ICT tools and resources for the languages classroom - FUSE

ICT tools and resources for the languages

classroom

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Published by the Learning and Teaching Division, Department of Education and Early Childhood Development Melbourne March 2014 ©State of Victoria (Department of Education and Early Childhood Development) 2014 The copyright in this document is owned by the State of Victoria (Department of Education and Early Childhood Development), or in the case of some materials, by third parties (third party materials). No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968, the National Education Access Licence for Schools (NEALS) (see below) or with permission. An educational institution situated in Australia which is not conducted for profit, or a body responsible for administering such an institution may copy and communicate the materials, other than third party materials, for the educational purposes of the institution. Authorised by the Department of Education and Early Childhood Development, 2 Treasury Place, East Melbourne, Victoria, 3002. Disclaimer ICT tools and resources for the languages classroom is a teacher resource. Teachers are advised of the need to check the terms and conditions, privacy, and age restrictions of digital resources before using them with students. Teachers need to be aware of how and where their students’ information and content is used and shared by the digital technologies they plan to use. Parental consent must be obtained to use a student’s personal information to generate accounts and provide access to online services. Non-identifiable information should be used by students working online. This resource contains links to websites of third party organisations. DEECD cannot be held responsible for any consequences arising from the use of information obtained from these websites. Mention of a website or piece of software in this book does not imply endorsement of the site or product by the Department. Only software included in the DEECD standard operating environment or eduSTAR suite of resources is supported by the Department. Acknowledgements This resource was originally named Blended learning in languages. It was updated and renamed in November 2013 by the Modern Language Teachers Association of Victoria Inc.(MLTAV) with contributions from Catherine Bradford, Jeremy Chen, Kylie Farmer, Maria Sabo, Joyce Tabone and Olivia Young.

The intent of this e-book is to support languages teachers to use information and communication technologies (ICTs) more widely in their classrooms. The book shows teachers ways to transform classroom practice and to use ICTs to provide students with opportunities to use language meaningfully, rather than to simply automate existing learning activities. The book is also a celebration of existing innovative approaches to language teaching in Victorian schools.

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Why this e-book?

Webinar series The content of this book can be supplemented by referring to the recordings of webinars

presented by practising teachers in 2013. The webinar series was facilitated by the MLTAV with support from the Victorian Government. Recordings are available from: http://mltav.asn.au/index.php?option=com_content&view=article&id=350&Itemid=100134

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Contents

o Considerations for using technologies in teaching and learning

o A-Z of ICT tools and resources for the languages classroom

o Information includes:

o an overview

o suggestions for application in the language classroom

o instructions and examples

o useful links

o What is blended learning? o Blended learning in Victorian classrooms o The benefits of blended learning o Blended learning – Victorian school research o Impact of blended learning on student achievement

o Successful languages learning o Collaborative learning spaces o Blended learning ideas for language teaching o Blended learning language activities for students o Safe, ethical and responsible use of technology o Index

• Learning focus Tasks involving ICT must have a specific learning focus or objective. While the novelty of using a device or new piece of technology will engage students initially, it will wane over time.

• Cyber safety Students must be taught how to stay safe online as well as offline. http://www.education.vic.gov.au/school/principals/health/Pages/lol.aspx

• Intellectual property and copyright Intellectual property and copyright must be understood and respected, properly acknowledged and/or purchased. https://fuse.education.vic.gov.au/?RKKC57

• Access Student access to devices in and beyond the classroom must be considered when planning programs or activities using ICT.

• Compatibility The compatibility of PC and Mac platforms and devices will impact on student access to ICT.

• Teaching practice The role of the teacher can change when ICT is used in a classroom. Often the teacher becomes more of a facilitator and learning is more student-centred. Assessment of different skills, such as in the use of the ICT or collaborative work, may be possible.

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Considerations for using technologies in teaching and learning

A-Z of ICT tools and resources for the language classroom

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Animation Avatars Blogs Cartoon dialogues Digital images Digital story telling e-books eduSTAR software* Film making and green screens Flashcards and vocabulary lists Foreign language films and subtitles FUSE Games Guides and phrasebooks iPads Interactive White Boards (IWB) Learning objects Online dictionaries Online translation tools Online media

Podcasting Pronunciation correction tools Quizzes Robotics (Bee bots) Screen casting Self-paced language courses Social networking Songs and lyrics Video dialogues Virtual conferencing Virtual trips and webcams Vodcasting Voice threads VOIP (Voice over Internet Protocol) Web presentations Web quests Wikis Word clouds and walls YouTube

* Department of Education and Early Childhood Development (DEECD) specific resources

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Animation Animation is the process of creating the illusion of movement by quickly showing a series of static images that differ minimally from each other. Stop-motion animation is a photography technique which makes a physically manipulated object appear to move. The object is moved in small increments between individually photographed frames, creating the illusion of movement when the series of frames is played as a continuous sequence. Clay figures are often used in stop-motion animations, known as claymation. Stop-motion animation also includes cell animation, pixilation, puppet animation, and time-lapse.

Creating stop-motion and other animations is an engaging way for students to use and practise their language skills and to demonstrate their knowledge of a topic or understanding of a concept. For more information about animation, see the Digital Deck on FUSE: https://fuse.education.vic.gov.au/?2YKWMY

Teachers can:

• create animated stories, dialogues or songs to engage young language learners.

Students can:

• illustrate a concept using the target language, e.g. how to grow vegetables

• animate scenes from a book

• create animated stories using their own topics or topics set by the teacher.

Advantages:

• animations are a great tool to practise speaking in the target language

• they can encourage reluctant learners to participate in the language class

• interactive animations motivate students to be active participants.

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In the languages classroom

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Hardware:

• webcam, iPad or tablet, smartphone camera, digital video camera or digital still camera to capture images.

Editing software:

• free software for editing video, adding music and voice-overs - Windows Movie Maker http://windows.microsoft.com/en-AU/windows/get-movie-maker-download.

Capture software (optional):

• free capture software to use with a webcam and Windows - Stop Motion Animator http://www.clayanimator.com/english/stop_motion_animator.html

• commercial capture and editing software to use with a video camera, webcam, or digital still camera – Stop Motion Pro http://www.stopmotionpro.com/.

Sound recording software (optional):

• free software for recording voice and sounds – part of the eduStar suite of resources – Audacity http://audacity.sourceforge.net/

• voice recording apps for iPhone, iPad, smartphone, tablet.

Hardware, software and apps

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Apps:

• Funny Movie Maker, Morfo, Puppet Pals HD, Puppet Pals 2

Puppet Pals is a free iPad/tablet app that allows students to record their voices while moving different puppets around onscreen. They also have the option of inserting their own faces or backgrounds into the program. Morfo is another free iPad/tablet app that allows the user to take a photo of their face and create a 3D version of themselves. They can then record a short video with sound which can be emailed.

Hardware, software and apps

Depending on whether you have set a topic or students have developed their own, gather information or brainstorm ideas. 1. Develop a storyboard which tells the story panel by panel, similar to a comic book,

and which conveys: • which characters are in the frame, and how they move • what the characters are saying to each other, if anything • how much time has passed between the last frame of the storyboard and the

current one • where the "camera" is in the scene • whether the camera moving or still.

2. Create or choose the characters:

• if using Puppet Pals or other animation apps, choose or create your characters

• if making a stop-motion animation create the characters out of paper, wire, pipe cleaners, foil, Lego blocks, clay or use figurines (use paper or cardboard for a faster option as clay figurines can be time-consuming)

• sculpt or place weights or magnets into the feet of the characters for stability.

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A step-by-step guide to animation A

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Create a storyboard

Create characters

Create sets Capture the

images Compile the

film Save and

share

3. Create or select the sets or backgrounds: • for stop-motion animation use a shoebox or display board as an enclosed set • use a metal sheet as the floor of the set if you use magnets so that the

magnets in the animated figures’ feet stick • use continuous, direct lighting such as a hanging clip lamp • colour or paint the background or use a printed picture • create accessories or use small toys, like toy furniture, vehicles, houses • in Puppet Pals or other animation apps select or create backgrounds.

4. Capture the animation:

• in Puppet Pals or an animation app this means recording the animation • for stop-motion animation this means taking a photo for each frame • place the background so that it completely fills the frame • position the characters where you want them, and then take the first picture • after you take each picture, move your characters slightly for the next shot.

Note that: • each picture you take will become a frame in your movie • clay animation looks good at a frame rate of between 8 and 15 frames per

second of finished video • approximately 450 pictures = 30 seconds of video • you should move the figures small amounts at a time; use the ‘onion

skinning’ feature of Stop Motion Animator if possible • you shouldn’t move things that aren’t supposed to move, like the set • you need to change the camera view or zoom occasionally.

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A step-by-step guide to animation A

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5. Compile and edit your film: • for stop-motion animation, if for example, using Windows Movie Maker,

import the images you want in your film into Windows Movie Maker • go to the Tools-Options menu and change ‘picture duration’ to 0.375 seconds • drag all the images onto the timeline • play to preview your video • add background music, sound and voice (recorded using Audacity or a similar

program) • in Puppet Pals play your film back, and check you are happy with it, because

you cannot edit after the film is saved • in Puppet Pals it is a good idea to make shorter films which can be joined

together using a movie making program. 6. Save and share your film:

• choose settings depending on where you want to upload or play back your film and the file size and quality you want

• take into consideration how you want to share your film and that smaller files are easier to email.

Example:

• watch this one minute video by a student on how to create claymation using a program called Monkey Jam http://www.youtube.com/watch?v=2H4FeqXZnD0

• Monkey Jam is available in the DEECD eduSTAR suite of programs.

A step-by-step guide to animation

Improving oral skills in Italian using clay animation

“We used microphones to speak and we learnt to speak more fluently in

Italian“ (student)

Daylesford Primary School - https://fuse.education.vic.gov.au/?7C8E6E

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Improving conceptual understanding using “Slowmation”

Rosehill Secondary College - https://fuse.education.vic.gov.au/?N7Y8L5

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Avatars Avatars and animated characters can improve students’ confidence in speaking a foreign language. Students can practise recording voices to their characters and tend to be less intimidated and more fluent when speaking through a character. Avatars or animated characters are also a safer way for students to represent themselves online than real photos, when they are commenting on a class blog or wiki or have their own blog or wiki.

An avatar is the graphical representation of the user or the user's alter ego or character. It may take a three-dimensional form, as in games or virtual worlds, or a two-dimensional form as an icon on blogs, in Internet forums and other online communities.

For more information about avatars, see the Digital Deck on FUSE: https://fuse.education.vic.gov.au/?P8QRJM

Teachers can: • use avatars to introduce a topic in an interesting manner on a wiki, blog or web

page. Students can: • use their avatars or animated characters on class blogs and wikis in place of their

own pictures to stay safe online • record a sentence or story using the avatar in the target language for teacher

assessment • type text they have written in a language and use an avatar created in a program

such as Voki to read it out (Voki is available in 25 languages) • make a series of animations using a program such as Tellagami • import an avatar into Cartoon Story Maker and use to illustrate cartoon dialogues. A

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In the languages classroom

https://tellagami.com/ Tellagami allows students to create a customised, speaking avatar in a clip which can be up to a minute long. Students can then save their Tellagamis as a movie file. Using iMovie, students can use the short movies to create a more developed story or a class story.

Go to the Voki website - http://www.voki.com/create.php 1. Register and create your Voki account 2. Click Create a new Voki 3. Create your Voki by selecting a head, clothing and ‘bling’ for your character 4. Adjust the size and colour of the mouth, eyes, skin and hair 5. Record a message for the Voki to deliver 6. Select a background 7. You can publish the Voki on a website or send it as a link by email.

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How to create a Voki

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For more information about Vokis, see the Digital Deck on FUSE: https://fuse.education.vic.gov.au/?4KBCL2

Other examples of students speaking through animated characters include: • Sock puppets app https://itunes.apple.com/au/app/sock-puppets/id394504903?mt=8 • Puppet Pals app https://itunes.apple.com/au/app/puppet-pals-hd/id342076546 • Zoobe Pets http://www.zoobe.com/ • Toontastic http://launchpadtoys.com/toontastic/ • Blabberize http://blabberize.com/ • PQ talking photo http://www.pqdvd.com/talkingphoto/blogit.html

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Animated characters in the languages classroom

Using ‘Crazy Talk’ software to encourage Chinese oral expression

“My teaching principles are based on oral approaches. I wondered if technology could provide a more effective pathway to engage my three most demanding boys.” “ICT does help engage the boys in learning Chinese better. It makes them stay on task longer, it increases their interest in learning new words and encourages them to write more.” (teacher)

Richmond West Primary School - https://fuse.education.vic.gov.au/?BB82BX

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Blogs A blog is a type of website, usually maintained by an individual, which contains regular commentaries of events and advice, or other materials such as images, videos or links to other websites. Many blogs provide comment on a particular subject; others function more as a personal online diary. Readers are encouraged to provide feedback and comments relating to the blogger’s postings. Any student or teacher can have his or her own blog as a digital diary.

