1. My course and my teaching practice

I always believed that I knew a lot about technology, was continually improving my practice by attending workshops and was using it a lot in class already.   Taking the course forced me to reflect on my practice and see how I could improve.  I found there are very many ways I could improve.  There were a lot of software I knew I did not use and perhaps some I learned to use in new ways.  For example, I knew about the program SCRATCH and I used it in a club but I did not see the interest in the students to use it in their class projects.  It seems that changed.  I started a club where students learn scratch and last year’s students came back, knowing how to program and willing to use that in their school projects.  It also gave me new ideas on how to use the program, from writing stories in French to modelling a robot heart using LEGO robots.  It never ever crossed my mind to write stories using SCRATCH, and networking in class just game me this angle.  It is such a fun project to do, that could engage so many students in French in ways they never could find this possible.  The course also forced me to look at technology for differentiation purposes.  Some students can express themselves in different ways.  I have students who are gifted in mathematics but find French difficult to learn.  Having those students use SCRATCH to write stories might prove to be very motivating for them.  Some students are good at writing, they could write and publish their stories.  Some students express themselves better talking, those students can use Voicethread to express what they learned.  Since I know all these software, there is no reason why I cannot differentiate using different types of technologies, instead of having all students using the same technology at the same time.

2. Teaching my software presentation to my teaching colleagues

I have done software presentations to my teaching colleagues in the past.  I have presented to French Immersion teachers at the Peel Board on MyLearningPlan before.  I have also presented to teachers at OMLTA conferences before.  I have not done online presentations.   The course gives me the motivation to start again, since I do not see many people using technology and believe it is essential to continue the process the Peel Board has started with 21^st century skills.  I like the movement and I am happy to contribute.

3. Next steps to continue infuse technology into my classroom?

We now have Wifi in the classroom.  I need to explore what is the best way to use the Internet with those students to learn French.  I invited students to bring their own devices, so I also need to figure out what is the best way to use that.  Students can be very distracted by the devices.  I need to find the right balance of technology use and making sure the technology does not distract students from learning to speak in French.  It is a learning curve worth taking.  I would also like to make sure students have the ability to do flipped classroom with current event.  We have been talking about current events but only some students were aware of the events before hand.  I need to make a better job of planning in advance what they will be learning so that the news do not come as a surprise.

4.    Redefine students’ tasks (SAMR)

I believe this year, I have been working at the Redefinition level with my students.  I have used the program SCOOP from DeMarque.  This program gives you already prepared lessons linking news from Radio-Canada, newpapers and journalists from all over the world.  It provides online clips with television newscasters talking, newspapers, and sample activities at various levels with graphic organizers.  These are just wonderful for my grades 5 and 6 students.  It connects their learning to the entire planet in ways that is only newly available through technology.

Having students see Chris Hadfield talking in French in my blog has been quite motivating for them.

5.   Growing use of technology

Someone made a comment to me at the beginning of the year:  “she does not know how to use the clip board to copy something”.   Well no.  I do not know how to use the clipboard to do some copy and paste.  What is the clipboard again?  People use the technology that is available to them.  I can program in assembler but I do not know what clipboard is.  It does not affect my self-esteem in the least.  People use the technology they are exposed to in their daily work.  Being exposed to more software and how they can be used in the classroom increase our repertoire of tools that can be used.  Being able to discuss ideas with other people gives us other ideas and motivates us to continue in that direction.

 

 

 

Second language students need to be able to hear a language being spoken, and read in order to get increasingly familiar with the language.  In the case of learning the French language in an area where English is mostly spoken, it becomes very necessary for students to have access to online videos and texts of various types.  There is already a very large selection of online resources of excellent quality with current events, sports, hobbies.  Looking at the large selection of news articles (print and audio), for example, can be quite beneficial language-wise, interesting and inspiring.  Students would just need the tools to be able to locate good information, how to be able to do a good online search.  If students know how to search the internet critically and are allowed to follow their interest, one lesson on searching the internet in French may result in hours of language learning.

Here is a link about an example of a first lesson on how to search the Internet in French for current events.

https://www.smore.com/yxer-la-classe-invers-e