Using Podcasts in the Foreign Language Classroom

I'm always looking for new ways to incorporate native Spanish-speaking input in my lessons. While Youtube is a great way to look for and find Spanish videos, it's sometimes difficult to find exactly what I need. For example, if I'm doing an introductory lesson on greetings, I might find some videos related to the topic, but to search through all of that information is very time consuming. I do prefer that my students hear other Spanish speakers other than me, so I looked over a few different Podcasts that could be very useful in my classroom, and they're a lot easier to find.


A great website that has different categories for each Podcast is SpanishPodcast/Español Podcast. Here you will find a ton of free Spanish Podcasts and each one has a situational dialogue with a wide variety of different topics. In each "episode" there is a conversation, a specific grammar focus, a small explanation of the dialogue, as well as a transcript. The one I chose to listen to is titled "Saludos Informales" or Informal Greetings. There is a brief introduction given in both English and Spanish:
"In our 138th episode (Informal Greetings), our friends are meeting today in their apartment where Coral, Luisa, Alejandra and Pilar are still living...."
The introduction goes on to talk about the situation included with the dialogue.


This is a Podcast I would definitely use as a teaching tool. Since each Podcast has an option to see a transcript of the dialogue, I could use that to make some sort of cloze activity, leaving out bits and pieces of information to have the students fill out as they listen along. In this particular episode, it focuses mainly on informal greetings that can only be understood contextually. Most of these informal greetings aren't normally taught through textbooks or any other supplementary aids that may come with the text (videos worksheets, etc.) so it's also a great way to introduce colloquial terms and other cultural aspects of the Spanish language that might go unnoticed in a foreign language classroom.


I really like the idea of Podcasts as a teaching tool. There are a lot of free Podcasts that could be very useful, especially if you're trying to incorporate native language speakers in  your teaching.

World-Wide Classroom Collaboration: ePals

A few weeks ago, some of my 8th grade students asked me about pen pals, and if that's something I could look into for them. They seemed really interested and excited about this possible project. Recently, I checked out the website ePals. Since writing actual letters is pretty antiquated (and time consuming), ePals is a way to connect with other classrooms around the world online through email, and other means of communication. If you go to this website, there is an option to pick a language and an age range. So I chose Spanish, with the age ranges of 11-13. Immediately I found several classrooms looking to connect with English speakers to share cultural information, traditions, and to use their second language. One teacher from Argentina posted: "My students are Spanish speakers who are learning English as a second language. They would like to contact native English speakers all over the world to exchange emails and know about one another." I also found on the first page teachers from Spain, Puerto Rico, and Colombia looking for the same thing. The teacher then leaves their contact information if you're interested to connect with them. The user has to sign up for the website, but it's free.

Not only can you exchange information with other classrooms worldwide to email other students and practice a language, they have a lot of other activities. Just out of curiosity, I clicked on their projects page and found a "Teacher Spotlight." The teacher who they highlighted is from India who created this collaborative detective story that was shared from their classroom in India, to classrooms in Russia and Texas. Here is a brief description of the game:

"Students learned the concept of writing a short narrative detective story with twists and turns in collaboration with their foreign friends. The project motivated and engaged students in reading stories in the crime fiction genre."



 For this project, the students had to use logical thinking and reasoning skills to brainstorm the composition of the story, and they learned about one another's cultures. There are also a lot of teacher resources, in addition to projects. I explored the learning centers tab, and clicked on World Geography. What I found was a type of treasure hunting game and they used the term geochache which is an activity in which people use a GPS device to go on “treasure hunts” to discover objects that have been hidden by others. The directions tell you to hide a small object in a waterproof plastic bag with a piece of paper and writing utensil. Then you hide the object in a public location with the coordinates of where the object is hidden. On the second day, each team starts with one coordinate on the list and whoever finds all of them wins. This would be a lot more time consuming, but if it is well planned out, could be a very fun way to learn culture.

If I were to use this website, I would chose a certain classroom and exchange emails so the students can write back and forth (in the target language of course!) I really think this is a great way to collaborate, develop a professional learning network, as well as a cool way to use technology in the classroom. It is very engaging for the students too! I would definitely consider doing something like this in the future.