Blogs Wikis • Entries are dated and usually made up of

text containing news, commentary, notes and reflections

• A group of interlinked pages

• More suited to individual authoring, although it can be collaborative

• Suited for collaborative authoring, because many people can edit each page

• Written in reverse chronological order: newest entry is always at the top

• Written according to content, and can be arranged in any order

• Only the blogger can edit their own post • Users can edit other people’s entries • A tool for publishing content • A tool for co-creating content

The difference between a wiki and a blog

For more information about blogs, see the Digital Deck on FUSE: https://fuse.education.vic.gov.au/?Y9SBXZ

Chinese language blog: http://os128.global2.vic.edu.au/ See other blogs at the Global2 (DEECD’s blogging platform) showcase: http://student.global2.vic.edu.au/2011/09/27/showcasing-great-blogs-in-education/

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Example of a blog

• Blogs encourage students to participate and question more actively, and develop a deeper understanding of topics as a result of sharing facts and dialogues.

• Student commitment to quality and independent learning increases when material is likely to be exposed to a wider audience.

• Teachers can extend collaboration beyond the classroom to the wider school community and into students’ homes, improving the regularity of communication with parents.

• Students learn how to give constructive feedback on each other’s work via blogs. • Student blogs are effective and easily accessible records of student progress. Teachers can: • create a class blog. Save links, documents, and quotes related to topics or units

being studied for students to access anywhere, anytime. • track student progress and participation. Students can put their ideas and responses

onto a blog, and this can be regularly checked to determine their progress and level of participation.

• connect with parents. Parents can log into the class blog to engage in discussion about their child’s learning and see their language achievements.

• set tasks for students. For example, teachers can write a post riddled with language mistakes, which students can correct in their responses.

Students can: • create their own language learning blogs, posting their written work or voice

recordings for teachers to assess, and for parents to view • collectively discuss a topic such as a book they have read or a current news item, or

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In the languages classroom

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Guidelines for setting up blogs in Global2

• Global2 is DEECD’s blogging platform and is a ‘campus’ of its parent website EduBlogs. It has a Campus App for iPad and Android devices. See: http://global2.vic.edu.au/tips-and-tricks/.

• Global2 uses the same technology as Edublogs but there is no cost or advertising on Global2 for Victorian schools. The support files http://global2.vic.edu.au/technicalsupport/ refer to many Edublogs resources.

• All students must have completed the appropriate Acceptable Use Agreements before they begin using the Global2 space.

• Schools are responsible for developing their own Acceptable Use Policies for blogs.

• Teachers must ensure that student privacy is protected when using Global2 blogs, including not using student’s personal details when setting up student user accounts.

• Teachers must create all student blogs, and be the top level administrators of those blogs.

• A teacher can administer any number of blogs.

• Teachers must actively manage their blogs including deletion of blogs or comments, where appropriate.

• Issues or removal of content should be done at the school level. Support with this is available at: [email protected]

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Setting up a class blog in Global2

• Go to the Global2 website: http://global2.vic.edu.au/ • Create a Global2 account using your Edumail or school email account. • See the Edublogs help files at: http://help.edublogs.org/getting-started-with-

edublogs/ but ensure you are setting up in Global2. • This will set up your user account and your first blog.

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Setting up a class blog in Global2

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Global2 blog dashboard

After you have created your class blog, you can use the dashboard to: • add student users to your blog so they can comment and interact with you and each

other

• add student blogs so they can share their work

• use Posts to broadcast your class news-like information

• upload multimedia files via Media

• use Pages to post more static information for your class

• use Plugins to enhance your blog.

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Add student users

You can be the only person who writes on your class blog, or you can add student users so they can comment and post. http://teacherchallenge.edublogs.org/2011/02/14/student-blogging-activity-1-setting-up-your-class-blog/ After they have become skilled at posting comments, you can create individual student blogs for them.

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Add student users

To create student accounts and set up and manage individual student blogs, students need an email address. Email addresses are available for all government school students, see: http://www.education.vic.gov.au/school/teachers/support/Pages/tecsupport.aspx

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Add student users

Example only

It works!

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Student blogs

This blog is ready for students to use. You can lock the blog so students need to type in a password before seeing this page.

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Cartoon dialogues A cartoon dialogue is a visual, text and/or audio medium for conveying a narrative or information. There are a number of effective ways to make cartoons using ICT. Cartoon Story Maker is software teachers and students can use to make cartoon dialogues in any language. It is available for free online, see: http://www.education.vic.gov.au/languagesonline/games/cartoon/index.htm

Comic Life is a program that is part of the eduSTAR suite of resources for government schools. It is also available for download, see: http://comiclife.com/. Costs apply.

iPad and tablet apps are available from the iTunes store or Google Play and include:

• Strip Designer http://www.youtube.com/watch?v=6mi9Jx-T_gk • ComicStrip http://www.yourcomicstrip.com/.

There are also other options available online, see: http://mashable.com/2010/10/24/create-your-own-comics/

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In the languages classroom

Teachers can: • provide a script or storyboard which students use to create a story, adding text or

sound in the target language • create partially completed stories which students can then open and complete,

either by filling in the gaps in the language or by creating an ending to the narrative • provide text and images to which students add voice recordings • provide text in English for students to translate into the chosen language • provide questions to which students generate appropriate answers in the story. Students can: • create dialogues with their own text or voice recordings to demonstrate proficiency • create dialogues using digital photos of themselves acting out a situation and add

either text or voice recordings to the photos • import them into Cartoon Story Maker as backgrounds to a story • create virtual trips in the target language using background images imported from

websites or their own digital photos • demonstrate cultural understanding by creating dialogues showing understanding of

cultural nuances, such as use of formal and informal language, or appropriate dress codes.

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Cartoon Story Maker can be found on the Languages Online website: http://www.education.vic.gov.au/languagesonline/games/cartoon/index.htm

Cartoon Story Maker dialogues are made up of a number of frames. Each frame can include images, text and sound.

A cartoon dialogue is an engaging way to use the target language and can: • encourage reading, listening

and speaking in the target language

• build vocabulary • encourage creativity • develop and allow students to

express cultural understanding.

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Cartoon story maker

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1. Go to http://www.education.vic.gov.au/languagesonline/games/cartoon/index.htm. 2. Install Cartoon Story Maker v1.1.

3. Use a storyboard planning sheet to plan your story http://www.education.vic.gov.au/languagesonline/games/cartoon/pdfs/storyboard.pdf.

4. If you want to import your own backgrounds characters (as images) or sounds (as mp3 files) you need to create them before you start creating the cartoon.

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Using Cartoon story maker

5. Open Cartoon Story Maker. A. Insert a background (by

dragging a background to the blank screen).

B. Insert characters (by dragging them onto the main screen).

C. Add text bubbles. If you are using a language where the script cannot be created directly from your keyboard, you may need to copy and paste the text from another document.

D. Add voice recordings.

6. Move to the next frame and add characters, text, audio as you need.

7. Repeat for each frame of your cartoon story.

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8. Save the cartoon story. To save a story you must have at least one item in the first frame.

Saving a cartoon story 1. Click 'Save'. If saving for the first time the Save box will

open. 2. Navigate to the location on your computer where you

want to save the file. 3. Enter a name for your Cartoon Story. It's a good idea

for students to include their name or initials in the file name. This makes it easier to keep track of which story belongs to whom. File names must be in Roman script. Don't use other scripts or accented letters in the file name.

4. Save the file to your computer.

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The Cartoon Story is saved as an html page. You do not need the Cartoon Story Maker to open and view a finished Cartoon Story. It can be viewed by anyone using a web browser such as Internet Explorer. Unfinished stories can be saved and then opened again and completed.

While you still have Cartoon Story Maker open you can view or print your story. Click 'Preview' to view the saved story. Click ‘Print’ to open your computer's standard printer dialog box. This allows you to select which printer and set other printer options. Stories are printed two frames to a page. This cannot be changed. If you have a PDF printer installed you can print the story to a PDF file.

Viewing and copying a cartoon story

1. To view a Cartoon story open the Cartoon Story folder. Double click on the webpage icon and your Cartoon Story will open.

2. To copy or move a Cartoon Story, you must select the whole folder, not just the html file. Copy and paste the folder like you would any other computer file or folder. You can also drag and drop the Cartoon Story folder to a new location.

Opening and changing a Cartoon Story

1. Click 'Open' from the Cartoon Story Maker menu.

2. Navigate to and select the Cartoon Story folder you want. Make sure you select the folder, and not the data folder inside.

3. The Cartoon Story will then load back into the Maker.

4. Once you have made your additions or changes click ‘Save’ to save the changes OR ‘Save as’ to save the changes as a new file.

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Source: Languages online website - http://www.education.vic.gov.au/languagesonline

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Examples of language-specific cartoon dialogues

See: http://www.education.vic.gov.au/languagesonline/games/cartoon/index.htm

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Using Comic Life

If you are a secondary government school teacher Comic Life is installed on your laptop. Click on the eduSTAR* Literacy tab on your laptop and select Comic Life.

Comic Life is very easy to use. Simply drag and drop the template you would like to use. Drag and drop the photos from your own files and drag and drop the speech bubbles from the bottom of the screen to where you would like them.

Otherwise, go to the Comic Life website to buy and download the software (costs apply): http://comiclife.com/.

For more information about Comic Life, see: • the Digital Deck on FUSE: https://fuse.education.vic.gov.au/?7C2SB5 • FUSE Comic Life video tutorial: https://fuse.education.vic.gov.au/?B9W9XM • FUSE Comic Life user resources: https://fuse.education.vic.gov.au/?HHBY8L

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Digital images A digital image is an electronic depiction or representation available as a picture, clipart or vector art with file types such as JPG, GIF, TIFF, PNG, BMP. It can be captured on a device (digital camera or scanner) or created with specialised software like Photoshop, Paint, or KidsPix.

Digital images are subject to copyright laws. Copying works without seeking permission or paying royalties is a legal breach and may result in prosecution. You have the responsibility to check the copyright status of any image you want to reproduce. For more information, refer to DEECD’s copyright information: http://www.education.vic.gov.au/school/principals/management/Pages/copyright.aspx or see intellectual and copyright information on FUSE: https://fuse.education.vic.gov.au/?RKKC57

Some digital images are available in the public domain. Owners and creators of digital images can choose to place their images in the public domain for use by anyone, with or without conditions (for example, for educational use only). See websites such as creative commons: http://search.creativecommons.org/.

Teachers can: • use images to start a discussion or for teaching

language: What might happen next? Who are the people in the picture? What is missing from the picture? What are people wearing?

• use images to provide context or visual cues to help students understand

• create engaging content with images e.g. worksheets, games, flashcards, and cartoon dialogues.

Students can: • identify items in a detailed picture • use a series of pictures to sequence and write a

story • write about a particular picture • create their own flashcards, comics, and/or digital

stories.

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In the languages classroom

Create your own images • Photographs taken by you or your students using digital cameras, mobile phones,

iPads are copyright of the creator. • For more information about digital photography, see:

https://fuse.education.vic.gov.au/?SWG22D • Photo editing, see: https://fuse.education.vic.gov.au/?9MCRLJ • Photo sharing, see: https://fuse.education.vic.gov.au/?Z2WLR5 • You or your students can create clipart or pictures using animation or picture software

such as KidsPix.

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Create or find copyright-free images

Source images from copyright-free image websites Always check the copyright status of a website, even if you’ve used it before - copyright conditions can vary.

Bondi Beach (Image courtesy of Federico Stevanin

FreeDigitalPhotos.net)

• Wikimedia Commons - http://commons.wikimedia.org/wiki/Commons:Free_media_resources/Photography

• Free Digital Photos.net - http://www.freedigitalphotos.net/ • Creative Commons - http://creativecommons.org • Wikipedia Free Images -

http://en.wikipedia.org/wiki/Wikipedia:List_of_images • Morgue File - http://www.morguefile.com/ • Flickr - (creative commons section) -

http://www.flickr.com/creativecommons/ • OpenClipArt - http://openclipart.org/

Use built-in photo search in your tools • More and more tools, Quizlet, for example, provide

built-in photo search functions to help you find and use photos (sometimes as a paid service). It can save you a lot of time.

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Create or find copyright-free images

From openclipart.org http://openclipart.org/search/?query=find

Create a transparent background for your photos • You can use your own images and take out the

background using tools like: • Photoshop

http://www.mediacollege.com/adobe/photoshop/transparent/background.html

• Paint.net http://paint.net.amihotornot.com.au/ • See Languages Online help for a brief explanation:

http://www.education.vic.gov.au/languagesonline/games/cartoon/csm_help/default.htm#6a

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Digital storytelling Digital storytelling is the process of sharing stories through the use of digital media like photos, artwork, animations, sound and music. Students can create their own digital stories as individuals or in groups. Digital story-telling encourages writing skills (scripting), oral expression (speaking), acting or illustration (creativity), team work and technological skills (editing, image manipulation). Digital stories enable teachers to communicate the achievements of their students or class to parents or the wider school community in a brief 2-3 minute video format that is engaging and informative. Examples of digital stories: • Stories created by Victorian teachers

https://fuse.education.vic.gov.au/?N6XQWB (in Italian) https://fuse.education.vic.gov.au/?8T94DZ

• ACMI stories http://www.acmi.net.au/digital_stories.htm

MS Photo Story 3 is free software. Download MS Photo Story 3 from: http://www.microsoft.com/en-au/download/details.aspx?id=11132 The Australian Centre for the Moving Image (ACMI) runs workshops about how to create digital stories that teachers and students can attend. See: http://www.acmi.net.au/digital_stories.htm

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How to create a digital story in Photo Story 3

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Before you begin, create your story and story board. Collect the photos, music, images, student work, quotes you need.

