zacky's story

eportfolio address

2005-05-05T10:45:00.000-07:00

The link to our LEP is: www.student.gsu.edu/~nswan2/lep/eportfolio.html

About Weblogs.

2005-04-21T10:13:00.000-07:00

Creating a Weblog and starting to blog was my first positive experience with technology. I truly enjoyed the comfort that it gave me. It also allowed me to interact with other people and to learn from others' experiences. I certainly will use it to teach French, to promote writing and to enhance reading and communication. This will be easy to integrate in my teaching, and I believe that the students will enjoy the fact that what they think and write does matter.

Final Reflection Paper

2005-04-21T10:02:00.000-07:00

Upon completion of this IT 3210 course, I will be very comfortable with the idea of operating technology. During this semester, I had the opportunity to gain substantial skills in educational technology, and I believe that I have been adequately trained to enter the classroom and to integrate technology into my content area of teaching. It has been a great learning experience. I have acquired a great knowledge and a tremendous confidence in my ability to bring the tools of technology into daily learning. I also learned to reflect on how and when to use technology to improve teaching and learning.
Although I am enthusiastic, I believe that certain conditions must be present to help me to put to use in the classroom what I have learned in this class. At a personal level, I need to keep practicing my new skills and to stay connected to a support network. At the school echelon, the institution must promote the use of technology, encourage a student-centered approach to learning and have access to various technology, software and telecommunication network.
Moreover, even if the subject matter still drives the technology, the level of technology resources of my future school of employment will certainly influence my teaching in that there is real potential in technology integration for teaching the foreign languages. It allows me not only to enhance what I am doing, but also to innovate. In addition, technology integration enables me to address the broad spectrum of abilities that characterize my students and to teach traditional subjects in a variety of ways that attend to different learning styles, which motivates higher academic achievement and personal development.
Technology is a great cognitive tool. It promotes a more inquiry-based learning approach where the students participate actively to construct their knowledge. It allows the students to express themselves while they become familiar with the tools that they need to be able to use to live a productive life in a society where technology has become a fact of life. Technology integration facilitates interdisciplinary connections, organizes knowledge and enhances problem solving skills.Furthermore, it allows students and teachers to explore environments beyond the classroom. Technology is also an effective management tool for teachers, which allows them to spend more time at developing a deeper understanding of the subject matter. Yet, if the technology were not available, I would still create meaningful lessons and activities because my main objective would still be to teach French effectively.
This being said, as I moved through my teaching career, I intend to practice systematic reflection and to be a lifelong learner in order to keep up with the changes in technology. I hope that the school district where I would be teaching would provide opportunities for continuous learning through in service programs or professional development programs. However, I, personally, plan to stay connected to the various resources available on the Internet and especially, in the Web log community. I am willing to learn what I have to learn to create an environment of learning that is committed to excellence.

Website and SoftwareEvaluations

2005-04-14T10:37:00.000-07:00

The WebsiteI evaluated is located: http://french.about.com/
The Website for the software I evaluated is located: http://www.inspiration.com/home.cfm

When Kids Make Content

2005-04-14T10:15:00.000-07:00

I just read When Kids Make Content: A Q & A With 'Blogevangelist' Will Richardson, and I agree with Will Richardson when he says "In my experience, students are very responsible about the content they create...[t]hey know that what they write is out there for real people to consume and interact with, and that motivates them." My own experience of blogging has shown me how important it is to take the time to reflect on topics and issues knowing that others can benefit from our thought process. It gives you a strong sense of responsibility, but also it empowers you in that you know that what you write matters. The feed back you get in return also helps you to expand yourself in a meaningful ways. Other people thoughts and words open your mind through more knowledge and perspectives. I really hope that teachers will extensively encourage the students to blog; it has helped me to improve my literacy skills, and I believe that it will do the same for the students. It is easy to learn and all you really need as a teacher is to schedule some computer time. It really promotes writing and reading with the fun in addition.

Creating Databases with MS Works/Access

2005-04-05T09:35:00.000-07:00

I created databases on French speaking countries with MS Access.
Documentation
Project Name
“Using MS Access to create databases on information about French speaking countries where French is the official or co-official language.”
Description of Learning Goals and Standards
This activity is embedded in a cultural unit on French speaking countries around the world. Because of its status as official or co-official language in more than 51 states and 34 countries worldwide, French has become the s second most important language in the world. It is strategically used in administration, army, business, commerce, education, justice and media entities.
The students will locate and store information related to French speaking communities. They will develop organizational skills by handling data, sorting information and creating databases that demonstrates their knowledge and understanding of the topic. The students will also retrieve information from electronic databases in order to answer questions. They will learn to identify relationships between different information and to use reports to analyze data.
Furthermore, they will understand how they can put MS Access to work for them to facilitate understanding and memorization.
This activity addresses the following Georgia QCC standards:
Grade 9-12 French Level 1: 23, 24, 25, 26, 27, 29 and 37.
Grade 11 Technology integration: 1, 2, 3, 4, 5, 6, 7, 10, 12, 15, 16, 17, 18 and 19.
Rationale for Technology
The integration of technology allows me to promote understanding, inquiry, communication and collaboration through a more student-centered approach. It also provides a pretext to encourage cooperative group work where the students learn to collaborate to achieve a common goal.
MS Access helps the students to access, evaluate and process the information efficiently and effectively. It is a great time saver tool once you understand how it works; it gives you quick and easy access to information. However, what I really like is the fact that it allows you to update your databases continually through the time, and it communicates the information in a variety of formats, which always makes the information look more comprehensible if not more interesting
Description of Lesson Implementation
First, we would revisit the results of the inquiry-based Internet search on French speaking communities that my students completed two weeks ago. Then, I would tell them that, in order to organize, manipulate, review and memorize the information previously acquired, they would have to create databases.
By groups of three’s, they would determine what information they want to include in their databases and how to organize it. Before they start to work in groups, I would walk them through a guided practice session of MS Access; I would also provide them with a printed version of the tutorial.
Finally, I would explain to them the criteria I intend to use to assess their work and remind them of the appropriate behavior to observe while using technology.
Assessment
I would use the following criteria to assess my students’ work with MS Access:
* 10 records and 5 fields
* Formatting
* Content
* Writing mechanics
Each of these criteria would be rated according to the following point scales:
* Excellent = 5
* Exceeds Criteria = 4
* Meets Criteria = 3
* Needs Improvement = 2
Other Places to Use this Solution
Databases are great tools to store, organize and manipulate information, and for this reason, they can be very useful in schools, in businesses and in any structures that manipulate data. Although very effective as a management and productivity tool for the teachers, I would not use it on a regular basis to support the curriculum; it took me too long to figure out how I could integrate it in a lesson. In addition, if people want to use it for personal use, it can be a good resource, but they just need to be adequately prepared because MS Access is far from being user friendly.
What I learned and what I would improve next time
First, I learned that you don’t use technology just for the sake of it. Technology is only effective when it facilitates the teaching and learning process, when it enhances the quality of the lesson. Unquestionably, I wanted my students to know that MS Access was available to them and that it could, in some learning and non-learning situations, simplify their life, which was clearly demonstrated in the activity we conducted; nevertheless, I have to acknowledge that not only, the ideas on how to integrate it did not come easily, but also, the experience brought much frustration among my students. They enjoyed the final product, but they did not enjoy the process at all.
Without doubt, one practice session was not enough to digest MS Access, and definitely, I have made better software choices.
References/ Resources used
Computer
Internet
MS Access

