ( NETS-S) while collaborating in small groups as well as large groups embracing cultural, commerce and health practices (Strats.). These all as a whole fulfill the standard “7.1 IH C6- explain/demonstrate cross cultural skills in a global workforce.”

Why are foreign languages looked over so much in the school system as well as society?

In my experience as both a soon to be teacher as well as a student, I have noticed that in American Society as well as the majority of schools systems that learning a foreign language is not something that is looked at to be important. In America where one is constantly surrounded by people of different nationalities under many different circumstances (ex: work, school, out in public, etc.) , it would seem that the knowledge as well as the teaching of a foreign language would be crucial in society. This is not the case. Many school systems in America do not start the instruction of a foreign language until middle school. Some school systems do not even make it mandatory to learn one at all. This is a real problem especially in comparison to Europe where it is mandatory to study a foreign language at a very young age.  I feel that the U.S should do the same because it would make the world in which we live in much easier, being able to understand a whole other group of people. It also stimulates the minds of young children and gets them to think outside the box. Therefore, it is forcing them to utilize a whole new set of critical thinking skills they would normally not be made to use until the age of 13.

Is being an E – reader a good thing?

I recently read an article in a magazine that talked about kids reading books on ipads, computers, etc. and the advantages and disadvantages present. One advantage mentioned was the fact that kids are being able to embrace technology at a young age that in turn sparks an interest in them to read. A disadvantage was if they do not gain any experience with reading regular books, they won’t know how to change off from technological to non- technological  sources in school that will as a result impede their learning. In my opinion, I feel that kids should be exposed to this type of technology at a young  age in order to spark their interest in reading. It is a known fact that getting kids to read is one of the most difficult things to do as a teacher. By presenting the information to them this way, it will help them to sustain their interest through adolescence and eventually into their middle school and high school years. The only problem that I feel may arise is when they are forced to use a regular book to complete assignment. They may feel that it is annoying to have to lug a large book around as opposed to opening it conveniently on their ipad. To avoid this, teachers as well as parents should expose their children to both e-books and regular forms of reading so they do not become dependent on technology alone.

ESL really looked at as a second language?

A few days ago, I got into a conversation with a teacher who told me many people that work at her school over look ESL and tend to not think of  it as a second language.  They simply think of it as a normal class and don’t really put much emphasis into it like they do with other foreign language classes. I told her that this was very interesting to me because obviously  people who do not know English and who are learning it for the first time would consider it to be a foreign language to them.  However, I do understand where this notion would come from. Because English for most of us is the dominant language, we naturally tend to think of it as “the norm” and not think of it as a foreign language for some. In my opinion, this needs to change. Just  like foreign languages help us to communicate with more people in our daily lives as well as give us a whole new outlook on a culture, the same goes for people who are learning English. They too are trying to communicate with us as well as gain an outlook on our American culture. This is important because when all is said and done, our actions as well as theirs all work together to unite us as one and when one group is singled out such as people in ESL classes, this is not able to happen. I think that people who feel this way about ESL should look into it again. It is just as important as any other foreign language.

Interactivity 5- A standards based approach to technology integration

            For this interactivity, I interviewed my past high school Italian teacher from the Wayne school district in Wayne, NJ. I started the interview by explaining to her a little about this course and the purpose of this assignment. I then asked her if she has ever heard of NETS-S or NETS-T. She responded that she has heard of them in passing but was not sure of everything they entailed. I then gave her my laptop which she then glanced over both the NETS-S and NETS-T. After reading them over, her initial reaction to these standards was one of surprise. She told me that she never realized how many standards teachers as well as students were to meet based on technology alone.

            I asked her if she feels that the school and district had  begun to implement NETS-T and NETS-S . She said she does not know for all subject areas but as far as foreign language is concerned, in her opinion the nets standards have existed for a while now but in an indirect way for both teachers and students. She explained to me that although the nets standards are not directly talked about , foreign language teachers in the school as well as the overall district are told at staff meetings both in the beginning of the year as well as quarterly that they must present some lessons to students utilizing technology and must give the students various projects, assignments, etc. throughout the year that require the use of technology in some way. By doing this, teachers are being observed by the district based on how they do this and we as teachers in turn observe the students on what they are learning both in the subject matter through the use of technology and how well the technology part of it is done which they will then receive a grade on.

            I was very surprised with her responses, specifically the fact that the nets standards are not directly discussed at meetings in the school or district. Having lived in Wayne my whole life and therefore attending Wayne schools, I noticed that technology played a huge role both for classroom instruction and for students to be engaged in while doing assignments, projects, etc. Specifically in my foreign language classes, we as students were required many times to do power point presentations, make videos, voice recordings. My foreign language teachers almost always used power points to present their lessons. Aside from these factors, Wayne schools in general are ranked very high in academic achievements. One would think that with a school system being ranked so high as well as already utilizing technology heavily in their lessons that the NETS-S and NETS-T would be talked about in great detail among board members. However, as we can from the interview responses, these “ standards” are not even presented as NETS-S/NETS-T nor are the lessons utilizing technology measured using any sort of standards specifically for technology use.

            As a future teacher, I am going to not only make sure I am up to date with all the NETS-S and NETS-T but also share this information with my fellow colleges and staff members. The information presented in these standards help to shape the learning experience in a positive manner, utilizing many different technological approaches that are not normally thought of . By reaching out to as many people as I can about these standards, the message will eventually spread and will make for an excellent learning environment for both teachers and students.

https://docs.google.com/spreadsheet/ccc?key=0AnKm6bRU2Ko0dHlzV2xjMHVndHdISmZxNFlxWVZNbVE#gid=0

Smart board vs. power point

Many teachers  think that the advantages of a smart board and powerpoint are the same for students but in reality, smart boards present a more hands on learning experience.  With powerpoints, students simply have to pay attention to the screen. Although they can become interesting with graphics, colored fonts, etc. they don’t help students  to really interact with the lesson. In foreign language instruction, this can become a problem because some students need to learn by writing. Smart boards allow students to interact hands on as a group and individually, writing in answers to sentences, paragraphs, etc.  It serves both the visual/ high graphic aspects that a powerpoint presents while incorporating hands on activities as well. Unfortunately many schools do not have these devices in their classrooms because of the lack of knowledge of the advantages. I feel that if more smart boards were put in classrooms as opposed to powerpoints , more students would be engaged in the learning experience.

Online Games helping in classroom instruction

Do online games really help students learn or are they a distraction? In my experience as both a student and a teacher, I feel that online games are a very good way to present as well as learn information. Students learn the information in an indirect way, gaining knowledge as well as skills to strengthen them in the subject matter. For example, in foreign language instruction, the utilization of games to learn regions and cities are very useful for students and teachers. Students gain a stronger visual learning experience having to  concentrate in a very detailed manner to map out the geography of Italy in a certain time period. As they keep doing this, their memorization skills become stronger as well. This is very good because games like these help to strengthen skills that can be utilized in all subject areas as well facilitate the foreign language learning process and present a fun environment for students