Open Microsoft Photo Story.

1. Select ‘Begin a new story’. 2. Click ‘Next’.

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3. Import images (photos, drawings, scans of student work).

4. Use the tools within the application to edit the images (crop, rotate, adjust colour, add effects).

5. Add titles to images that need them.

6. Use the tools within the application to edit the titles (font, colour, placement on the screen).

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7. Record your voice to narrate slides.

8. Click ‘Customise motion’ to edit the way pictures move and the transitions between pictures.

9. On the ‘Motion and Duration’ tab choose areas of a picture to appear when it is shown and how long each picture is shown, or leave the automatic settings.

10. On the ‘Transition’ tab set the transition style and duration, or leave the automatic settings.

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11. Add background music if you want. 12. When you have finished, click ‘Next” or

‘Save project’. 13. Select the activities you want for your story. 14. Select a location and name your file. 15. Check the quality settings are what you

want. 16. Click ‘Save Project’. 17. Click ‘Next’. Photo Story 3 will build your

story. 18. When your story is complete, you can view

it, create another story or exit the program.

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• To include video in your digital story, use Windows Movie Maker. • Use existing story telling web tools, for

example:http://www.ngv.vic.gov.au/ngvschools/FloatingWorld/stories

• Story telling apps for iPad or iPod, for example Story Kit

• Story telling websites, for example: www.memoov.com or www.storybird.com

• Kerpoof is a digital story making tool suitable for primary students that can be used to create stories, books, drawings, cards, and movies, see: http://www.kerpoof.com/

• Prezi is a cloud-based presentation software and storytelling tool for exploring and sharing ideas on a ‘virtual canvas’. Prezi is most suitable for secondary students. Students can create a story with embedded video, audio images and text. See: http://prezi.com/

• See how Prezi works on YouTube: http://www.youtube.com/watch?v=pxhqD0hNx4Q

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Other free ways to create digital stories

Podogogy – Improving the reading and listening skills of Preps

Ferntree Gully Primary School - https://fuse.education.vic.gov.au/?N5XQWB

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Examples of digital stories produced by Victorian teachers and students

Students creating digital stories in Indonesian

Maffra Secondary College - https://fuse.education.vic.gov.au/?8R2TS8

‘Some unexpected leaders emerged. Students also developed auditory discrimination and improved their speaking’. (Teacher) D

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Students creating digital stories and songs in Japanese to share with their Prep buddies

“It was good to let knowledge out... and inspire the preps… learn more about technology and it was fun too.” (Student) “We made stories on the iPads using Stories to learn and on the PCs using Story Maker.” (Teacher)

Beaumaris Primary School - https://fuse.education.vic.gov.au/?JCQSN7

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Create your story – Stories from old Japan

http://www.ngv.vic.gov.au/ngvschools/FloatingWorld/stories/

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e-books

• An interactive e-book behaves more like a game and often has multiple pathways that requires the user to interact with the storyline through sight, sound and touch. Examples of interactive e-books include pop-up book apps, interactive travel guides that utilise a device’s GPS capabilities, cookbooks with built-in timers and video recipes. Interactive e-books provide interaction with the content and storyline, and therefore offer a unique experience each time they are read. They can have functionality such as audio narration or interactive self-tests, built-in games, options for the user to record their voice or have the story read to them (in different speeds or by different narrators).

• A bilingual e-book is an electronic form of a conventional bilingual book that balances the use of two different languages.

There are different types of e-books.

• e-books are digital versions of a book so they are readable on an electronic device (computer, e-reader) with limited interactivity. The reader is able to flip pages, search for content, increase font size, and/or highlight words to see a dictionary definition.

• An enhanced e-book is still a linear story but includes multimedia and interactive features to support the story, such as music, slide shows or audio. The user mainly scrolls and clicks through the story.

e-book (traditional)

Bilingual e-book (interactive)

Bilingual e-book (non-interactive)

Ana Lomba’s Spanish for Kids: The Red Hen (Bilingual Spanish-English Story) - https://itunes.apple.com/au/app/ana-lombas-spanish-for-kids/id385509506?mt=8

Sleeping beauty Android App - https://play.google.com/store/apps/details?id=com.qll.sb019&feature=search_result#?t=W10

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Examples of different types of language e-books

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Teachers or students can create simple e-books using Microsoft PowerPoint (with sound files, animation and video). These can be saved as PDFs and used with sites such as FlipSnack. FlipSnack is one of many free web2.0 sites that enable teachers or students to create an online flipping book using any PDF document. Great to use on an IWB as a big book for language classes. See: http://www.flipsnack.com

iTunes has many apps for creating e-books. A good one is Book Creator. It has the added feature of being able to include audio – a real asset for language classes! Books can be saved as iBooks and shared via Dropbox. Great for both teachers and students.

Create your own language-specific e-book

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iBooks Author (http://www.apple.com/ibooks-author/) is free e-book creation software that lets anyone with a Mac create iBooks. iBooks can be textbooks, cookbooks, history books, picture books. Books generated using this tool can only be viewed on Apple devices.

Adobe has a commercially available Digital Publishing Suite via InDesign for the iPad, Android, and Blackberry platforms.

Create your own language-specific e-book

You can find online interactive books or stories using: • Google search – search for ‘e-book’ or ‘interactive story’ and the language, for

example ‘German e-books’ • Childtopia: http://childtopia.com/ • free e-book portals such as Project Gutenberg: http://www.gutenberg.org/ • online bookstores – search Amazon for ‘bilingual children's books’:

http://www.amazon.com • iTunes – search for ‘interactive bilingual books’ to find books and Apple apps • Google play – search for ‘bilingual books’ to find Android apps

https://play.google.com/store/search?q=bilingual+books&c=apps • commercial sites such as Language Lizard http://www.languagelizard.com

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Where to find language-specific e-books

Project Gutenberg – subject = fairy tales - Germany

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eduSTAR software eduSTAR is a suite of more than 70 software applications that are free to all government schools. Many of the programs are open source and can be downloaded from other websites. eduSTAR applications assist teachers to plan and deliver curriculum and students to learn and create. Software on eduSTAR is available to schools through the Department’s standard computer image. If you do not have eduSTAR on your laptop, you can ask your technician to download it. For more information about eduSTAR see the Digital Deck on FUSE: https://fuse.education.vic.gov.au/?9PTM5P

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Film making and green screens Film making is a powerful way to combine a range of language, technology and collaboration skills into an activity where students take the lead in constructing their own understanding. Film making requires a student or group of students to conceive an idea, script their stories, resource their production, film, act, edit and present. It’s an authentic way for students to practise their language skills and demonstrate their capabilities, in particular oral fluency and writing.

Green screen technology is the basis of the effects seen in movies and on television, such as in the weather forecast. The idea is simple. A video is filmed with a single coloured backdrop. Blue or green is often used as this has a good contrast to human skin colour. A graphics program allows you to make that colour transparent and replace it with any other video clip, graphic or still image. Wax Video Editor software, which is part of the DEECD eduSTAR suite of programs is one graphics program used for green screen technology.

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For more information about movie making see the Digital Deck on FUSE: https://fuse.education.vic.gov.au/?XJDS8Z For more information about video sharing see the Digital Deck on FUSE: https://fuse.education.vic.gov.au/?TJ9TRN For more information about Debut video capture see the Digital Deck on FUSE: https://fuse.education.vic.gov.au/?FXFZF2 For more information about Monkey Jam see the Digital Deck on FUSE: https://fuse.education.vic.gov.au/?W54M5Y For more information about Music Creation see the Digital Deck on FUSE: https://fuse.education.vic.gov.au/?24Y8FG For more information about Wax Video Editor see the Digital Deck on FUSE: https://fuse.education.vic.gov.au/?8FR22J For more information about Movie Maker see FUSE: https://fuse.education.vic.gov.au/?4K42JG

Films can be made using digital video cameras, digital cameras with a video function, flip cameras, iPod or iPad cameras. You can import recorded video into a video editing program such as Windows Movie Maker or iMovie. Windows Movie Maker is part of the DEECD eduSTAR suite of programs.

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Use of green screens to create a virtual Indonesia

“Most of our students have not travelled overseas... the green screen allowed students to experience Indonesia without the expense or need for travel” (Teacher)

Wantirna Secondary College - https://fuse.education.vic.gov.au/?KQ8PRC

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Flashcards and vocabulary lists Many flashcards and vocabulary lists are available electronically and can be interactive; linked to sound files, associated with games like matching pairs or multiple choice, providing a more engaging way to use traditional methods for learning or memorising vocabulary.

Some sites providing ready-made flashcards and vocabulary lists: • Quizlet http://quizlet.com/browse-sets • http://www.internetpolyglot.com/ • BYKI list central

http://www.byki.com/listcentral.html • Flashcards exchange

http://www.flashcardexchange.com/language • Google search – enter ‘vocabulary list’ or

‘flashcards’, ‘free’ and [language]. Results include http://www.foreignlanguageflashcards.com/

There are many websites and apps which allow you to create your own flashcards. Quizlet allows you to create your own flashcards. You will need to register to use this service. It is free. Once registered you are able to create class sets. Your students can register to become a member of your class set, enabling them to easily access the vocabulary lists, as well as play games such as Scatter Race amongst each other. For a yearly subscription you are able to upgrade your account. This allows you to create sets with images, have unlimited classes and removes ads. Create a simple list in Excel (column A – foreign word, column B – English).

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Creating your own flashcards or vocabulary lists

Bitsboard is a free app for iPads. Bitsboard allows you to create flashcards using a range of multimedia including text, images and sound recordings. Once a “board” is created, it can be uploaded to the Bitsboard catalog, which makes the board available for others to download and use. As well as using Bitsboard as a traditional flashcard tool, Bitsboard has a range of interactive games, such as match ups, word games and multiple choice.

Create a flashcard using a generic flashcard creating program such as Cue Cards: http://download.cnet.com/CueCard/3000-2051_4-10075304.html

Create flashcards in PowerPoint or Keynote. Fl

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Creating your own flashcards or vocabulary lists

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1. Go to the Quizlet website: http://quizlet.com 2. You will need to create a (free) account. You

will be asked for your date of birth, user name and password, and email address.

3. Click ‘Create set’. 4. Give the set a title and a description. 5. Create a list by selecting a language (e.g.

English) and filling in a list of words in the left hand column of the form. In the right column, select a different language (e.g. Italian) and fill in the translations for the words you have already entered.

6. You have the option to import data, and images.

How to create flashcards in Quizlet

7. Click ‘Create set’ to create the flashcards.

8. The list can now be used to learn or practise vocabulary and share with others. An example of a flashcard from the Quizlet website is shown at left.

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Foreign language films and subtitles

Foreign language films and sections thereof can be useful resources for teachers and students, particularly in developing cultural understanding. Existing subtitles can be used to consolidate or confirm understanding of language, and students can add subtitles to film or film clips as a translation or comprehension exercise. YouTube clips can be viewed with subtitles and translations if they have been added by the creator or uploader. An auto-translate function provides machine translations for some clips, but these provide word-for-word translations in many cases and can be very inaccurate. See the YouTube explanation of the functions: http://www.youtube.com/watch?v=QRS8MkLhQmM

Free • SBS television: http://www.sbs.com.au/television • YouTube has foreign film trailers and some (full length) independent foreign films,

as well as clips made in other languages Paid • Most film festivals include a foreign language section, e.g. Melbourne

International Film Festival: http://miff.com.au/ • Some cultural institutions run specific foreign language film festivals, e.g. Alliance

Française French Film Festival http://www.affrenchfilmfestival.org/default.aspx • Subscription TV channels: World Movies is an Australian subscription TV channel

dedicated to foreign films and available on Foxtel, Optus TV and AuSTAR • Local or specialised video libraries • Amazon Instant Video service

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Where to find foreign language films

Source: Место встречи изменить нельзя (http://www.youtube.com/ )

Students can: • study a foreign language film in the same way as an English language film • write responses to the film in the target language • use sections of foreign films for listening and comprehension skills and to build

cultural understanding • describe the characters, write reviews, blog or create a podcast • write an alternative ending • add English subtitles to a piece of film • transcribe sections of dialogue as a listening and writing exercise.

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In the languages classroom

Adding subtitles to films

1. To add subtitles to a piece of film, you need to obtain a section of a film, ensuring it doesn’t breach copyright. Your options are to record a section of film from a live broadcast, purchase a film on DVD or obtain clips from YouTube. Copyright for classroom use from live broadcasts is generally exempt, see: http://www.copyright.org.au/find-an-answer/browse-by-a-z/ Check the copyright section of each DVD and of each video on YouTube.

2. Import the movie into editing software like Windows Movie Maker or iMovie. Use the splicing option to ‘cut’ a section of the film related to the learning task.

3. Add subtitles. YouTube has video tutorials for different software, for example, using Notepad: http://www.youtube.com/watch?v=5c8qy2uyVQo. Developer websites also have tutorials, for example, Windows Movie Maker: http://www.wikihow.com/Add-Subtitles-to-a-Movie-in-Windows-Movie-Maker.