Creating Spreadsheets with MS Excel

2005-03-31T08:30:00.000-08:00

The title of my MS Excel spreadsheet is: "Les animaux de ferme que l'on
aime.", which means " Our favorite farm animals."
Documentation

Project Name
“Using MS Excel to review and acquire vocabulary; to complete a survey and to organize and interprete data effectively.”
Description of Learning Goals and Standards
This activity follows a vocabulary lesson on the names of farm animals in French. It is a pretext to reinforce previous knowledge and to introduce new vocabulary and verbs related to the sounds of the world’s animals.
The students will learn French in a new and enjoyable way, and they will improve their cooperative skills. They will increase their French vocabulary; they will also learn and practice the correct use of simple verbs. The students will be encouraged to communicate, using new vocabulary, and they will increase their communication skills in order to work with others effectively. They will also survey the class to find out about each student favorite animal.
The students will be able to use MS Excel to create a spreadsheet document and to convert the data into a graph or chart. Furthermore, they will become familiar with the different functions of MS Excel. They will be inspired to learn through technology realizing that MS Excel can facilitate organization, reflection and decision.
This activity addresses the following Georgia QCC standards:
Grade 9-12 French Level 1: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 12, 14, 15, 18, 19, 20, 21, 22, 27, 28, 29, 32 and 33.
Grade 11 Technology integration: 1, 2, 3, 4, 5, 6, 7, 10, 11, 12, 15, 16, 17, 18 and 19.
Rationale for Technology
To live, learn and work successfully in an increasingly technology- oriented society, the students must be able to use technology well; MS Excel offers an opportunity to promote a safe and effective use of technology resources while teaching the content area in a more engaging way.
This activity allows the students to benefit from technology in that it presents the info in a way that promotes new and clear understanding. MS Excel helps both teachers and students to collect, to arrange, to analyze and to display the facts in a comprehensible manner. It even makes performing calculations as easy as 1- 2- 3; this saves the students a precious time from having to sit there and to struggle with operations and manipulations. Plus, you don’t need to be an expert to use MS Excel productively.
This software allows itself to be visually pleasant, which enhances teaching and learning. Moreover it is great for interdisciplinary teaching: this activity could integrate French, Science, Language Art and Math very easily. Furthermore, studies show that students learn best when they are actively involved in creating their learning, which they do when they use MS Excel. This software gives the students many possibilities to present the result of their thought process. In addition, the final product is very rewarding; it is a great way to demonstrate technology competence to others and to develop a sense of confidence that comes with the ability to use technology with success.
Description of Lesson Implementation
First, I would review, through questioning, the vocabulary previously taught.
Then, I would introduce the new words; the verbs that describe the sounds that farm animals make. I would also explain to them that, working in small groups, they would use MS Excel to complete this activity, and they would have to survey the class to determine each student favorite farm animal. They would start with the boys and convert the results of their inquiry on a spreadsheet. Then, they would repeat the operation with the girls. They would use two different functions of MS Excel to show how many boys, girls and students, in general, prefer a certain animal.
However, before they start, I would practice the steps and skills necessary to complete this activity using MS Excel. I would also give my students a copy of the tutorial that I used to walk them through the software. Finally, I would remind them of safe and responsible behavior while using technology; I would also provide them with an evaluation rubric that reflects the criteria that I would use to assess their work. Experience has taught me that rubrics help to reinforce the expectations and to promote a work well done.
Assessment
I would use the following criteria to assess my students’ spreadsheets and charts:
* Data collection
* Spreadsheet creation
* Chart creation
* Appropriate use of MS Excel functions
* Final product
Each of these criteria would be rated according to the following point scales:
* Excellent = 5
* Exceeds criteria = 4
* Meets criteria = 3
* Needs improvements = 2
Other Places to Use this Solution
In and out of the classroom, MS Excel is a wonderful planning and organizing tool. For this reason, you can use it for business, for education purposes or at home to plan your budget or your next trip and so much more. It is very practical provided you have a computer and the MS Excel software.
Nevertheless, my advice, if you use it in a school setting, would be to conduct the activities in the computer lab because it seems to be the best location for data manipulation. It provides additional time and space for the students to work on their products. The one computer classroom does not allow for much time: the students have to take turn and rush, even if they work in groups.
What I learned and what I would improve next time
I had never worked with MS Excel before, but using it has helped me to see and understand that it is capable of more than just entering data into a spreadsheet; it can organize work better than Word.
Although it is not the most fascinating software, the resources it offers in terms of effectiveness, organization and productivity are invaluable. It proved to be a very practical tool, even if at times, it refused to respond and did not allow my students to perform certain operations.
This brings me to an important point. I found out that preparation was everything. I had a clear set of instructions prepared for my students, and the tutorial was grade level appropriate. In addition, I was well prepared too. I had a clear understanding of the basics of spreadsheet and charts creation. That made it easier on me and on my students because I was able to work around some unjustified roadblocks and to troubleshoot.
References/ Resources use
Computer

MS Excel

Bloom

2005-03-24T10:20:00.000-08:00

Knowledge: Define French.
Comprehension: Explain the reasons why you want to learn French.
Application: Give examples of French words usage in our daily life.
Analysis:Explain why French it is so important to learn French.
Synthesis: Tell us how it makes a difference in your life to know French.
Evaluation: Give some suggestions on how to make the learning of French easier.