Even More Digital Storytelling! -GoAnimate

Much like Animoto, GoAnimate is another great way to be used as a teaching and learning tool. They are both good ways to use digital storytelling, although unlike Animoto, the user is able to manipulate characters to create an original video, not just using pictures and text to create a slide show. With GoAnimate, the free version only allows 30 second movies to be created like Animoto, but there is a lot more involved. The user can choose a setting for their movie, which characters they want to use, and they can even make the characters move and preform a variety of different gestures and emotions. What I like about this, is that you can type what you want the characters to say (there are default voices for each character) and you can even change the language they speak. This short video I created using GoAnimate is a small interaction where two characters are meeting each other for the first time. They are introducing themselves in Spanish, and talking about where they are from (typical introductory vocabulary.) This would be very useful in the classroom as a teaching tool for reinforcement, and even listening comprehension. It will definitely engage the students, especially if you have the characters make silly gestures. If the default voices are not very comprehensible, you can even record voices of your own. I also like how it can be customized to the curriculum (using chapter vocabulary, grammar concepts, etc.) I think this would be a great project for the students to use in the classroom, however it is very time-consuming. To apply each movement to each character in the scene, to type the dialogue, create new scenes, it seems like a lot of work for such a short video. It would definitely be something that would take a few days to do in the classroom. 

More Digital Storytelling: Animoto

Digital storytelling is a great way to incorporate meaningful learning in the classroom. It would also be a great tool for teaching, and there are a lot of free options online. For my digital story, I used a website called Animoto. Here, the user is able to upload video with text, and the website will create a cool slideshow for you with audio. Here is a video I made that would be appropriate for classroom use. It is geared toward using vocabulary relating to clothing items, as well as reinforcing the verb llevar (to wear) in Spanish. It's basically made from photos I had on my computer of random family events in which I describe their clothing. I made sure to use different subject pronouns in the captions to draw the students' attention to the different verb forms.


I think this would be a great tool to reinforce as well as introduce new concepts. It was very simple to use, and I could see myself giving the students a project to make their own digital story. They would incorporate chapter vocabulary and any grammar concepts used as well. One idea in which they could use digital storytelling is for household chores (cleaning, vacuuming, etc.) The students can take pictures on their phones of themselves doing household chores and then upload the pictures to their computer. From the Animoto website, they then can create a short video by uploading these photos with captions for each one (in the target language of course.) The only downside with Animoto is that the free version only lets you create a 30 second video, otherwise you can upgrade to the pay option to create a longer video. The user has to register with their email and create a password, but it would definitely be worth a free 30 second video. Especially if it's a mini-project that is being graded, it's a lot easier to assess (and less time-consuming) than a 5 minute video!

Digitl Storytelling in the Classroom

Technology in the classroom is trending everywhere. As an educator, I am always looking for new ways to present material in the classroom (or even new ways to assess my students,) I recently read two articles about digital storytelling; what it is, its use in the classroom, as well as some pros and cons.



 7 Things You Should Know About: Digital Storytelling

In this article, digital storytelling is defined as "The practice of combining narrative with digital content including images, sound and video to create a short movie," or "the practice of using computer-based tools to tell stories." Basically anyone can create a digital narrative while incorporating animation, sound and pictures. There are many pros to using this format in the classroom. It facilitates different learning styles as well as connects to the students' interest in technology. Since there is a variety of multimedia available for use in digital storytelling, teachers can reach students of different learning capabilities, and students can design it to fit their needs if they were to use it as a project. Another advantage of using digital storytelling is that there are a lot of free applications online, and anyone can create their own digital story. It also helps the user draw deeper connections to the subject matter, which can help students become more engaged.

According to the article, there are some drawbacks to using this in the classroom. There is a possibility that it could be somewhat difficult to figure out how to use digital storytelling. For example, if a student or user is uncomfortable with technology, they might become overwhelmed having to upload pictures, add sound or animation, and some of the multimedia needed can be quite expensive. From an educators standpoint, it could be hard to assess a students' digital story. The directions and rubrics would have to be very clear.  

Educational Uses of Digital Storytelling


I found this article to be more informative on its uses in the classroom. Here, Daniel Meadows who is a British photographer and educator describes digital storytelling as "Short, personal multimedia tales told from the heart." I enjoyed this definition because it relates back to who is using a digital story, and for what purpose; if something is truly meaningful to the student, it is more likely that they will have a greater benefit from the assignment. For example, if I gave one of my students a topic that they had to research and choose a side, they could create a digital narrative of it, explaining their choice and why. As a learning tool for students, digital storytelling can help students to analyze and synthesize concepts in a more efficient manner. It would help them to organize ideas, express their opinions in their narratives, and they have the ability to share their stories online. The more meaningful the assignment is, the more the student will be engaged.


The article also talks about how digital storytelling can be used as an instructional tool. Teachers could show stories to present new material or introduce new concepts. If it is in a narrative format, the students may retain new information better. A narrative could be used as an anticipatory set, and it could also be used to make abstract concepts more understandable. In a foreign language classroom especially, the teacher can create digital stories using chapter vocabulary, or even to emphasize a new grammar concept.


I think that digital storytelling can be an effective tool in the classroom. Not only is it interactive, it will promote technology in the classroom and has a variety of benefits to reach all different types of learners. It will engage the students and make the task at hand more meaningful.