Robinvale, il Fiume Murray el’Aridita – Bilingual documentaries

Robinvale Secondary College - https://fuse.education.vic.gov.au/?C5WGBQ

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FUSE (Find, Use, Share Education) • FUSE is a portal (library and search engine) that allows Victorian

teachers to Find, Share and Use quality curriculum and learning resources including videos, podcasts, images, webpages. See: https://fuse.education.vic.gov.au/

• Each piece of content in FUSE has a unique Learning Resource ID. A teacher can share the ID with students, colleagues and parents.

• The portal also contains purchased content from many DEECD partner organisations, such as the National Galley of Victoria, The Learning Federation, and the State Library of Victoria. Purchased content is currently only available to government school teachers because it can only be viewed on FUSE after a teacher logs in.

• Only Victorian government teachers can upload content to FUSE.

• Teachers log in using their eduMail username and password.

• Everyone (students, teachers and the general public) can search FUSE for freely available resources.

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FUSE

FUSE content is organised by Resources for: • Early childhood • Primary students • Secondary students • Teachers

News/latest/ feature events

Help tutorials

Search

FUSE information by learning domains (subject areas)

Other FUSE categories

Quick links FUSE

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Features of FUSE

Teacher login

FIND

Search for digital content and lesson ideas to assist program and lesson planning using the FUSE search functionality

A search for: • Spanish • Years 1 & 2

produced these results:

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Easily upload videos, podcasts, lesson activities and share with your students or parent community using the unique Learning Resource ID (150 MB limit)

This e-book can be shared by providing students, fellow teachers or parents with a Resource ID or a web address in this format:

https://fuse.education.vic.gov.au/?KY8WDK

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How to upload files to FUSE

For step by step instructions on how to upload a file (video, image, PDF, word document) to FUSE, see: https://fuse.education.vic.gov.au/?B5WRYK The maximum file size you can upload to FUSE is 150 megabytes (150 MB).

SHARE

1. Share resources with your students.

2. Share your successful resources (lesson plans, podcasts etc.) with other language teachers in Victoria by ‘Sharing to FUSE’ (publishing your resource so it is searchable by anyone). The content will be quality assured prior to publishing.

Note: A resource that is not shared to FUSE or published can still be shared by sharing the FUSE resource ID, but it will not be found using the site’s search engine until it is published.

3. Share class achievements with parents.

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MANAGE

Manage your lessons and language resources in your FUSE desktop and access them from anywhere in the world.

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Games Educational games promote interaction, thinking, learning, and problem solving skills.

Language games can be classified into two types:

• Linguistic games - focus on accuracy, e.g. word/sentence games, labeling games • Communicative games - focus on successful exchange of information and ideas.

Correct language usage, though still important, is secondary to achieving the communicative goal, e.g. role play games, virtual worlds and text adventures.

Considerations when using games in the classroom:

1. Online games can potentially expose learners to violence and cyber predation. 2. Games that do not have clear learning objectives should be avoided. 3. Games can be noisy. 4. Cheating is possible (if games are used for assessment). 5. Competition can work positively as a motivator, or negatively. 6. Assessment is different: multiple skills can be assessed at once, and some games

don’t have built-in functionality to track performance. 7. Some parents or fellow teachers may not view games as an educational activity. 8. Access to games and technologies and compatibility across devices remains an

issue in some classrooms.

For more information about game design see the Digital Deck on FUSE: https://fuse.education.vic.gov.au/?JB5HPT For more information about games for learning see the Digital Deck on FUSE: https://fuse.education.vic.gov.au/?7K8MPN

Games: • encourage active learning - discovery, analysis, interpretation, problem-solving,

memory, physical activity and extensive cognitive processing • allow for creativity, independence and higher order thinking • improve engagement, participation and motivation and can lower student anxiety • allow the learners to see that there are many ways to solve a problem • enhance repetition, reinforcement, retention and transference • encourage diversity of thought, skills, and resources • can help extend learning beyond the classroom • immerse learners in learning, stimulating them to create and construct new meaning • create contexts in which the language is useful and meaningful.

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Why use games in the languages classroom?

Sentence gap games Search games

Selecting games Matching games

http://www.education.vic.gov.au/LanguagesOnline/games/sentence/index.htm

http://www.languagegames.org/wordsearch/spanish

http://www.digitaldialects.com/French/tobetohave.htm

http://www.digitaldialects.com/Spanish/Fruit_words.htm

Web quests Guessing games Role play games Virtual worlds

http://questgarden.com/56/81/8/071030140047/

http://teacher.scholastic.com/activities/adventure/spanish6.htm#

http://www.transparent.com/learn-german/games/cafe.html

http://secondlife.com/

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Examples of language games

Word/sentence games develop grammar, vocabulary, comprehension, syntax (sentence structure) etc. They can be played online on websites such as Digital Dialects or Languages Online: http://www.education.vic.gov.au/languagesonline You can create your own word games using free game making websites such as Languages Online or commercial game makers such as Task Magic.

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Types of language games

Role-playing games (RPG) are games in which players assume the roles of characters in a fictional setting. Text adventure games simulate environments in which players use text commands to control characters and influence the environment. Some examples: • http://www.freearcade.com/ • http://www.textadventures.co.uk

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A simulation game replicates various activities in the form of a game. Sim City is a popular simulation game in which you can change the language.

A virtual world is an interactive 3D virtual environment where users take the form of avatars to interact with one another and/or create objects.

Virtual worlds are a good way to encourage confidence in speaking a language. Students tend to be less self-conscious and speak more fluently through a character.

Virtual worlds allow for real conversations or authentic contexts to be simulated and are a great vehicle for introducing everyday language.

Some examples are: • Second Life • Open Sim • Quest Atlantis • Zon: http://zon-labs.com/ (Chinese)

Types of language games

For more information about virtual worlds see the Digital Deck on FUSE: https://fuse.education.vic.gov.au/?CNC2XG

• The Language Learning Space provides free online student challenges with a range of interactive Chinese language learning opportunities.

• The Chinese Language Learning Space includes the transmedia alternate reality game, Dragon Collective Trilogy

• There are 3 levels of challenges (beginner, intermediate and advanced) which are suitable for students in years 5 – 9.

• Teachers need a free Scootle login to register, allocate appropriate challenges to students and explore the teacher resources available.

• See the Language Learning Space at: http://www.lls.edu.au. • See Scootle at: http://www.scootle.edu.au/.

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Language Learning Space

• In 2014 Language Learning Spaces will also be developed for Japanese and Indonesian.

Teachers can: • create language games for their students to use. Students can: • create and play their own language games e.g. Languages Online, Kahootz • play language learning games online, using apps, commercial PC games or

teacher-created games • play role play games as a group through the interactive white board.

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In the languages classroom

Task magic - Team games to practise vocabulary in German

“Task Magic has allowed students to become more motivated in their German studies and has boosted their confidence in German...as students were constantly revising their vocabulary” (Teacher)

Croydon Secondary College - https://fuse.education.vic.gov.au/?45SY5D

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Kahootz treasure hunts - Giving directions in French

“The students’ speaking skills improved as they repeated the dialogues before recording, listened to their own pronunciation, self-assessed their performance and re-recorded themselves where needed… Students were more confident speaking French through the voices of their animated (Kahootz) characters” (Teacher)

Keysborough Primary School - https://fuse.education.vic.gov.au/?WHY8TC

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Using virtual worlds in the classroom to learn Indonesian

“This is better as the questions you get asked in the virtual world are more random, so you just can’t pick the easy ones” (Student)

Lara Secondary College - https://fuse.education.vic.gov.au/?E4EKLR

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Virtual worlds and English as a Second Language (ESL)

North Geelong Secondary College - https://fuse.education.vic.gov.au/?L8RZ9Z

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Hiragana - Learners using games and apps to learn Japanese

“By using individual iPods, students could access content that was appropriate to their individual level and needs” (Teacher)

Derrinallum P-12 School - https://fuse.education.vic.gov.au/?G83MGM

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Using iPods to improve listening and speaking skills in Indonesian

“ I really enjoyed using the iPod touches as I got to work at my own pace, I am more motivated .. There are so many educational apps on it and they are so easy to use” (Student) “It used to be difficult to get listening tasks done because it was hard to get students to be quiet and all start at once. As well as that, now students can record their speaking tasks and send it to me for assessment” (Teacher)

Eltham High School - https://fuse.education.vic.gov.au/?CM8YKS

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Using role play games to improve oral expression in German

‘I was able to give less direction because many students took charge of their own learning, choosing to work through the software, and/or record themselves (both visual and oral) without as much teacher direction” (Teacher)

Bayswater Primary School - https://fuse.education.vic.gov.au/?KHF4W6

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Guides and phrasebooks Language guides that offer basic information or instruction about grammar, pronunciation, syntax etc. of a language are available online. Guides and online phrasebooks may provide useful reference information for teachers or students. Search the internet by entering ‘phrasebook’, ‘language guide’, ‘grammar book’ and the language you are studying or teaching into the search field. Results include: • http://www.bbc.co.uk/languages/guide/ (several languages) • http://www.seelrc.org:8080/grammar/pdf/stand_alone_romanian.pdf (Romanian) • http://www.linguanaut.com/phrases.htm (several languages) Many apps offer free phrasebooks/guides through the AppStore or GooglePlay, e.g. Learn Thai Phrasebook https://itunes.apple.com/us/app/learn-thai-phrase-book-for/id419309804?mt=8

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iPads • The Department’s iPads for Learning site has useful information about iPads in the classroom

as well as recommended apps for Languages: http://www.ipadsforeducation.vic.edu.au/education-apps

• Tablets and iPads provide the opportunity to easily access a range of online apps and games in the language classroom

• For a comprehensive list of web 2.0 resources for language teaching including a description of useful iPad apps, see: http://web2-4languageteachers.wikispaces.com/home

• For useful generic information about using iPads in the classroom, see: http://www.ipadsforeducation.vic.edu.au/

• The Language Learning Space (lls.edu.au) provides ideas and a short film clip on ways iPads are used in the teaching and learning of languages, see: http://www.lls.edu.au/teacherspace//professionallearning?id=6

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Interactive White Boards (IWB) There are many different companies that sell Interactive White Boards (IWB) as well as accompanying software and hardware. If you don’t yet have an IWB, it is worth researching the options and attending the various in-house PD sessions they offer. One example is Promethean, which offers an IWB that works with the ActivInspire software. www.prometheanplanet.com With an IWB you can do away with using the traditional board for good. You just type up your lesson, rather than writing it up on the traditional board. Once you get the hang of this, explore the software where you will find you can easily add different types of templates, clipart, charts and so on. The software will also have tutorials about how to create more interactive activities. For more information about Interactive White Boards see the Digital Deck on FUSE: https://fuse.education.vic.gov.au/?2TXHJN

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To start a new flipchart, type the information you would normally write on the board for students to copy. You then save this and you can access the same flipchart later on for another class, or the next time you teach the topic, without the need to rewrite it. This is probably the first step to take when starting to use the IWB. Once you become confident with this you can explore more options that the software offers.

Click the “text tool” and start writing up your lesson.

THIS IS YOUR NEW BOARD

• Type your information here. • You can then save this work

for next time and there is no need to write it again.

• Next time you visit this page you can edit, add images, media…

Insert pictures / media easily

Getting started with an IWB IW

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Learning objects A digital learning object is a collection of content, practice items, and assessment items that are combined based on a single learning objective in a digital format. Example: https://fuse.education.vic.gov.au/content/36184ef4-183d-4c4c-8997-2b369e900725/p/html/mod431.html

For more information about digital learning resources see the Digital Deck on FUSE: https://fuse.education.vic.gov.au/?BD9CCM

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1. FUSE: https://fuse.education.vic.gov.au

Search for ‘digilearn’ and the language e.g. Italian. You will need to be logged in to access the learning objects.

2. Languages Online website: http://www.education.vic.gov.au/languagesonline/default.htm

Find ready made online activities listed under the language they are in, for example http://www.education.vic.gov.au/languagesonline/french/sect35/no_07/no_07.htm

3. Internet search: search for ‘learning objects’ and the language

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Teachers can: • plan activities, assessment exercises, and complementary or supplementary

classroom activities (technology and non-technology e.g. worksheets, field trips) around the learning object

• develop a language quest around a series of learning objects. Students can: • use digital learning objects for independent practice and learning.

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My family [French]- https://fuse.education.vic.gov.au/?DH7RXM

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Online dictionaries Both free and commercial online dictionaries can be found on the internet. Online dictionaries often feature: • pronunciation of words and phrases in written form and with a sound file • the capacity to search for more than one word (i.e. phrases) at a time • translation into more than one language • continuous expansion and updating

Popular online dictionary websites include: • Word reference - http://www.wordreference.com/ • http://www.freedict.com/ • Bab.la - http://en.bab.la/dictionary/ • Reverso - http://www.reverso.net/text_translation.aspx?lang=EN • http://www.freelang.net/dictionary/index.php • Word lingo -

http://www.worldlingo.com/en/resources/online_language_dictionaries.html • Foreign word - http://www.foreignword.com/Tools/dictsrch.htm

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Online translation tools Online translation tools are readily available on the internet. Tools include word/sentence translators and whole-page translation tools. Computer-assisted translation (which is also called computer-aided translation, CAT, machine-assisted translation and machine-aided translation) is not able to produce high-quality translation unaided. Translation tools can be used to support language learning, but their limits must be recognised. If students use translation tools to look up words or phrases they don’t understand, to help with writing or translation tasks, they also need to have an understanding of the complexities of language, of grammar and homonyms in both languages, and of colloquial language to ensure accuracy. Popular online translation tools include: • Google Translate • Bing translator • Babylon • Reverso - www.reverso.net/ • StarDict • Applied languages • Lingo24 • Handy translator

Compare the translations provided by three online translation tools:

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Word/sentence translators

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Word/sentence translators

This example shows the multiple options presented to a user of Google Translate when seeking a single word translation. The user needs a level of proficiency in both languages to understand why there are so many options for one word and to make an accurate choice for the translation.