Desktop Publishing with MS Publisher

2005-03-21T08:25:00.000-08:00

The title of my MS Publisher newsletter is: "Destination: Paris."

Documentation

Project Name
“Using MS Publisher to discover and introduce Paris to a specific audience.”
Description of Learning Goals and Standards
This activity is part of a class project designed to expand the cultural understanding of the French culture and to prepare the students for the trip they will take to Paris during the summer.
The students will demonstrate correct usage of grammar and vocabulary in the target language. They will also show appropriate spoken and written proficiency in French. Using the Internet and other resources, they will research places that will be part of their voyage itinerary, and they will create a newsletter with MS Publisher to present their results in a publishing format. They will learn that newsletters can be effective tools to communicate significant information to an audience.
The students will understand the general layout of a newsletter and use a newsletter template to create a document that contains two pages of information in a two or three column format and two graphics at least. They will write all the articles in French, and they will work in groups of three, which will allow them to share the knowledge they have acquired in the use of IT.
Furthermore, they will develop strong skills in acquiring, organizing and communicating information to others in an appealing and professional manner.
This activity aligns itself on the following Georgia QCC standards:
Grade 9 – 12 French Level 4: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 15, 16, 18, 20, 21, 22, 28, 29, 32, 33, 34, 35 and 36.
Grade 11 Technology integration: 1, 2, 3, 4, 5, 6, 7, 8, 12, 15, 16, 17, 18, 19 and 20.
Rationale for Technology
MS Publisher is a desktop publishing program that helps to create appealing newsletters. It allows its users to produce documents that can be used in a practical way in and out of the classroom. Ms Publisher complements writing activities; it gives the students the opportunity to develop their styles and to write with a purpose, knowing that others would read their work.
With MS Publisher, the students can create a quality “A” publication even when they don’t possess any design expertise. In addition, because the newsletter contains information from a variety sources, it is an exceptional tool to promote inquiry- based activities. The students learn to locate, evaluate, collect and to structure information in order to effectively communicate it to a specific audience. This software enhances the students’ aptitude to express their ideas.
Moreover, MS Publisher is a good vehicle to extend and improve learning. It helps to reinforce the curriculum and to convey important knowledge and skills. It also encourages student-centered and collaborative uses of technology in the classroom. More important, by making the learning more enjoyable, it promotes productivity and positivism.
Description of Lesson Implementation
First, I would start the lesson by asking my students where they would like to go if one day they went to Paris, and I would tell them that the next project would answer that question. I would also remind them that the French Department is planning a trip to Paris during the summer, and that they would use this activity to expand their horizons and become familiar with some places that they would visit in a near future. This project would also allow other students and parents to discover Paris through the newsletters they would create.
The students would work in groups of three and decide what they would like to see of the City of lights if they could spend a day in Paris. I would remind them of the appropriate behavior to maintain when using the World Wide Web, and they would start to gather information about their itinerary on the Internet. I would then take them through a guided practice session of MS Publisher and explain the criteria I would use to assess their newsletters, with a special emphasis on the importance of checking their spelling.
The students would launch MS Publisher and, using a newsletter template, they would design a professional looking layout for the newsletter. Afterward, they would customize their product by adding texts, graphics and personal touch. They would print their work and hand it to me. I would assess the newsletters, put them together to form a single document that I would photocopy and distribute to the class, to the French Department and to the parents to give everybody a taste of Paris before anybody even boarded the plane.
Assessment
I would use the following criteria to assess my students’ newsletters:
* Research
* Content
* Writing mechanics
* Format
* Texts
* Graphics
* Symmetry
* Eye-appeal
* Attention to details
Each of these criteria would be rated according to the following point scales:
*Exceeds requirements = 6
*Meets requirements = 4
*Does not meet requirements =2
Other Places to Use this Solution
MS Publisher is great at giving the students the opportunity to be creative, to write with a purpose and to develop their writing skills. For these reasons, it is more likely that it would be used in the classroom. However, because of the diversity and the abundance of creative opportunities that it offers, you cannot limit it to the school setting. Offices, organizations, families and individuals can use it successfully to enhance communication. Flyers, brochures, calendars, invitations newsletters, programs and much more can be produced using MS Publisher.
All you need is a computer with the appropriate software, an Internet connection and some practice. MS Publisher is not as user friendly as Power Point or Inspiration, but it is not overwhelmingly complex too.
What I learned and what I would improve next
MS Publisher works a lot like MS Word, and it has many features common to other Microsoft applications. It is the absolute publishing solution, and you don’t need to be an expert in design to use it effectively. Throughout this activity, I watched my students becoming more successful at using sophisticated technology and developing a more positive attitude toward technology integration. They told me that the software had helped them to express themselves more clearly, which means that they understood that technology connected with curriculum could support the reinforcement of their knowledge. This confirms the idea that technology is not an end in itself, but when associated with the curriculum, it becomes a precious instrument to enhance teaching and learning and to encourage academic performances.
Because it worked so well, I would continue to explore the different ways I can integrate MS Publisher in my lessons. I am already thinking about the different types of certificates that I would create upon our return from France. Yet, to make sure that the activity goes smoothly for everybody, I would spend an additional period practicing the skills required to use Ms Publisher with the entire class. Because MS Publisher shares so many features with words, I would review the steps to use MS Word too. For example, a few of my students had some trouble to get rid of the extra pages that came with the newsletter template they used. They didn't remember how to do this operation anymore. Some others had difficulty inserting their graphics. More time allocated for practice would be definitely included in my list of" changes to make."
References/ Resources used
Atlas
Internet
MS Word
MS Publisher

Digital cameras and scanners are easy and funny!