Foreign Language learning through Online Gaming

Previously I posted about using games in the classroom to foster learning. The "escape the room" game" I chose was definitely more of a casual game, where I sort of just made up some rules to promote vocabulary reinforcement. I have found a great website that is specifically for language learning other than just for reinforcing vocab. Digital Dialects is a website dedicated to serious foreign language games. The home page gives you the option to choose a language (they have 70!) Being a Spanish teacher, that was obviously my choice. Once you pick your language, the site brings you to a page where you can chose basic/introductory vocabulary, but there are also tabs at the top that lets you work with more grammar-oriented topics. There is a section on games, verbs, spelling, and even advanced vocabulary. Lets say I chose "greetings" under the "games" section. It gives you a list of about 20 words that are commonly used, as well as their English translation. There is also a button to click on to listen to the pronunciation of the word. Underneath the list, there are two game options that are audio or text only. It's basically a matching game, but definitely good for vocabulary reinforcement. What I really like is the verb conjugation part. They give you four different subject pronouns (you, I, he, we, etc.) and a verb that is conjugated. The object is to match the conjugated verb to the right subject pronoun, and it tells you if you're right or wrong.

I've played a number of these games under the Spanish language section, and I would definitely use it in the classroom, especially for verb conjugations. There are also a number of learning objectives I could come up with in any of the games: Students will be able to tell time in Spanish; SWBAT talk about foods in Spanish, etc. I think the primary use for me would be more vocabulary reinforcement. Assessing these games are not as easy, however. Lets say I'm learning about months of the year. If I choose the wrong one, the game will take me back to the list of months to show me what the correct answer is, then takes you back to the game to re-do it until you've completed all 12 months. I suppose this would be more of a self-assessment for the students, so they know what words they have to study harder, or maybe I could give them a mini-quiz on the vocabulary they have reinforced through these games.

With the availability of technology in schools now, I feel it is important to keep up with these trends. Luckily there are so many options we can find to use technology and games in the classroom to promote authentic learning, while keeping students engaged and having fun.

Learning with Games

 

Gaming (weather online or not) is something that everyone has done at least once in their lifetime. With the current trend of using technology in the classroom, I ask myself, "can we make gaming a part of learning?" It would definitely keep the students' attention. I recently read an article that discusses "gamification" in the classroom. In 7 Things You Should Know About Gamification, it is described as "the application of game elements in non-gaming situations, often to motivate or influence behavior." The example given in the article is a game used for an introductory forestry class. The students are sent out to explore different plants and identify them, while taking pictures of the plants with their cell phones as they go along. The teacher gave them a rubric to follow as well, and two weeks to complete the task. While something like this wouldn't work for all subject areas, we are able to use computers in the classroom that would accommodate any subject. Clearly there has to be some guidelines to use games in the classroom, to ensure the students are staying on task. I asked the same question you're thinking: How much real learning is going to happen with a game? In the same article, they discuss ways that games are effective for learners:

• Competition gets students more engaged
• Stimulation from the game can help students sharpen an ability
• Gaming forms learning communities to foster teamwork
• Encourages more complex, interactive scenarios that extend beyond the classroom
• Higher-level thinking

Of course there are some downsides (as with almost everything,) like trying to effectively implement gaming in the classroom, ensuring that the program works properly, etc. The game I tested out that could have its use in a foreign language classroom is called The Great Kitchen Escape. It is an "escape the room" game where the player has to find certain clues to, well, escape the room. While this could be difficult as a one-person game, there is a "walkthrough" option that shows the gamer exactly which clues to click on and "collect" and how to beat the level. This particular game has to do with kitchen vocabulary. If I were to implement it to reinforce vocabulary (which would be my main learning objective for this game) I would have the students work in pairs. One student will be the person searching for the clues, and the other student will watch the walkthrough video to tell the student what to do (in the target language of course!) For example, if the walkthrough video shows that you need to click and open the drawer to grab a knife for something, the person watching the video can give instructions to the other student using the vocabulary for "knife."

I've personally played the game once, but have played others a few times (The Great Living Room Escape, The Great Bedroom Escape, etc.) It would definitely be used with a walkthrough because most of the vocabulary would be hard to verbalize for a level I language class. The student watching the walkthrough could say, "Go to the drawer, open it and click on the cuchillo (knife)." As long as it reinforces some vocabulary words, I think it would be put to good use. As a teacher, I would have to walk around and watch the students to simply monitor what they're doing, to make sure the task is being completed. The images in the game (or the clues) would be where they would have the chance to use the vocabulary words related to whatever topic they're learning.

Assessing whether or not the learning objectives were met would be hard. Obviously the teacher would have to play the game first, but if it were me facilitating the gaming, I would make a check list for both students to fill out, and maybe have them make a list of what vocabulary words they used for the game.

If used properly, I think gaming could be a very effective tool in the classroom. It's just a matter of finding the right game that serves you and your students, and being creative!