For this example, Google translate will be used 1. Go to: http://translate.google.com/translate_buttons 2. Click on the language you want to translate the pages into. 3. Right click the mouse and ‘Add to Favourites’ (to your browser’s Toolbar). 4. Name the link, for example ‘Greek’. 5. While surfing the web, if you want to translate a whole web page, simply click the

‘Greek’ Favourites button in your internet browser’s favourites list You can do the same for any of the 64 other languages available in Google Translate.

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Whole page translation

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Online media Online television, radio, newspapers and magazines are particularly useful for languages teaching and learning because: • online resources are mostly free • they cover a range of topics that is beyond the scope of any single language textbook or

program • they are edited so the language is generally correct, compared to unedited content like

public blogs • the topics in these media are current, authentic and relevant to students’ lives • content very often has country-specific cultural elements.

Teachers can: • use online newspaper articles to prompt classroom discussion in the target

language. What should be the consequences? What will happen next? How is this scenario different from Australian situations?

• deconstruct a piece of online media as a class – focus on vocabulary, structures or cultural aspects

• source podcasts or vodcasts for students to gain wider exposure to native speakers.

Students can: • listen and watch online TV or radio to develop listening comprehension skills • read online print media to develop reading skills and vocabulary • create online media to develop writing skills and creativity • script and record radio or TV segments to develop writing and oral skills • translate online magazine articles, subtitle film, TV or video clip segments • comment on radio or TV station blogs (e.g. SBS) in the target language.

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1. Search for specific name of the service/publication 2. Go to portal sites such as:

• Internet Radio • http://www.languagequest.com/utilities/foreign-internet-radio.php • http://www.mikesradioworld.com/ • http://www.live-radio.net/european.shtml

• Newspapers of the world • http://www.languagequest.com/utilities/foreign-newspapers.php • http://www.ipl.org/div/news/ • http://www.allyoucanread.com/

• Streaming TV stations of the world • http://www.languagequest.com/utilities/foreign-internet-tv.php • http://wwitv.com

Note: Many major newspapers are translated into several languages e.g. Deutsche Welle (a popular German newspaper) can be read online in 30 different languages (see below)

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Where to find free online radio, newspapers and TV

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Podcasting A podcast is a sound, music or speech file that is downloaded or streamed online to a computer or mobile device.

Podcasts expose language learners to native speakers and a range of topics, develop listening comprehension and pronunciation skills, and vocabulary.

For example: Il design Italiano dal 1900 al 2000 - https://fuse.education.vic.gov.au/?LN2BFT

This voice recording traces a century of development of Italian design and the growing fame of ‘made in Italy’. The podcast is in Italian and is supported by a transcript.

For more information about podcasting see the Digital Deck on FUSE: https://fuse.education.vic.gov.au/?TRXBG7

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In the languages classroom

Teachers can: • create podcasts in the target language for their students and load them onto

portable devices or blogs • create vocabulary lists for students to listen to • share cultural information both in English and in the target language • email students with the work they need to complete.

Students can: • listen to freely-available language-specific podcasts on the web or to teacher-

created podcasts • create podcasts on a topic of interest, to reflect on a classroom activity or

excursion, or interview native speakers • record speaking activities for the teacher to check pronunciation • develop their own listening activities for other students to answer questions with • record podcasts to send to a sister school or pen pal.

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1. Search Google – enter [language] and ‘podcasts’ as the search criteria, e.g. ‘Chinese podcasts’. You can also add the word ‘free’ to your search. Examples you will find include media sites such as: http://www.bbc.co.uk/languages/ and commercial sites such as: http://chinesepod.com/ This site has 2000 audio lessons, some are free.

2. Go to audio book websites such as Librivox: https://librivox.org. Search within the site by language to listen to books or volunteer as a reader if you are proficient enough.

3. Visit language podcast portals such as https://sites.google.com/site/soyouwanttolearnalanguage/podcasts

4. Radio station websites such as SBS radio http://www.sbs.com.au/podcasts/yourlanguage/ provide podcasts. Overseas online radio stations of your chosen language are available through sites like Mike’s Radio World: http://www.mikesradioworld.com/ which has more than 5000 radio stations or radiolingua: http://radiolingua.com/

5. Search iTunes (for Podcasts, Education, Language Courses) - https://itunes.apple.com/au/genre/podcasts-education-language/id1469?mt=2

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Where to find free language-specific podcasts

6. Find news podcasts spoken slowly in the target language at:

• http://www.newsinslowfrench.com/

• http://www.newsinslowspanish.com/

• http://www.newsinslowitalian.com/

• http://www.stitcher.com/podcast/chikako-toba/news-in-slow-japanese

• http://www.slowgerman.com/

These are commercial sites with limited content freely available and further content accessible by subscription.

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Where to find free language-specific podcasts

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There are a few simple options for creating podcasts:

1. On a PC or Mac use Audacity (which is free as part of the eduSTAR suite of DEECD programs). A microphone and headphones are required.

2. Record podcasts on a voice recording device such as a digital voice recorder or Easi-speak Microphone. For students in lower primary, Talking Points, Talking or Recordable Pegs are recommended. These podcasts can later be edited on Audacity.

3. Using an iPad, iPhone, tablet or smartphone to record your podcast is very easy. You can download the app Mobile Podcaster or use GarageBand. There are many videos on Youtube to show you how to successfully achieve this.

How to create a language podcast

Talking or Recordable Pegs Talking Points Easi-speak microphone

For more information about Audacity see the Digital Deck on FUSE: https://fuse.education.vic.gov.au/?ZDPC7P 1. Download the Audacity software from the eduSTAR suite or from

http://audacity.sourceforge.net/.

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How to create a podcast in Audacity

2. Install and open the Audacity program.

3. Read the Audacity manual - http://manual.audacityteam.org/man/Main_Page. 4. Connect a microphone and headphones to your computer. 5. Test that they are working through your Control panel – Sounds. 6. Plan or script your podcast. Try to keep podcasts to less than 5 minutes, vary your

voice or use several speakers, make the content flow and speak clearly. 7. In Audacity, go to File – New, then click the red ‘Record’ button. 8. Speak or follow your script.

9. Click the yellow ‘Stop’ button to stop recording.

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10. To listen to your recorded podcast, click the green ‘Play’ button.

11. You may need to edit the podcast – see the Audacity manual http://manual.audacityteam.org/man/Tutorial_-_Editing_an_Existing_File

12. Save your podcast project. This creates a project file (and linked data folder) containing all your track contents so you can return to your work later. Note that Audacity projects can only be played in Audacity.

13. You need to export your recording as a sound file (mp3 or Wav). To do this, you will need to install the Lame MP3 encoder (http://manual.audacityteam.org/man/FAQ:Installation_and_Plug-Ins#lame). You can install the optional FFmpeg library to export to many more audio formats including AC3, AMR(NB), M4A, MP4 and WMA.

14. To export, in Audacity choose File > Export, then choose the file format you want to export to in the ‘Save as type’ dropdown list.

15. Give your podcast file a name eg. Italian_coversations_01.mp3

16. You can upload the mp3 file to any device, website or blog.

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Easi-speak microphone An Easi-speak microphone provides up to 4 hours of recording. The cost depends on whether or not the microphone has a digital display. 1. Press the ‘Record’ button. 2. Save the file to a PC or blog through the USB connection on the microphone. You

will need to remove cap at the bottom of the device for sharing. 3. Instructions –

• Read manual - http://www.tts-group.co.uk/_RMVirtual/Media/Downloads/EasiSpeak_UserGuide.pdf

• Watch video - http://www.youtube.com/watch?v=JzJSDmzFoxk Talking Points or Talking or Recordable Pegs Talking Points or Talking or Recordable Pegs are limited to 10-30 second recordings. 1. Simply press the record button and start speaking. Press play to listen to the

recording. 2. Video about Talking pegs - http://www.youtube.com/watch?v=hoifURPUt-c

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How to create a podcast using a digital recording device

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Podcaster app Mobile Podcaster is an iOS app that lets you easily record your voice for up to 15 minutes and publish to a Wordpress site. It is straightforward and easy to use, see: http://www.youtube.com/watch?v=bLi3tcS0Ga8&noredirect=1 Using GarageBand on iPad to create a Podcast GarageBand is very easy to use and has fun voice features your students can use to alter their voices. For instructions on how to use GarageBand to create a podcast, see: http://www.youtube.com/watch?v=9fr3A7FpPlQ Once completed the recording can easily be emailed and shared. Downloading podcasts from your students When a student emails you a podcast, your computer should be able to identify an appropriate program to automatically open the podcast.

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Techno Chinese – Using native speaker podcasts, blogs and wikis

‘Having recorded lessons was great for kids who missed a class or said they didn’t know something.

Having the students in China make videos for my students provided an authentic resource.

Some students actually worked harder on their spoken Chinese when they had instant feedback by listening to the recording straightaway’ (Teacher)

Hawkesdale Secondary College - https://fuse.education.vic.gov.au/?BNT4K7

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Creating a wiki with podcasts and vodcasts to teach Japanese to younger learners

‘One of the most effective ways to learn a skill is to teach the skill… cross age tutoring involved older students consolidating their learning by teaching younger students. The wiki helped the senior classes post content for the younger grades as teaching face-to-face was difficult with our very crowded curriculum.’ (Teacher)

Chatham Primary School - https://fuse.education.vic.gov.au/?CW48YQ

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Pronunciation correction tools Clear, understandable speech is the minimum requirement for successful communication and gives students confidence that they are expressing what they mean and that they will be understood. Pronunciation correction tools allow voice recording, voice playback and voice comparison to native speakers. They provide feedback on how one might change one’s pronunciation to be better understood. Many self-paced language courses include pronunciation correction tools as part of their suite of tools, e.g. Eureka Languages of the world, Rocket languages, Tell me more, Transparent languages, and Rosetta Stone. Students can work independently, at home or in the classroom, using pronunciation correction tools to develop confidence and clarity in speaking the target language.

The web is a rich source of ready-made quizzes for different languages. Simply search the web for quizzes in your language and topic. Examples: http://french.about.com/library/weekly/bl-confusingfrenchquiz.htm http://www.sporcle.com/games/category/language You can also find quizzes and make your own using sites like: • Quizlet.com • Quiz-tree.com • ProProfs.com • eQuizzer.com • MyQuizCreator.com • ClassMarker.com • Socrative

• http://beta.socrative.com (Socrative 2.0 – beta test version current at February 2014)

For more information about online polls and surveys see the Digital Deck on FUSE: https://fuse.education.vic.gov.au/?K24QGZ

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Socrative is a free online student response system. It is a great tool to quiz, assess and test students in real time. It works like an e-clicker or student voting system. It can be used on any device that has internet access: • netbooks • desktops • iPod Touches • iPhones • iPads • android devices. Students do not need to register, have usernames or have passwords. Teachers need to register. The beta (public testing) version of Socrative is illustrated below. Go to http://beta.socrative.com

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Register as a teacher.

When you register your dashboard is shown and you are allocated a room number. This is the room number students join to in order to take the quiz.

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Click Manage Quizzes, then Create Quiz.

Name your quiz and create your questions and answers.

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You can create multiple choice, true/false and short answer questions.

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When your questions are finished, click Save and exit. You will return to the dashboard.

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Choose the quiz and click Start.

Click Start a quiz.

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Choose your settings and click Start.

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The quiz is now available to students who join your room.

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A student joins the room by entering the number and then his or her name.

The quiz you have started is presented for the student to submit answers.

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Feedback and results are provided according to the settings you have chosen. You can monitor progress from your own log in. There are tutorials on Youtube if you require any extra assistance.

You can monitor progress from your own log in. There are tutorials on Youtube if you require any extra assistance.

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Robotics (Bee bots) A bee bot is a programmable robot usually used in the early years (Prep-Year 3). Bee bots have bright buttons for students or teachers to use to program in instructions for the Bee Bot to move. They can be programmed to follow up to 40 instructions. For each step the bee bot moves 15 centimetres. Bee Bots are used with mats showing different scenes or items (eg. Road, House, Island, shapes, snakes and ladders) and are used for developing vocabulary, directional language, counting and story telling, as well as for following tasks and problem solving (such as finding the shortest route to a destination). Bee Bot user guide - http://www.tts-group.co.uk/_RMVirtual/Media/Downloads/Bee-Bot_UserGuide.pdf

A bee bot Bee bot mats

Teachers can: • create activities with instructions in the target language for students to enter into

their Bee Bots, e.g. on the Road mat, how would you get to the grocery story from the chemist?