2005-03-17T10:37:00.000-08:00

There are really cool things that you can do with digital cameras and scanners. The activities described at the following URL http://eduscapes.com/sessions/digital/activity4.htm show you how you can use these two tools to teach , learn and be excited about what you are doing without headache. It opened my eyes on the almost endless possibilities of use they bring in the classroom or elsewhere. Check the link. It is really neat, and it keeps it simple.

Desktop Presentation with MS Power Point.

2005-03-10T17:48:00.000-08:00

My Power Point presentation is titled: "Allons au zoo!"
It means: "Let's go to the zoo!"

Documentation

Project Name
“ Using Power Point to introduce and practice new vocabulary.”

Description of Learning Goals and Standards
The students will develop speaking, reading, writing and listening skills; they will learn vocabulary related to animals and continue to practice it through this activity. The students will also become acquainted with the Power Point software, and they will search the Internet to learn more about animals’ terminology. Finally, they will create a Power Point production named “ Allons au zoo!” that they will present to the class. It will take the class to a virtual visit to the zoo. As the students read and learn about animals, they will use French to connect to other subject areas, to access information, to communicate it, but also for personal enrichment. This is an engaging and interdisciplinary activity that could allow the students to achieve performance standards in foreign language, in technology, in science, and even in arts.
This activity addresses the following Georgia QCC standards:
Grade 9 French Level 1: 1, 2, 3, 4, 5, 6, 9, 11, 12, 14, 15, 18, 22, 27, 28, 29 and 32.
Grade 9 Technology integration: 1, 2, 3, 4, 6, 7, 8, 9, 12, 13, 15, 16 and 19.

Rationale for Technology
Power Point allows for creative and positive learning process while integrating the use of technology in the curriculum. It increases the effectiveness of my instruction by improving the student’s classroom’s experience. It is not only attractive, but also particularly helpful. It makes the task I want to complete more manageable. Power Point supports language learning and facilitates learning processes through visual reinforcements. Since the students have to literally work through the material, there is a greater degree of interaction with the material, which gives them, in return, a greater sense of empowerment.
Power Point is also a very practical way to teach my students the values and benefits of learning computer skills that will make them successful in college and in the work place. It shows them that there is more to technology than just surfing the Internet. Power Point not only increases the level of participation of my students, but it also enables the majority of them to achieve better.
Moreover, the freedom to design and produce their own creation combined with the satisfaction that accompanies the realization that they did it all by themselves, have boosted their spirits very high, which is invaluable.

Description of Lesson Implementation
First, I would introduce the topic of the day using French pictures textbooks that talk about animals and explain to my students that we would use Power Point to develop our vocabulary. I would write the words on the board and give their correct pronunciation. The students would repeat the vocabulary as they review the pictures in the books. Then, they would pick, individually, ten animals they wish to learn more about. After reminding my students of the importance to follow the privacy and safety rules while on the Internet, I would let them search the World Wide Web to gather info and pictures for their presentation.
Afterward, I would show them samples of Power Point presentations and discuss with them the many ways to use this software to make the learning experience more enjoyable in a foreign language class. Subsequently to that, I would take them through a guided practice of the skills they need to develop to complete this activity successfully, which is to demonstrate their new vocabulary acquisitions through an engaging Power Point presentation. I would also explain to them the criteria I would use to evaluate their virtual visit to the zoo.
After the presentations, I would print each student’s slides, attach them together and create an animals’ lexicon that I would photocopy for the whole class.

Assessment
I would use the following criteria to assess my students’ Power Point presentation: Research
Content
Organization
Text
elements
Graphics/ Animation
Writing mechanics
References
Presentation Each of these criteria would be rated according to the following point scales:
Excellent = 5
Meets criteria = 4
Acceptable = 3
Attempted = 2
Incomplete = 1

Other Places to Use this Solution
One of the advantages of Power Point is that you can use it in a formal setting such as classroom or computers lab as well as in an informal setting such as home to design school products or personal creations. All you need is a computer with Internet connection and equipped with Power Point and a French vocabulary textbook with pictures. You may add a digital camera, but you don’t have to. You can also make it a one-person activity, or you can adapt it for cooperative learning. In this activity, I worked with older students, but you can very easily captivate younger children’s attention with all the graphics, animations and sounds that Power Point makes available to you, without losing sight of the curriculum.
One other interesting characteristic of Power Point is its flexibility; easily you learn to create and to edit with Power Point, and effortlessly you can take advantage of its features to teach different subjects collaboratively. Undeniably, Power Point brings life and enrichment to the learning process, and it is not brain draining, which is definitely a good thing.

What I learned and what I would improve next
Power Point helped me to achieve positively each and one of the objectives that I had fixed. The students enjoyed the experience; they all actively participated. Their attitude was fantastic, and they told me that the visual side of Power Point facilitated their learning and memorization. I saw a huge increase in achievement across the classroom. Contrary to what I had assumed, it did not take long at all to my students to learn to use Power Point independently; I believe that it was a good idea to hand to them a printed tutorial after our guided practice session. Nevertheless, next time, I would try to build in additional time to ensure that nobody would have to rush during the final phase of the production. They really wanted their presentation to reflect the time and creativity they invested in it.

References/ Resources Used
French vocabulary textbooks
Internet
Power Point software

VISUAL LITERACY.

2005-03-10T17:23:00.000-08:00

What is visual literacy?
Visual literacy is the ability to understand and
produce visual messages.

Studies show that the majority of information that we process is collected through our sense of vision. They also reveal that students learn more when the material is visually presented; learning and understanding become easier and better.
Without doubt, visual literacy helps students to improve reading and writing skills, but most importantly, by offering a variety of learning experiences, it, not only, allows each student, according to his or her own type of intelligence, to learn, but it also offers enormous opportunities for constructivist learning.
In addition, in order for the students to perform effectively in our modern society, it is important that they acquire strong visual literacy skills. Unquestionably, teachers and students can only benefit from building and reinforcing these skills.
One of the ways that teachers can promote this development is by multiplying visual technology integration-based activities in the classroom. For example, they can use digital cameras alone or in conjunction with other medias to promote visual literacy and, at the same time, support the curriculum.

