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.