Students can: • create their own Bee Bot mats with words in the target language • describe a pre-programmed journey a Bee Bot takes; the locations it visits, the

number of steps it takes, counting, directional language – left, right, straight ahead etc.).

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In the languages classroom

Using Bee Bots to teach directional language, improve vocabulary and encourage writing

Livingstone Primary School, Leongatha Primary School, Mansfield Primary School, Rangeview Primary School - https://fuse.education.vic.gov.au/?B5YLSZ

“Bee Bots Robots were used to learn about following and giving directions, counting and simple directional/positional language e.g. next to, beside, in front of, over and under. The students created a class book, each writing a sentence to describe their bee bot’s journey.” (Teacher)

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Screen casting A screencast is a digital recording of computer screen output, also known as a video screen capture, often containing audio narration. A screencast is essentially a movie of the changes over time that a user sees on a computer screen, enhanced with audio narration.

Example of a screen cast - http://www.youtube.com/watch?v=P2oFamgr-sk&feature=related

For more information about Debut Video Capture see the Digital Deck on FUSE: https://fuse.education.vic.gov.au/?FXFZF2 For Debut Video Capture user resources see FUSE: https://fuse.education.vic.gov.au/?8QJZQP

Teachers can: • use screencasts to demonstrate new content e.g. grammar concepts, to replace

potentially unclear written explanations • use screencasts to show others how a given task is accomplished in a specific

software environment e.g. how to use a language proficiency testing tool, how to download a podcast to a device

• when evaluating student work (e.g. blogs, electronic portfolios), use a screencast to record comments and to suggest improvements.

Students can: • use screen casting to demonstrate mastery of the target language, by creating a

movie of their computer activity, and then narrating the movie.

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In the languages classroom

• Debut video capture – available from eduSTAR suite or http://www.nchsoftware.com/capture/index.html

• Screen cast-o-matic - http://www.screencast-o-matic.com/ • AVS capture screen (part of AVS Video editor software) –

http://onlinehelp.avs4you.com/AVS-Video-Editor/Features/CreatingVideos/CapturingScreen.aspx

• Hypercam – http://www.hyperionics.com/hc/ • Jing – http://www.techsmith.com/download/jing/ (record up to 5 minutes for free) • Snagit – free 30 day trial

http://www.techsmith.com/snagit.html?gclid=CJvTw8_wv7oCFYchpQodFmIAbA.

Free software for recording screen casts

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Self-paced language courses Self-paced language courses are web- and/or computer-based language learning where content is delivered in the form of text, images, animation, streaming video and/or audio. The course can be followed at the individual student’s own pace. Self-paced language courses commonly include: • Word, sentence and text dialogues • Built-in dictionaries • Word and sentence games • Progress trackers • Speech recognition and recording

As well as commercially available courses, there are numerous websites offering free online courses on the internet. For example: • Greek - http://kypros.org/LearnGreek/ • Chinese - http://www.bbc.co.uk/languages/chinese/real_chinese/ • French - http://www.learner.org/resources/series83.html# • German - http://www.dw.de/learn-german/deutsch-interaktiv/s-9572 • Spanish - http://learner.org/series/destinos/

• Language tests and quizzes • Native speaker audio and video recordings • Cultural information and images • Social networking and language communities • Help files

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Guidelines to support assessment of digital language resources Se

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In 2012, DEECD undertook research to: • Explore the merits of a range of commercially available and free self-paced digital

languages resources in the context of languages teaching in Victorian schools; and • Develop a set of criteria for schools to use when considering purchasing digital

languages resources for use in their languages classroom, and how such resources might support successful languages learning.

The research report, Guidelines to support assessment of digital language resources can be found at https://fuse.education.vic.gov.au/?S7W79R. The report includes the positive and negative aspects of digital languages resources identified by teachers participating in the research, and criteria for assessment of resources developed by the teachers to help schools and teachers to select appropriate languages resources to support, complement or enhance school languages programs.

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Social networking Social networking has a focus on building networks or relationships between people who share interests, activities, backgrounds or real-life connections. As such it is ideal for developing engagement and communicative capabilities in students learning languages. Most social network services are real-time and web-based, so students can connect over the internet with almost anyone across the globe. Schools and teachers must consider cyber safety and the safe, ethical and responsible use of technologies as an integral part of their planning. Social networking tools that are useful for languages learning include: • language exchange websites • Twitter • instant messaging (IM) or chat • Email

For more information about social networking see the Digital Deck on FUSE: https://fuse.education.vic.gov.au/?8WSRLW

A language exchange is a method of language learning based on mutual language practice with learning partners who are speakers of different languages. Users communicate by email, chat, or live video (Skype) and help each other with their language learning (by offering conversation practice, correcting written work, explaining difficult language concepts etc.). Most of these websites have age restrictions (generally over 13 years) and require cyber safety considerations when used with or by students. Examples of popular language exchange websites include: • My language exchange – http://www.mylanguageexchange.com/ • Live Mocha – http://www.livemocha.com • iTalki - http://www.italki.com/ • Babelyou - http://www.babelyou.com • Shared talk - http://www.sharedtalk.com • Palabea - http://www.palabea.com/

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Language exchange websites

Students can: • join a language exchange and work through self-paced courses, meet native

speakers and learn from others. Age restrictions apply.

In the languages classroom

Teachers can: • obtain ideas for language teaching from other language teachers in the twitter

community • try the following #hashtags, #mfltwitterati, #flteach, #langchat for language-related

tweets • find other language classrooms around the world who might be interested in video

link-up or joint projects.

Students can: • read tweets in another language about a topic of interest. It is possible to change

the language settings in Twitter to any language • get information from native speakers on a language-related query • get feedback on a language composition or piece of work • practise writing in a language by tweeting regularly and reading responses to the

tweet.

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Twitter

Twitter is an online social network and micro blogging service that enables its users to send and read text-based messages of up to 140 characters, known as ‘tweets’. https://twitter.com/ For more information about Twitter, see the Digital Deck on FUSE: https://fuse.education.vic.gov.au/?5FNDYQ

In the languages classroom

Instant messaging (IM) or chat is a form of communication over the Internet that offers quick transmission of text-based messages from sender to receiver.

Instant messaging offers real-time direct written language-based online chat. The user's text is conveyed over a network, such as the Internet. It may be point-to-point communication (1:1) as well as multicast communication (from one sender to many receivers).

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Instant messaging or chat

Teachers can:

• identify global students for instant messaging exchanges through Edmodo http://www.edmodo.com/ or ePals http://www.epals.com/.

Students can:

• converse with native speakers. Cyber safety will need to be a consideration.

In the languages classroom

More advanced instant messaging allows enhanced modes of communication, such as live voice or video calling, video chat and inclusion of hyperlinks to media.

Common instant messaging services include Windows Live Messenger, Lync, Skype and Yahoo Messenger.

For more information about instant messaging, see the Digital Deck on FUSE: https://fuse.education.vic.gov.au/?P4L4RF

Email or electronic mail is a method of exchanging messages from an author to one or more recipients. Email operates across the Internet or other computer networks. Neither the users nor their computers are required to be online simultaneously; they need connect only briefly, typically to an email server, for as long as it takes to send or receive messages, making it ideal for asynchronous exchanges. Students learning a language can make email friends from around the globe and exchange conversations or messages via email. Email exchanges with native speakers are great for developing written expression, comprehension and intercultural understanding. To identify potential global classrooms for email exchanges see: • ePals - a learning community of teachers, students and parents from over 200

countries can help establish such connections - http://www.epals.com/ • Edmodo - a safe and easy way for classes to connect and collaborate, share

content, and access resources - http://www.edmodo.com/. Soci

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Email

Playgo Mail Plus

“Students made friends with school students from Japan by exchanging messages written in Japanese.... Now they know a lot about their e-pals and are able to talk about them in Japanese” (Teacher)

Elwood Secondary College - https://fuse.education.vic.gov.au/?SM825G

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Songs and lyrics Music and songs are available on the internet in a range of electronic formats, including with video and can be manipulated and played on different devices. Lyrics to many songs, including translations into English and other languages, can be found easily through a web search, using the term ‘lyrics’ and the name of the song or artist or both.

Research into the relationship between music and first or second language acquisition suggests that because first language is acquired ‘by principles that make sense of aural information…it seems reasonable to approach second language acquisition in a similar way’ and that ‘since music is also acquired through the aural sense, musical activities are suggested to aid in first or second language acquisition.’ In specific areas of language learning: • Music and pronunciation – music can improve pronunciation and phonetic skills,

the capacity to discriminate between sounds and can reinforce articulation and promote fluency.

• Music and motivation – music and song can motivate students to learn by focussing their attention in a different area, such as the music or cultural aspects of the song. Songs can also reduce student anxiety by taking the focus off the language directly.

• Music and grammar and vocabulary – unlike spoken conversation, music contains pitch, melody, rhyme, beat and measured phrases that can help students remember vocabulary or grammatical structures and assist with comprehension. Songs provide incidental revision of grammatical points or verb tenses and help in memorising construction of phrases.

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Why use songs in the languages classroom?

Source: http://etd.lsu.edu/docs/available/etd-1111102-204823/unrestricted/Salcedo_dis.pdf

• Music and cultural awareness – songs provide an opportunity for students to gain a deeper understanding of the culture/s underlying the target language. ‘A student may often relate to and express himself through a country’s music more readily and easily than he can through its language.’

‘Music and song, when incorporated into a classroom as pedagogical techniques designed to reinforce comprehension and acquisition of language patterns, might be considered “sleeping giants” in the improved transfer of knowledge in second language classrooms’.

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Why use songs in the languages classroom?

Source: http://etd.lsu.edu/docs/available/etd-1111102-204823/unrestricted/Salcedo_dis.pdf

Language-specific songs can be found on:

• language learning websites – such as http://www.tes.co.uk/article.aspx?storyCode=6066906

• video websites – YouTube is a fantastic source of foreign language songs (some with translations), for example http://www.youtube.com/watch?v=L_hFw_cWg9U&feature=related

• music websites such as iTunes, including some free songs • http://www.mamalisa.com/?t=eh – lyrics for songs from around the world.

Students can: • sing the songs in the classroom to

learn vocabulary and sentence structures

• deconstruct the language of a song to learn phrases or grammatical structures

• create their own lyrics and music in the target language.

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Where to find language-specific songs

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Programs to use to create your own songs

There are a number of web 2.0 tools and apps which allow students to quickly and easily create their own songs. These include: • GarageBand http://www.apple.com/mac/garageband/ (PC, Mac and mobile

devices) • Ujam http://www.ujam.com/ (PC, Mac) • Songify (mobile devices) - students record a speech and this app turns the

narration into a song. • AutoRap (mobile devices) - turns a recorded narration into a rap.

Language and cultural resources for early years’ Indonesian

“Students’ learning styles were evident in that some were able to learn better from audio visual cues and perform better vocally than in a written format...

The iPods allowed them to listen repeatedly to words they didn’t quite understand the first time but may have been too shy to ask the teacher to repeat..” (Teacher)

Mitcham Primary School - https://fuse.education.vic.gov.au/?HP4L75

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Video dialogues Video dialogues are staged conversation between characters in a drama or narrative in video format made with the purpose of teaching a language. The conversations are often informal and discuss everyday topics. Video dialogues are a great language learning tool as they discuss simple, everyday topics, introduce useful vocabulary, and provide visual cues to assist the learner to understand the content which is often solely in the target language. They can be engaging because they show real-life situations and expose the student to native speakers. Some examples: (Spanish) http://learner.org/series/destinos/ (Chinese) http://www.education.vic.gov.au/LanguagesOnline/chinese/chinese.htm (Hebrew) http://www.youtube.com/watch?v=UMIfFQCEwpk

Students can: • watch dialogues as a class and

identify new vocabulary discuss what might happen in the next part of the conversation discuss the reactions of characters describe clothes or scenery identify cultural differences or contexts

• script and film their own dialogues in teams.

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Video dialogues can be found: • through a Google search for ‘ language’ and ‘dialogues’ or ‘conversations’ –

results include http://video.about.com/french/French-Dialogues--Shopping.htm, http://onlinefreespanish.com/aplica/conversation/conversa2.htm

• on the Languages Online website – http://www.education.vic.gov.au/languagesonline/default.htm

• inside language Apps – e.g. Hello Hello app • through a YouTube search for ‘ language’ and ‘dialogues’ or ‘conversations’ –

results include http://www.youtube.com/watch?v=UMIfFQCEwpk • on language learning websites e.g. http://www.bbc.co.uk/languages/

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Virtual conferencing Virtual conferencing allows students and teachers to connect, interact, share and learn with others outside their classroom. Virtual conferencing can be used to conduct live meetings, web conferences (sometimes called webinars) and lessons over the internet for participants in separate physical locations. Virtual conferencing can be set up using a number of different tools: • Polycom (video conferencing) • Blackboard Collaborate (web conferencing) • Microsoft Lync (instant messaging and video conferencing) • Skype

The Department’s website provides practical guidance for getting started with each of these tools. See: http://www.education.vic.gov.au/school/teachers/support/Pages/vcc.aspx For more information about virtual conferencing see the Digital Deck on FUSE: https://fuse.education.vic.gov.au/?TSPGM4

Virtual conferencing can include: • Live or streaming video - full motion webcam, digital video camera or multi-media

files are pushed to the audience. • Slide show presentations - images are presented to the audience and mark-up tools

and a remote mouse pointer are used to engage the audience while the presenter discusses slide content.