Mid-Term Reflection Paper

2005-03-03T10:10:00.000-08:00

Before this course, I had never been adequately trained to use computer-based technology extensively. Moreover, although I valued the importance of technology in our high-tech oriented society, I certainly was not aware of the abundance of resources that it had to offer to a foreign language teacher. For these reasons, on one hand, I was eager to learn anything and everything that would enable me to use technology to support effectively the instruction and the learning process in the classroom, and on the other hand, I was very nervous to learn to teach with technology.
In the past few weeks, I have gained much knowledge; I have accomplished serious progresses, and I have seen my learning motivation rate increase in amazing proportions. Hands-on activities and access to support have helped me to grow. However, I think that I could have developed much more depth wise if the pace and the intensity of this course had been different. It is very intense and very fast, with no much room for review and reinforcement. I strongly believe that technology mastery requires time, practice and repetition.
Nevertheless, I’m pleased with the content of the course and with my achievements. I didn’t know much when I started, and now, I have some real theoretical and practical knowledge. Furthermore, contrary to my expectations, I am still swimming; I didn’t sink. I would not talk about technology literacy yet, but I can follow in class, complete my assignments and catch up with what I miss without too much stress. Although I have had some overwhelming moments at the beginning, I don’t experience helplessness anymore. I know now, that trials can be followed by triumphs even in learning technology, and I have become familiar with the idea that technology could be on my side.
Unquestionably, this can be explained by the fact that I have gained, beyond doubt, through this course, a better understanding of how to tackle challenges. The TIP Model has provided me with the perfect mental and practical organizational framework. It is clear, simple and easy to apply, and it makes the task of evaluating the benefit or the non-benefit of integrating technology to support the curriculum so uncomplicated. Undeniably, it has made a tremendous difference in the way I apprehend the teaching and learning of French with the use of technology. It has completely revolutionized my thinking.
Definitely, to me, technology use has become an asset. I even use it more for personal applications. I reflect on it, which I never did before, and I also teach my newly acquired skills to others. I want to get better and better at it because I have seen through this course, how it could be used to affect positively students’ achievement, improve their attitude about learning, and consequently, facilitate the interaction between teachers and students.
Correctly handled, technology will enable any teacher who is willing to try it and to learn how to use it adequately, to realize fun, but also challenging projects in a more engaging way. It happened to me. It was not easy, but it was worth it. I am still learning, but now I am enjoying it because I can see that it is taking me somewhere.

Cognitive Mapping with Inspiration

2005-03-01T07:09:00.000-08:00

The graphic form of my Inspiration map can be seen at the following URL:
www.student.gsu.edu/~adavis54/images/conjugation.html

Documentation.

Project Name
“Using Inspiration to build and reinforce the correct usage of the present indicative tense of the regular verbs in French.”

Description of Learning Goals and Standards
Students will learn how to form and use the present indicative tense of the regular verbs in French. They will take notes from the Internet and participate in practice activities on the World Wide Web. They will also use the Inspiration software to create their own visual learning guide as tool for organizing and retaining curriculum content, and to demonstrate, by filling in the information that they gathered, their mastery of present indicative tense conjugation of the regular verbs.
These objectives are very important because, like English, French has regular and irregular verbs. However, when it comes to French verbs, one of the important notions to take into consideration is regularity. Traditionally, the French regular verbs are divided into three main groups according to the ending of their infinitive forms. In addition, contrary to English, there is only one present tense in French: the present indicative tense that indicates an ongoing action, a general state, or a habitual activity. Moreover, students must be able to exhibit proper written and spoken use of conjugation in the target language. They also need to develop their organizational and thinking skills.
Furthermore these objectives align themselves perfectly on the following Georgia QCC standards:
Grades 9-12 French Level 1: 1, 2, 3, 4, 5, 6, 7, 8, 9, 20, 21, 22 and 33.
Grades 9-12 Integration Technology: 1, 2, 3, 4, 5, 6, 7, 8, 9, 12, 15, 16 and 19.

Rationale for Technology
I strongly believe that the nature itself of the software Inspiration and the many benefits that accompany its integration fully justify its use in this activity. First of all, I want to say that Inspiration is a great teaching and learning tool. It is user friendly, flexible and easy to adapt. Its visual characteristics allow me to better reach my students, given that most of them are visual learners; they feel more comfortable and participate more actively. In addition, numerous studies have shown that visual learning techniques enhance creativity and retention. They also help to clarify thinking, to organize knowledge and to provide the learner with a deeper understanding of the material. The students show an improved memorization of the information they have studied, and their thoughts are better organized because they can see how the concepts are connected.
Unquestionably, computerized mapping with Inspiration, allows for clearer and easier organization, reading and reorganization that enable the students to focus more on the content and not on the drawing process. Plus, maps have the advantage to be convertible into outlines for writing purposes. Inspiration encourages students to develop outlining and note taking skills in a very engaging way. Students learn to formulate their own graphic representations of the ideas that they are learning without being burdened by heavy texts.

Description of Lesson Implementation
First, I would review the regular verbs conjugation in the present indicative tense and explain to my students the goals and objectives of the activity. I would also go over the steps that the students need to follow in using Inspiration and remind them the rules they need to abide by, while on the Internet. In addition, I would share and explain the requirements from the rubric created for this assignment. Then the students would work individually on the Internet to find information on the topic and to practice their skills. After that, they would create an Inspiration map in both graphic and outline form that represents the proper usage of the present indicative tense of the regular verbs in French. The students would print their work, and I would hang them on the wall and post them on the foreign language Department Web log.

