From the Part Six of the textbook, I chose one of the tools for Avatars, Voki. The Matrix helped me to pick the tool in that it can help to personalize a web content. Also the description about the tool sounded like it would be suitable to present a short speech, which can be effectively used in a language class. The tool offers many animated characters that you can pick from. Also you can put personal voice using either phone recording or microphone, or you can use Text to Voice feature. I liked that the feature had language options including Japanese. For an experiment in my class, I created a couple of Avatars to present the phrase, “ I will become/became a/an (animal).” Then I invited a couple of students to record their voice, made them say self-introducing words, and pick an animal they wanted to become. I will use this activity once in a while. 

I think the tool will help us to meet the standards:

In TASK

Knoledge 7K—The teacher knows a range of evidence-based instructional strategies, resources, and technological tools and how to use them effectively to plan instruction that meets diverse learning needs.

OETS

2.  Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, across the global community, to support individual learning and contribute to the learning of others.  Students:

1. Interact and collaborate with peers, experts, or others employing a variety of digital environments and media.
2. Effectively communicate and publish to multiple audiences using a variety of media and formats.
3. Engage with learners from other cultures to develop cultural understanding and global awareness.

From the assessment tools, I created a test with Proprofs. The test is formative, for practicing to pick the right Japanese alphabets for the words. We have done similar kind of activity with pictures and flash cards in the class, but the tool allows students to have the same kind of activity with a different media. The matrix gives the caution that overuse of the test will bore students and I can imagine that. So I will use the activity just once in a while for a change from a classical way of the activity. Using the web test also gives students an exposure for computerized test taking. There is increase use of computer-based test even in elementary level and students as well as teachers need to become familiar with the technology.

I think the tool helps us to meet the standards as following:

In-TASK

Disposition 8r—The teacher is committed to exploring how to use of new and emerging technologies that can support and promote student learning.

OETS

Technology Operations and Concepts

Students utilize technology concepts and tools to learn.  Students:

1. Select, use, and troubleshoot tools efficiently.
2. Transfer current knowledge to learning of new technologies.

From the Part Four of the textbook, I chose Narrated Slide Shows, and the tool Yodio. The matrix helped me to choose Yodio over the Photo Story 3, because the former works with Mac, the latter not. Also, there was an information about required equipment, microphone and speakers, which I knew would be available to me.

I think the tool for recording voice along with visuals will be extremely effective in a foreign language class. Both teachers and students voice can be used for making listening materials, and when students’ voice is used, the product can be used as an assessment. Also the slide can be published to share among school community. The tool is easy to use and since it allows even young students to participating in the process, it enhances students’ experience with technology. I think the tool helps us to meet the standards as following:

InTASK

The teacher knows how to use technologies and how to use guide learners to apply them in appropriate, safe and effective ways.

OETS

2C. Students engage with learners from other cultures to develop cultural understanding and global awareness.

6A. Engage with learners from other cultures to develop cultural understanding and global awareness.

From the Part Three of the textbook, I chose Instant Messaging and Chat. I am thinking to use it for reading activity in my class. We have not used computer lab room for my students, but I’d like to have some experiments with the tool this year and one of the activities can be with the tool, showing chat between my intern and me. Since showing only text doesn’t look attractive, I learned how to use emoticons both in Western style and Japanese way to add some exiting element. Using this tool in this way will meet the following standards:

InTASC

The teacher intentionally builds learner capacity to collaborate in face to face and virtual environments through applying effective interpersonal communication skills.

Oregon Educational Technology Standards

2C Students engage with learners from other cultures to develop cultural understanding and global awareness.

In choosing this tool using the rubric, cost was the number one reason. I actually think I could do the similar activity with a web conferencing tool, but the two tools introduced in the matrix in the textbook were either expensive or out of service.

(TдT) ｱﾘｶﾞﾄｳ ｶﾞ━━(ﾟДﾟ;)━━━ﾝ!!!!! (｡･ｘ･)ゝ (((( ；ﾟДﾟ)))ｶﾞｸｶﾞｸﾌﾞﾙﾌﾞﾙ ﾌｧｲﾄｫ*:.｡..｡.:*･ﾟ（n‘∀‘)ηﾟ･*:.｡..｡.:*!!!☆ ごめんちゃいm( __ __ )m ヽ(´ー｀)ノﾊﾞﾝｻﾞｰｲ (〃▽〃)ｷｬｰ♪ (´ε｀　)　 ｷﾀ━━━━ヽ(・ー・ )ﾉ━━━━!!!! ( ＞Д＜；) いい(≧∇≦)b ｡゜（ﾟ´Д｀ﾟ)゜｡ｳｧｧｧﾝ Thanks ☆☆** v(￣ー￣)v**☆☆ Thanks ( ﾟｏﾟ)ノこらぁ！ 〜〜〜〜〜〜〜ヽ(冫、)ノ ( ﾟДﾟ)ﾅﾆｶ? ヽ(´Д｀;)ﾉ ﾗﾝﾀ ﾀﾝ♪

:)

I chose one of the scheduling tools in Chapter 4; Doodle because I think the tool helps students to meet the Oregon Educational Technology Standard 2, Communication and Collaboration. This tool makes students to have an effective communication in scheduling team meeting.

In chapter 4, I compared two tools, TimeDriver and Doodle in the Decision Making Matrix and figured that the former can be used for parent-teacher conference. The later one, Doodle is more like survey and suitable for looking for a time that everyone team member can meet. I chose to have an experiment with Doodle because it can be used to schedule a meeting among a small number of people and I could imagine utilizing for scheduling a grade level meeting or teacher-classroom representative meetings. I made a connection between Doodle and my Google calendar, which made it even more efficient to use.

 Reading Chapter One, two things became clear to me.

1. There maybe so many cool web tools and individuals can explore freely as they like. For an educational use, however, teachers need to select appropriate tools that will enhance teaching and learning. For a person like me, who is a technology idiot, information about available tools for classroom use needs to be narrowed down. I appreciate that this class offers such specific information for teachers.

2. Although I knew technology has rapidly changed and will continue to change, I didn’t realize there was such a thing as a transition from Web 1.0 to Web 2.0. The text explains that users can be consumer as well as producer at the same time, and responding the demand of people using digital tools as a way of self-expression, more new tools have been invented.

I personally feel that I still use Internet more as an information resource than I use as a way of self- expression. My goal in this class is to experience a taste of the later in order to push myself toward the main stream.

Ok, this is my second pot. Am I making any progress?

Welcome to Reiko's Teaching Tech page. I will post what I found in the class, Technology for Teachers.