• Voice Over Internet Protocol (VoIP) – Real-time audio communication through the computer via use of headphones and speakers

• Web tours - URLs, data from forms, cookies, scripts and session data can be pushed to other participants enabling them to be pushed through web based logons and clicks.

• Meeting recording - presentation activity is recorded for later viewing and/or distribution.

• Whiteboard with annotation - the presenter and/or attendees can highlight or mark items on the slide presentation or simply make notes on a blank whiteboard.

• Text chat - for live question and answer sessions, the people connected to the meeting can chat. Text chat may be public (shown to all participants) or private (between 2 participants)

• Polls and surveys - the presenter can ask questions with multiple choice answers which participants answer on the spot

• Screen, desktop or application sharing - participants can view anything the presenter currently has on their screen. Some screen sharing applications allow for remote desktop control, allowing participants to manipulate the presenter’s screen, although this is not widely used.

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Virtual conferencing can be used for: • shared language provision – one teacher teaching a language across several

schools • networking and co-development of language curriculum – language teachers

getting together across schools for mutual support or to brainstorm or develop language curriculum

• classes working on collaborative language projects across schools or across the globe

• connecting with native speakers to practise the language. Other considerations • Time differences – if connecting with a classroom across the globe time zones

need to be taken into account • Timetabling – if linking with another class on a regular basis the class timetables

may need to be aligned • Etiquette – when speaking via video conferencing one needs to be more

conscious of speaking clearly (and maybe more slowly than usual), and providing everyone with an opportunity to speak

• Cultural sensitivity – when engaging with students from a different culture, intercultural understanding is needed, for example, how you dress may be important, certain topics may not be suitable for discussion

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Using video conferencing to deliver language classes across schools – Innovative Languages Provision in Clusters (ILPIC)

Students from Landsborough Primary School, which is part of the Pyrenees Cluster near Avoca in Victoria were involved in the Innovative Language Provision in Clusters (ILPIC) initiative providing languages via video conferencing technology in 2012. The students studied French with their teacher who was based at Ararat Community College.

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Using web conferencing to link to schools in Bali and East Java

“The class got to host three Indonesian exchange teachers and use a range of web2.0 technologies (e.g. voice threads, Screencaster, Glogster and wiki space)” (Teacher)

Rochester Primary School, Rochester Secondary College, Nanneella Estate Primary School

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Live webcams e.g. www.earthcam.com

Virtual panoramic tours e.g. Louvre museum

Google Earth record trips and/or view historical images

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Considerations for the use of live webcams: • watching webcams does not require

software installation, unless the streaming uses Adobe Flash Player and you are using an Apple device

• time differences are important. There might not be much activity on the live webcam if it is night time, or animal sleeping time in the zoo!

• video is live so you have no control over the content that your students will view.

A webcam is a camera that generates images that can be accessed on the Internet. Live or live-streaming webcams stream live video to the internet.

You can find live webcams by: • Searching for ‘webcam’ and ‘location’ in Google e.g. ‘webcam and New York’

or • Going to ‘webcam’ portal web sites, e.g. http://www.earthcam.com or • Going to ‘webcam’ subject-specific sites, e.g. http://www.polarbearcam.com/

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Students can: • watch a live webcam stream and use the target language to describe the scene

(oral discussion or writing). What are the people are doing? Why would someone place a camera in that spot? Would this picture look different at a different time of the day or year? What are people wearing? What would they be talking about?

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Google Earth is a virtual globe, map and geographical information program that maps the Earth by the superimposition of images obtained from satellites, aerial photography and global positioning data.

For more information about web-mapping services see the Digital Deck on FUSE: https://fuse.education.vic.gov.au/?5KQ885

1. Download Google earth from - http://www.google.com/earth/index.html 2. Watch the tutorials on how to search for places and view historical imagery -

http://www.google.com/earth/learn/

Enter a place name

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How to use Google Earth

Zoom in using the sliding scale. You can zoom in closer to some places than others.

Click on the orange man and drag him over the map to where you want to go. The blue lines indicate which locations have ‘street view’. When you let go of the orange man, you will enter street view.

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How to use Google Earth

Click and hold your mouse to move your view in street view. Click the blue man to move between views.

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Students can: • view an image from another country to prompt discussion or a written piece in the

target language, for example an image of a European inner city school. Is it different from your school? Why? What is different or similar? Images of housing in Lima – how is it different from Australian housing? What is similar? Why might it be different?

An inner city European school Houses in Lima

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• record their own trip or follow a path (using the recording function). They can also narrate or caption their tour in the target language. For instructions, see: http://support.google.com/earth/bin/answer.py?hl=en&answer=176684 or http://support.google.com/earth/bin/answer.py?hl=en&topic=2376757&ctx=topic&answer=148174.

Students can: • describe the way they would go from point A (say the Eiffel Tower) to point B

(Notre Dame Cathedral) or what they see walking along a street in China • create an adventure by giving instructions to get from one given location to a

secret location. Other students try to follow the instructions and discover the secret location

• find a place of interest and describe it, research and document its history in the target language, for example, the forbidden city (China) or Machu Picchu (Peru).

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Students can: • capture images (using DEECD eduSTAR software Snipping Tool ) from

overseas locations then import the images either:

A. as backgrounds to cartoon dialogues

B. as backgrounds for movie making/green screens or

C. to create authentic audio books.

A. B. C.

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Using Google Earth for creating cartoon dialogues

http://www.education.vic.gov.au/languagesonline/games/cartoon/index.htm

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Using Google Earth images in green screens to create a virtual trip

“Most of our kids have not travelled overseas.. the green screen allowed students to experience Indonesia without the expense/need for travel” (Teacher)

Wantirna Secondary College - https://fuse.education.vic.gov.au/?KQ8PRC

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Using Google Earth to capture images to be used in student-produced audio or e-books

“Use of recording devices to track student improvement has become embedded in my practice. Students have had greater exposure to a wider range of authentic contemporary second language materials – away from the text book “ (Teacher)

Eltham High School - https://fuse.education.vic.gov.au/?K2F52B

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A virtual panoramic tour is a simulation of an existing location, usually composed of a sequence of still or video images stitched together. Search for ‘virtual tour’ on the internet. If you have a specific place or landmark in mind, add that to the search. Virtual tours and virtual panoramic tours are available for thousands of places across the world, for example, the Louvre.

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The Louvre museum in Paris (source: http://musee.louvre.fr/visite-

louvre/index.html?defaultView=entresol.s489.p01&lang=ENG )

You can also view a pre-recorded Google Earth Gallery tour - http://www.google.com/earth/explore/gallery/. Categories include Culture & History, Photos & Imagery, Travel & Recreation

Students can:

• Take a virtual tour of cultural sites e.g. museums, zoos, sporting facilities, public locations around the world, for example

• a market in Israel http://www.3disrael.com/telaviv/carmel_market.cfm • the prophet’s mosque in Saudi Arabia

http://www.3dmekanlar.com/en/prophets-mosque.html • The Smithsonian National Museum of Natural History in Washington

http://www.mnh.si.edu/vtp/1-desktop/ • describe in writing or speech

what they see on the tour • write an email or interview

questions to the tour creator about what they have seen

• narrate the tour in the target languages as they are taking it

• give or follow instructions in the target language about where to go next on the tour.

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The Smithsonian National Museum of Natural History

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Audio travel guides

Downloading audio travel audio guides can be a great way to visit a city or country without leaving the classroom. Audio guides can be downloaded, some for free, from the Apple or android app stores. There are many different kinds, some focus on one particular city and the various sites, others focus on a particular attraction. The audio guides can be downloaded in English or the target language, depending on what language you conducted your search in. You can use these audio guides if you are traveling to the target country instead of booking a tour, which may be expensive.

Teachers can: • create listening comprehension activities, quizzes and so on when the audio is in

the target language

Allows students to view what their tour would look like if it were to be published as an app.

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Students can: • use an the audio guide in English as part of a research

project into that specific city or attraction, or translate it into the target language

• create their own virtual tours using an app creator, or using other apps available on tablet devices. One example, www.mytoursapp.com, enables students to create an audio travel app themselves. These don’t need actually be published (there may be costs involved), but students can send you a link for you to view and assess.

Skype and Face Time are Voice over Internet Protocol (VOIP) programs that allow users to communicate with peers by voice, video, and instant messaging over the Internet. Face Time is limited to iPhones and iPads. Teachers and students can: • connect with native speakers locally or overseas, individually or the whole class

can view and join the conversation through the interactive whiteboard.

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Teachers can: • arrange contact with a native speaker overseas via Skype or Face Time using a

mobile device with a built-in camera and have them show your class around the city, a market, a location or an event in real time.

Students can: • guide their overseas contact to where they want them to go by giving directions

in the target language or • interact with the native speaker or other locals in the target language.

Considerations: • your overseas contact will need a mobile device with a data plan (roaming internet

access) to move about • you will need to ensure cyber safety guidelines are followed (for example, confirm

identities of participants) • interaction is in real time, you have no control over the content that your students

will view or the language to which they will be exposed • time differences between countries may limit your choice of activity (e.g. a market

may not be open at the right time).

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Vodcasting A vodcast (or video podcast) is much like a podcast except that it involves video footage. Vodcasts are easy to make. Simply use a video camera, the video function of a digital camera, or a flip camera to record footage (with or without audio). To edit a vodcast use free video editing software such as Microsoft Movie Maker (part of the DEECD eduSTAR suite of programs) or iMovie (for Macs). An example of a student produced vodcast (a book review) - http://isbliteraryvodcasts.blogspot.com.au/2008/10/literary-vodcast-example.html

Teachers can: • use vodcasts to explain difficult language concepts • use vodcasts to teach pronunciation • use student vodcasts for assessment. Students can: • create vodcasts to demonstrate their oral fluency or understanding of a concept.

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Voice threads A VoiceThread is a collaborative, multimedia slideshow that holds images, documents, audio and videos and allows people to navigate through slides and leave comments in 5 ways – using a microphone or telephone, typing text, uploading audio files (MP3/WAV), and inserting video via a webcam. With VoiceThread, group conversations are collected and shared in one place from anywhere in the world without requiring a software installation.

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1. Go to http://voicethread.com/login/ to create a VoiceThread. You must have a VoiceThread account and be signed in. The teacher should set up the VoiceThread.

2. Click the Create tab at the top of the page. 3. Click the Upload button. 4. Choose the source of your media. 5. Select your file(s). 6. VoiceThread will save your progress as you work, so there is no need to

remember to click the save button. 7. Once you have finished creating your VoiceThread, go to your MyVoice page

(http://voicethread.com/myvoice) to see your newly created VoiceThread. 8. Customize the privacy and access settings:

• Make the VoiceThread public. Anyone who has a link to this VoiceThread can view it (but it is not searchable)

• Allow anyone with a VoiceThread account to make comments on the VoiceThread. Anyone who has a link to this VoiceThread can view it and make comments on it. To leave a comment one must be signed into a VoiceThread account

• Turn moderation on or off. Comment Moderation allows you to control which comments are shown to everyone. Comments left on your VoiceThread are only visible to you and the person who left them until you decide to reveal them.

9. Invite your students to the voice thread. Have your students sign up for free accounts at VoiceThread using valid email addresses. Then add them as contacts and invite them to the VoiceThreads that you make. OR Have your students work under your Educator account using the Identities feature. You can very quickly make extra identities and assign one to each of your students so that when they sit down to comment they don't need to log in. You can simply 'click and switch' to their avatars for them.

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VOIP Voice over Internet Protocol or VoIP is a transmission technology for delivery of voice communications over the internet. One example of VoIP is Skype, a free software that allows users to make free or low cost telephone or video calls over the internet. Additional features include file transfers, screen sharing and instant text messaging. How to use Skype: 1. Download Skype onto your computer - http://www.skype.com/intl/en/home 2. Click the ‘Get Skype’ tab 3. Create a Skype account for yourself 4. Whoever you will be connecting with needs to have a Skype account and you need

to know their Skype user name. 5. Add them to your contact list 6. Make a Skype call 7. Students can then either speak or type using instant messaging in the target

language.

VoIP is most commonly used for connecting speakers and building relationships. It can also be used for classes or students to work collaboratively on projects. Most teachers choose to run VoIP using Skype through the interactive whiteboard when communicating as a whole class. VoIP is the ideal technology for quick link ups where video is required, but can also be used without video if bandwidth is a problem.

The Skype project : Real–time Indonesian conversations

“I don’t know how to put the words together to make a sentence” (Student) “After a few weeks students started noticing improvements in their speaking skills. I invited every Indonesian speaker I knew to an online Skype conversation class, friends from Indonesia, university students and even a past student from Braemar all logged on to have a chat with my Year 10 class” (Teacher)

Braemar College - https://fuse.education.vic.gov.au/?RX9BLN

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Web presentations Web presentations and slide shows in a target language or in English with subtitles support language learning by engaging students in watching, listening and reading activities on a topic of interest to them.

TED Talks – English presentations which are subtitled in many languages by volunteers. The audio can be turned off to focus on the written language http://www.ted.com/talks Example: with Japanese subtitles http://www.ted.com/talks/lang/ja/david_gallo_shows_underwater_astonishments.html TEDxTalks channel on You tube – These videos were filmed at independently organized TEDx events in different countries around the world. Many of them are in the target language and some with subtitles in the target language. Be wary of using the automated English subtitles!