Assessment
I would use the following criteria to assess my students’ learning after carrying out this activity:
Verb Conjugation Accuracy
Spelling
Arrangement of Concepts
Links and Linking Lines
Graphics
Content
Text
Design
Each of these criteria will be rated according to the following point scale:
5 = Excellent
4 = Meets Criteria
3 = Acceptable
2 = Attempted
1 = Incomplete

Other Places to Use this Solution
Inspiration could be used to enhance all curricular areas and could be very helpful to teach ESOL, Exceptional, and Gifted and talented students. This technology could be integrated, with positive outcomes, in one computer classroom or in a computer lab; it could also be part of a learning center. Students could work individually, in small or in large groups. Besides, Inspiration is great to introduce the instructional material in a step-by-step manner, in order to show the students how the information are related and connected. For all these reasons different audiences in different settings could benefit of its use.

What I Learned and What I would improve next time
I found out that Inspiration met my needs perfectly. It gave me a great deal of flexibility, and it changed my thinking about the manner in which I could present several units of the curriculum. The whole learning process was much more practical and engaging with Inspiration. The graphic representation made the knowledge less abstract, and the students and I had a great time. I would definitely use Inspiration again, and I cannot wait to learn about other potential ways to use it.

References/ Resources Used
Grammar books.
World Wide Web.
Inspiration software.

Basic Web Page Construction with Netscape Communicator

2005-02-21T12:18:00.000-08:00

My Web page is titled: " la Francophonie dans le monde: an Internet-based search." Its URL address is: http://www.student.gsu.edu/~adavis54/web%20page/franco.html

Documentation

Project Name
"Using the Internet to learn about French-speaking communities around the world."

Description of Learning Goals and Standards
Students will analyze the concept of "francophonie", which refers to the ensemble of people around the world who speak French. They will use theInternet to acquire the information necessary to complete the activity. They will work in pairs, and they will demonstrate understanding of the notion of francophonie during the culminating point of the lesson by presenting an oral expose of the results of their Web explorations of a French speaking country.
These objectives are important because learning about the culture of a language is an integral part of studying a foreign language. In addition, since French is spoken as a native language on five continents, it is essential that students understand the magnitude of its influence worldwide. Furthermore, by working in pairs, they will practice and develop their cooperative learning skills; this will prepare them for a productive life in a world of global interdependency.
Moreover, this lesson addresses the following Georgia QCC standards for curriculum and technology:
Grades 9-12 French Level 1: 1, 5, 9,14, 18, 26 and 37.
Grades 9-12 Technology Integration: 1, 2 and 6.

Rationale for Technology

The integration of technology into this lesson allows me to address theQCC standards for French Level 1 in a way that is more engaging to my students through a more student-centered approach. Plus, technology gives them a faster and easier access to a wealth of informaton that would not be accessible to them otherwise. It also provides the appropriate support for cooperative group work in that the Web research helps the students to learn and rehearse the skills necessary to effectively work in collaboration. Besides, technology integration allows them to become more adept at using the Internet to find answers to educational or non-educational questions. The World Wide Web also facilitates their immersion into the cultural environment of the target language. Finally, it promotes a deeper understanding of the diversity and significance of the French language as it expresses itself around the world. For all these reasons, I only see advantages in using the Internet to expand my students knowledge on the subject of francophonie.

Description of Lesson Implementation

First of all, I would write on the black board the following question: "Qu'est-ce que c'est que la francophonie?" I would give my students five minutes to reflect on it and to come up with their personal definition. Then, I would allow for a class discussion. I would give them a synthesis of their definitions and compare it to some others that I would like them to remember. After that, I would ask them to look at the world map in the classroom and to tell me in which parts of the world do people speak French. I would let the students share their knowledge with the class and explain to them that they would use the Internet to not only answer questions about francophonie in general, but also to research specific facts and figures on a French-speaking country of their choice. Their findings woul be presented in a form of an oral expose to the class. I would then have a review of the basic technology skills essential to conduct this inquiry-based activity successfully. In addition, since this research would be conducted in pairs, I would allow the students to choose teir activity's partner. I would also provide them worksheets with the guidelines, the required sections and the list of the Web sites and links they need to visit to adequately answer the questions. The same instructions would be posted on the class weblog and on the class website as well. Before the beginning of the independent work, I would double check their understanding of the instructions, aaand remind them of proper conduct on the Internet.

Assessment

I would create a rubric that measures the following elements: Topic' understanding,- Use of technology for information acquisition-Quality of information-Work creativity-Individual participation-Group collaboration-Oral presentation-Critical thinking.

Other places to use this solution

This activity could be implemented in a variety of contexts, for a variety of subjects, in formal and non-formal settings, provided you have computers with Internet access.

What I learned and what I would improve next time

In the future, I might, for a comparable lesson, ask my students to use the software Power Point to present a certain aspect of the French culture or language. However, I did believe and still do, that my students were not ready for that type of production when we started our unit, and that overwhelming them with technology would not have been the proper decision to make at that momment.

References/ Resources used

Personal background knowledge, geographical Atlas, Time Almanac 2004 and World Wide Web

Chapter 6 - P.2

2005-02-11T15:09:00.000-08:00

P2.1 Yes, it was a fair success because the strategy solved the problem she had with teaching her students certain writing skills. It helped her to accomplish the lesson's objectives, and helped her students to achieve better. Plus, some students wanted to use it again.
P2.2 She should look at how well the students carried the different tasks to create their outlines, and how well they realized their final product.
P2.3 The interview data she gathered is not sufficient to get an accurate reading on how much the students liked the activity because she should not only ask the high-achieving students their opinion about the software, but also her low-achieving students.

The wonders of the Internet.

2005-02-10T10:19:00.000-08:00

Talking about the Internet and its related resources, the book says that"It
makes sense that resources that permeate so many activities in our society
should also be integrated into students' learning experiences."

I read in chapter 10 that the Internet and its related materials have multiple benefits. I totally agree with the book when the author lists" Easy and rapid communication,""Access to expert resources and information not locally available,""Access to up-to-date information,"Easy sharing of information and work products,"Support for cooperative group work," and "Support for learning information and visual literacy skills" as considerably helpful tools in education. We have come way, and the Internet gives you such a broad window of opportunities to enrich the teaching and learning experiences that it would be a major waste not to use it.

Lesson Plan # 2: Weather

2005-02-06T19:58:00.000-08:00

This lesson is titled “ Weather.” The level of the course is French 1, and it is intended for 9-12 grades students. The whole lesson can be retrieved at the following URL address: http://www.clta.net/lessons/french/weather.html.

*Project Name:
"Using the Internet to prepare a French weather newscast."

*Description of Learning Goals and Standards:
As stated in the lesson plan, students will receive a worksheet to fill out before and after they complete their research on the weather in France through the World Wide Web. They will work on charts; create crossword puzzles in relation with weather vocabulary. Finally, they will present a weather newscast based on a newspaper page that they had to prepare earlier.
The objectives of this lesson plan are concentrated on helping the students to become capable of reading a weather map of France and to explain the weather in certain cities and regions of France. They are appropriate for a French 1 level course, and they are conformed to the curriculum and technology standards requirements for that part of the curriculum as defined below.
French 1, grades 9-12: Standards 1, 5, 8, 9, 10, 11, 13, 18, 19, 20, 22, 26, 27 and 37.
Technology Integration: Standards 1, 2, 6, 12, 16, 19.
The lesson plan also includes the supporting materials needed to carry out the final outcomes.

*Rationale for technology:
The Internet has the advantage to provide the most reliable source for current information to be made available to a whole class. It gives easy and fast access to the information required. It makes sense.

*Description of Lesson Implementation: The procedure is a succession of simple and short sequences that allow the students to work in pair and to exchange knowledge and information through a series of activities. The instructional approach taken by the teacher is inquiry-based mainly.

*Assessment:
Not mentioned.

*Other places to use this solution:
You can use it for any subject that requires research and information acquisition provided you have Internet connection on your computers.

*What I learned and what I would improve next time:
Although this lesson gives the students the opportunity to practice cooperative learning and to develop their vocabulary knowledge in the target language on a specific topic, there is still room for improvement. More information concerning the requirements for the weather newscast could have been helpful; a review of the prerequisite skills should have been included also. In addition, the lesson plan should have stated clearly the criteria selected to assess the students’ final products.
For all these reasons, I would need to make some changes before I use it in my teaching concentration area.

*References/Resources used:
Internet.

Lesson Plan # 1: Le Monde Francophone.

2005-02-06T18:54:00.000-08:00

“ Le Monde Francophone” means “The French Speaking World.” It is also the very appropriate title of a lesson plan designed for a class of exploratory French. Its target level is 7th grade. You can find the entire lesson plan at the following URL address: http://www.clta.net/lessons/french/mondefranc.html.

*Project Name:
"Using the Internet to discover French speaking countries worldwide."

*Description of Learning Goals and Standards:
First of all, as one can assume from the title, this lesson encourages students to gain increased knowledge of French culture and of its diversity, to learn new vocabulary in the target language, and finally to reflect on the similarities and differences between French and American cultures. To reach these goals, the students will discover and explore French-speaking countries through the World Wide Web. Secondly, they will apply their new cognitive acquisitions to produce a final project: a descriptive brochure of their new vacation place of choice.
The general quality of this lesson plan is pretty good. It is well designed and organized. The objectives are clearly defined: discover the variety of French Speaking Countries worldwide and discover, compare and contrast some distinguishing features of those areas. Plus, they are appropriate for the targeted level. The lesson plan also aligns itself on the curriculum and technology standards for exploratory French, and for technology as listed below.
Grade 7, French 1st year, Beginning:
Standards 5, 15, 18, 19, 23, 24, 25, 26, 27, 28, 30, 31 and 37.
Grade 7, Technology Integration:
Standards 1, 3, 7, 9, 12, 14, 16 and 17

*Rationale for Technology:
The use of technology makes the lesson not only more interesting by providing a broader field for research, but also more effective.The technology used is appropriate; it is not time consuming at all, and it simplifies effectively the instruction process. It works for me.

*Description of Lesson Implementation:
In addition, this lesson plan gives a precise list of the materials needed for the instructional session. It also offers a specific procedure to follow. It is a combination of direct and inquiry-based teaching with more emphasis on encouraging the students to learn by doing the work themselves. This lesson plan also has a particular sequence of activities and includes a succession of steps necessary to carry out the lesson.
I believe that this lesson plan offers a variety of cognitive experiences to the students, and that it follows a coherent organizational framework. I also think that it will take the students to the objectives. Furthermore, it offers a context for expansion for future instruction. It is a rich lesson that presents interdisciplinary teaching opportunities too. Language Arts, Social Studies and French teachers could easily integrate it in a collaborative model.

*Assessment:
Although the lesson plan includes observable outcomes to be assessed, I would have expected more details on the system of assessment and the criteria chosen by the teacher to measure these outcomes. Moreover, I also wished that there were a category for the review of previous instruction received to determine the students’ background knowledge in the subject matter and in the technology applications required.
Nevertheless, despite these oversights, it is a reasonably good lesson plan.

*Other places to use this solution:
This lesson is easy to implement in my area of concentration, and can be adapted in the teaching of various subjects. All it requires is a computer with acess to the World Wide Web.

*What I learned and what I would improve next time:
I learned that The Internet can easily take you places you could not access otherwise, and I think that it is a great idea. As to any changes I would make to this lesson, I would make sure that I have a clear system of assessment so my students know exactly what is expected from them, and what they need to do to have good grades.

*References/Resources used:
The Internet.
Dictionary.
World Atlas.

internet activity

2005-02-03T10:22:00.000-08:00

It was really interesting and helpful to discover that there are many ways to make internet research easier and more effective. I plan to show my students how to make the best of it. I just found out about the following link: Search the Internet: Recommend Sites and Search Techniques; I need to go through it. I also believe that specialty engines will be useful . I am fascinated by the Big Six. BigSix offers me the organizational framework that I need to move from intimidated steps to a more assured walk when it comes to using information technology. The idea of newsgroups searches attracts me very much. I might use it when we talk about people and culture in the French world. Finally, I like the suggestions they give to help people improve their searching strategies.Nuts-and-Bolts makes really a lot of sense to me.Until I mastered that part, I will go back to it very often. WebQuest is an approach that I could implement in my learning environment. In brief, I appreciated very much the fact that the online activity on the internet helped me to see clearly not only how to effectively accomplish the different tasks needed for my project, but also the big picture of how it should look like through the samples.

Initial Learning Environment Plans

2005-01-29T15:48:00.001-08:00

* Member of the Design Team:
Alexandrine Davis.

* Metaphor/ Theme being used in the Learning Environment:
"Je parle Francais."

* Targeted grade level for the Learning Environment:
9-12 grades, French Level 1.

* Initial idea of the overall goal for creating the Learning Environment:
Relying on memorized vocabulary, phrases, sentences and expressions taught in the target language, the students will produce simple and short, spoken and written sentences to greet teacher and peers, to request and exchange information, and to express understanding of the classroom commands and procedures in the target language with 90% of accuracy.

* Sample QCCs to be addressed in Learning Environment:
1. Use basic greetings, farewells, and expressions of courtesy, in both oral and written forms.
3. Make simple requests.
4. Ask for clarification.
5. Give simple descriptions.
6. Comprehend basic directions.
7. Ask questions and provide responses based on topic such as self, family, and school, etc.
8. Use sequenced information, such as the alphabet, days of the week, months, seasons, and numbers 0 to 100 in context.
14. Understand simple instructions, such as classroom procedures and basic computer terminology.

* Initial ideas for activities:
Distribute sheets with words and expressions. Preinstruction for vocabulary coupled with modeling. Listening and repeating . Fill blanks on handout sheets. Read aloud. Write simple sentences. Write short dialogs using the new vocabulary and expressions. Drills. Such technology tools as Electronic textbooks, audiotapes, videotapes, CD-ROMS and Word processor can be used for more effectiveness.

It is not easy, but it is worth it

2005-01-23T08:23:00.000-08:00

I just finished my assignment for next Thursday, and I understand why our instructor told us that IT 3210 was not an easy course. After working for very very long hours on chapters 3, 4 and 5, I am satisfied but exhausted. My brain is begging for mercy. I am not sure, of course, of the accuracy of all my answers, but I know that I used to the best of my ability every problem solving skill that I possess to do this homework. To tell you the truth, there were moments when I wondered if I ever had any. In spite of some frustrating times, the overall experience was gratifying. It enabled me to truly assess my level of understanding of the principles developed in the previous chapters and to move beyond the theoritical aspect into the practical side which is the real side of teaching, I believe. As far as I am concerned, it was not easy, but it was surely worth it. Anyway, no matter how tough it gets, I still have my "therapeutic weblog." Trust me, it works.

Positive thoughts.

2005-01-22T13:43:00.002-08:00

It is amazing how my all attitude about technology is changing. Honestly , I never thought it would happen. For me, IT 3210 was one of these courses that you have to take and you surely wish that you didn't have to. The main reason was that I never looked at it like something "learnable." It always seemed to me that everybody knew how to use it and how to do all kind of wonderful things with it, but me. I took a few minutes this weekend to reread the syllabus , and I paid a special attention to the content under "Teaching Strategies."Great news: it didn't really matter if I was not computer savvy, it was almost expected, and the teacher was adequately trained and equipped to deal with those of us who didn't know much about technology, but were willing to learn. I may sound funny to the majority, but I had a great sense of relief. I might not become a computer genius, but I can certainly learn how to incorporate this new knowledge and use technology to the advantage of my students and myself. Help is available.I can make it. It made my day.

Initial reflection paper

2005-01-22T13:43:00.000-08:00

Technology is widely used in our society, and it has become a major cognitive tool. For this reasons, i believe that technology should be extensively used in the classroom to help the students not only to better perform in the classroom, but also to be adequately prepared for the technology oriented workplace.
Technology is more than computers. Overhead projectors, close circuit television, VCR, digital cameras and others are also used in the classroom. This justifies the fact that teachers and students need to become familiar and knowledgeable with technology. It is crucial that they acquire these new skills in order to perform well in the modern world.
Technology in school is also very useful to provide diverse learning experiences to students and to modify and adapt the curriculum for students with special needs.
I hope to learn everything that I need to become a better teacher who is able to diversify the teaching lessons to accomodate the diversity among my students. I want to be able to benefit from all that technology makes available to me to be an effective teacher.
Since my level of experience with technology in the classroom is very minimal, I believe that this course will be extremely challenging, but also helpful to me. I have some apprehension, but I believe strongly that with serious work, I can learn anything. Because of my lack of knowledge in the matter, I cannot tell what technologies or topics I will miss if they were not taught in this course; nevertheless, I am eager to learn and acquire these so much needed technology skills.

A good teacher

2005-01-20T10:35:00.000-08:00

I really enjoyed to read the advices that Jhonatan gave me. I take them very seriously, and I am impressed by his thinking skills. I am going to do my best to not disappoint him.

technology is less and less scary.

2005-01-18T13:07:00.000-08:00

Read chapters 1 and 2 was my first homework. Surprisingly, I enjoyed the reading, and it entirely made sense to me. It was well written; the language was clear and simple, which I truly appreciated. I learnt new concepts, and I understood how helpful technology could be for teachers and how important it was for an educator to reflect on the effectiveness of the teaching and learning process.Asking the right questions and following the easy steps described in chapter 1 are simple and logical (it really makes sense) ways to determine not only if technology integration is the solution to the teaching and learning problems that teachers encounter on a regular basis in the classroom, but also if to implement such strategy is worth it. I mentally related this new knowledge to my field of teaching, and I had no trouble to "see" ways to adapt it to what I will be teaching.

New beginnings.

2005-01-14T14:13:00.000-08:00

Creating a weblog was a very exciting and encouraging experience. It is a well documented fact that people , in general, are intimidated by the unknown . Technology is an unknown territory for me. I only use my computer for the basics such as writing and editing academic papers, surfing the internet for research and sending emails. This should explain a little why I went into my first IT course pretty apprehensive. I still have some concerns, but I realized through that first practical application that not only there was some hope for me, but also that I would be able to learn a lot of helpful skills. That made me feel much better. I don't think it is always going to be easy to apply that new knowledge; nevertheless I am more enthusiastic than when I started.

My first blog

2005-01-13T13:16:00.000-08:00

Making a blog was easier to do than I thought.