See http://www.youtube.com/user/TEDxTalks/ and enter the country’s name into the search. Example: http://www.youtube.com/watch?v=w-S4nyIgZI0&list=PL238336A99508BF1C&feature=plcp

YouTube video talks (in foreign languages/translated):

• Go to the main YouTube website http://www.youtube.com/

• At the bottom of the main page you will find a location/language option. You can set the language option so that the entire site will appear in that language (including navigation buttons) for example, set it to Korean - the entire site will appear in Korean

• If you set the location as well, videos from that location will show up first in your search results, for example, set Location to Korea, videos from Korea will show up first (many of which will be in Korean).

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Slide share – written presentations in a number of languages on many different topics http://www.slideshare.net/ Example: German Year 7 phonics http://www.slideshare.net/Langwitch/phonik

For more information about video sharing see the Digital Deck on FUSE: https://fuse.education.vic.gov.au/?TJ9TRN

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Web quests A web quest is an assignment which asks students to use the internet to learn about and/or generate knowledge on a specific topic by accomplishing a task, often to solve a hypothetical problem or address a real-world issue. Like any carefully planned lesson, a good web quest makes learning interesting for students. A good web quest puts the power of the web behind the topic. Students discover for themselves rather than wait to be taught. Web quests can take your students anywhere in the world.

Web quests are a way to let students work at their own pace, either individually or in teams. A web quest lets students explore selected areas in more depth, but within limits set by the teacher. This makes web quests ideal for classes with students of differing ability and language levels.

Web quests consist of five main components: the introduction, task, process, evaluation, and conclusion. 1. Introduction

The introduction is usually a short paragraph that introduces the activity to the students. It often gives the students a role or introduces a scenario.

2. Task The task informs the learners what the end-result of the web quest will be.

3. Process The process identifies the steps the students should go through to accomplish the task. It also includes the online resources they will need, and provides scaffolding for organising the information gathered.

4. Evaluation The evaluation how the students’ performance will be evaluated, and is often in the form of a scoring rubric.

5. Conclusion The conclusion summarises what the learners will have accomplished by completing the web quest, and often provides additional opportunities to extend their thinking.

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Teachers can: • create an original web quest for their students - http://webquest.org/index-

create.php • use existing teacher-created language web quests – for example search the Zunal

website – a Spanish example: http://zunal.com/webquest.php?w=163029. Students can: • use teacher-created web quests • complete existing internet language web quests - for example: Ahorro de energía

en el hogar (Topic: Energy saving, Spanish) http://www.catedu.es/crear_wq/wq/home/1671/index.html

• create web quests for their peers in a specific language.

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Wikis A wiki is a web space where people can work together to build and publish information and content. Wikipedia (the web-based encyclopaedia) is a well known example of a wiki. A wiki allows several students, a whole class or multiple classes to work together. For more information on wikis, see the Digital Deck on FUSE: https://fuse.education.vic.gov.au/?RMH4PJ

The difference between a wiki and a blog

Wikis Blogs

A group of interlinked pages Entries are dated and usually made up of

text containing news, commentary,

notes, and reflections

Suited for collaborative authoring,

because many people can edit each page

More suited to individual authoring,

although it can be collaborative

Written according to content, and can be

arranged in any order

Written in reverse chronological order:

newest entry is always at the top

Users can edit other people’s entries Only the blogger can edit their own posts

A tool for co-creating content A tool for publishing content

A school’s wiki on claymation - http://hpps.wikispaces.com/Claymation

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Why use a wiki?

Wikis encourage students to participate and question more actively, and develop a deeper understanding of topics as a result of sharing facts and dialogues. Student commitment to quality and independent learning increases when material is likely to be exposed to a wider audience. Teachers can extend collaboration beyond the classroom to the wider school community and into students’ homes, improving the regularity of communication with parents. Students learn how to give constructive feedback on each other’s work in a wiki. Student wikis are effective and easily accessible records of student participation and progress. Teachers who use Global2 to blog can create wikis within their class blogs.

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Teachers can: • create a class wiki with resources, tasks, class achievement, excursion information

etc. • track student progress and participation • work with other language (or subject) teachers through a wiki to create curriculum

resources or lesson plans • connect with parents by giving them access to class or student wikis • post articles about movies, books, and TV shows, encouraging students to share

opinions • start a story and ask each student to branch into a different path using a wiki.

Students can: • collectively discuss a topic – a book they read, a current news item etc. • work together to a wiki, for example about places they would like to visit in Spain • collaborate with a class from another country – share information about the culture,

or a day in the life of a typical student • create class vocabulary lists – submit words and a dictionary entry and build a

wiki(dictionary) • draft stories in a wiki and ask their peers to edit or post feedback.

Go to http://www.wikispaces.com/ 1. Click the ‘Teachers’ button. 2. Click ‘Sign up and start’. 3. Provide your details. 4. Click Join. Your new wiki will be

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How to create a wiki in wikispaces.com

Watch the video tours - http://www.wikispaces.com/content/wiki-tour • Personalising your wiki • Adding pictures and files • Wiki permissions (students, parents) • Inviting members to your wiki etc.

Before you start using the wiki familiarise yourself and your students with cyber safety aspects and what is and is not appropriate content and use.

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“ No more lost worksheets ” (Teacher)

Lara Secondary College - https://fuse.education.vic.gov.au/?9AJ8LA

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Creating a wiki with podcasts and vodcasts to teach younger learners (student wiki)

“One of the most effective ways to learn a skill is to teach the skill… cross age tutoring involved older students consolidating their learning by teaching younger students. The wiki helped the senior classes post content for the younger grades as teaching face to face was difficult with our very crowded curriculum’ (Teacher)

Chatham Primary School - https://fuse.education.vic.gov.au/?CW48YQ

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Word clouds and walls A word cloud is a visual representation of words generated from text that the user provides. They are most commonly used to highlight popular or trending terms based on frequency of use with bigger fonts used for words appearing more frequently in the input text. A word cloud is a beautiful, informative image that communicates much in a single glance. Some popular tools for creating a word cloud are: • Wordle – word clouds can be edited with different fonts, colours, and layouts, and

even shared with others online – http://www.wordle.net/ • Tagxedo – make word clouds from sites, different social networks, and then change

the shape to meet your needs – http://www.tagxedo.com/ • Tagul • Worditout • Word Sift • VocabGrabber • Quintura.

1. Log into a word cloud application, in this example http://www.wordle.net/create

2. Write or copy text into the box and press ‘Go’) or submit a URL (web link).

3. A Wordle word cloud will be created. You can now format it by selecting different colours and text orientations.

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How to create a word cloud

Students and teachers can: • use word clouds to study common words in texts • compare patterns of words between different students’ pieces of writing • post popular fairy tales or stories in a specific language as a word cloud and

students can guess what they might be • use a word cloud to illustrate response to a poll, with each student entering their

response and seeing which response was most popular.

In the languages classroom

A word or ideas wall is an organised collection of words and ideas. There are many different types of electronic word and idea walls including those with high frequency words, word families, names, alphabets etc. These can be expanded to display sentences, images or audio or a series of ideas.

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What is a word or ideas wall?

You can create an electronic word wall or vocabulary wall using Padlet (formerly Wall Wisher). Padlet is an electronic board for posting ideas (only the teacher needs to log in) but all students can contribute through a teacher-generated URL. Students can contribute up to 160 characters on each post, images, website links etc. Word or ideas walls can be used in the languages classroom to brainstorm ideas, plan an event or collect feedback.

YouTube YouTube is a useful resource for many language learning activities, including: • virtual tours • language tutorials • cultural activity tutorials • songs.

Teachers need to consider cyber safety if connecting directly to YouTube in the classroom, or asking students to search for or watch YouTube videos independently, due to the content of related videos or advertisements. If your school chooses to block access to YouTube, you can use these applications off site to create content that is safe to use. Individual schools decide which websites and applications are allowed in their school. Three applications can enable you to show YouTube videos safely and effectively in your classroom: • ViewPure allows users to watch YouTube videos without comments,

suggestions, advertising, related videos or any other material • KeepVid allows users to download and save YouTube videos • TubeChop allows users to share selected parts of YouTube videos.

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Here are some tips to help teachers use YouTube safely and effectively in the classroom

1. Go to: http://viewpure.com/ 2. Paste the URL of the YouTube clip you want to show.

3. Click ‘Create’ and watch the video ad and comment free.

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View YouTube videos through ViewPure

If you drag the Purify button onto your bookmark bar or right click and add it as a favourite in Internet Explorer, the next time you are using YouTube, click on the button and it will automatically ‘Purify’ the video you are watching.

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1. Go to: http://keepvid.com/ KeepVid works well with Firefox.

2. Paste the URL of the YouTube clip you want to download and save.

3. Click ‘Download’. 4. Choose a file format. 5. Find the file in your computer’s

Downloads folder and save it.

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3. Drag here to select the section you want to share. 4. Click ‘Chop it’. 5. Copy the code to embed onto a blog, wiki etc. OR Copy the link to save as a favourite or bookmark OR Copy the link, email and share it.

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1. Go to: http://www.tubechop.com/ 2. Paste the URL of the YouTube clip you want to chop and share.

Some givens about technology...

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1. Technologies are very much a part of young people’s lives.

2. Technologies cannot replace a good teacher. 3. Technologies offer new opportunities and

experiences for language learners.

Blended learning

What is blended learning?

In the languages classroom, blended learning approaches provide opportunities for: • meaningful and sustained exposure to, and practice in the target language • personalised learning • collaborative learning.

Blended learning refers to the flexible approach of combining:

Face-to-face classroom methods

Textbooks and worksheets Role play Practicals/experiments Excursions Interviews

Internet-enabled and mobile or online resources Blogs, wikis Video or web conferencing Games, virtual worlds and virtual tours iPads/iPods, netbooks, flip cameras, mp3 players,

voice recorders GPS, robotics, mobile phones Specialised software or resources (DEECD’s EduStar

software, FUSE resources)

and

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For DEECD publications showcasing blended learning across the curriculum see: • Blended learning - A synthesis of research findings in Victorian education 2006-2011 • Teaching and learning with Web2.0 technologies • Contemporary literacy practices of Preps (e-book)

Blended learning in Victorian classrooms

Historically, classroom teachers in Victoria, and across Australia, have used a range of learning activities and resources to assist learners to achieve learning objectives. Face-to-face presentations, visual materials, paper-based assessments, online research and group activities have been the mainstay of classroom teaching for many decades. More recently mobile technologies and collaborative Web2.0 tools have expanded opportunities for learning. Blended learning is really no more than a combination of all of these approaches with a strong focus on learning outcomes as well as the acquisition of contemporary literacy skills such as online safety and etiquette, intellectual property and copyright, Web2.0 communication and global citizenship. For some teachers, blended learning is describing what they’ve been doing successfully for years: that is, using a range of resources and activities to provide individualised, student-centred learning experiences for their students. The real difference today is the unparalleled access to the internet with its rich sources of information and services and more importantly, the connectivity it offers students and teachers, particularly the ability to create online communities and support networks. In addition, there is a growing use of mobile technologies such as flip cameras, voice recorders, mobile phones and Global Positioning System (GPS) devices extending learning beyond the classroom walls. For other teachers, blended learning represents a challenge. They are not comfortable with nor do they fully understand the technologies and media that their students use every day, or the potential that these can offer.

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The benefits of blended learning

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The following is a summary of the benefits identified by more than 300 Department of Education and Early Childhood Development (DEECD) action research projects in schools using technologies to enhance teaching and learning. • Better learning

Technologies can offer greater options for personalisation and scaffolding and put learners in control of their own learning. Learners are able to vary their pace of learning, drawing on as few or as many resources as they need, choosing tasks or resources that best suit their learning styles and levels of prior knowledge.

• Learning beyond the classroom walls Technologies enable learners to engage in learning outside the traditional classroom walls, in the community or in their homes for example. In doing so they gain greater perspectives, share and validate their learning with others and draw on their personal networks and experiences.

• Technologies can give learners a voice Learning with technologies allows learners to shine in competencies other than the traditional subject matter (as leaders, ICT technical experts, cultural experts, resource managers or negotiators).

• Technologies increase engagement The enticing nature of devices and often existing familiarity with them increases learner engagement.

The benefits of blended learning

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• Opportunities for connected learning Technologies (such as web conferencing, virtual worlds, blogs and wikis) help learners to engage with peers, experts and the wider community, locally and globally.

• Technologies level the playing field Technologies can help mitigate disadvantage created by rural isolation (internet, web conferencing), socio-economic disparity (access to resources), disability (assistive devices) and disengagement (gaming, iPods).

• Technology ‘products’ are easy to share Blogs and wikis can be posted online to attract peer reviews and a global audience. Vodcasts and podcasts can be downloaded onto individual mobile devices and watched or listened to by many or emailed and shared online.

• Increase access to a wealth of resources Learners benefit from the wider and more instantaneous access to learning resources such as digital objects, podcasts and e-books.

• The acquisition of new skills Technologies introduce, refine, encourage and amplify skills such as global citizenship (intercultural understanding), online safety, resourcefulness and collaboration – all of which are essential for participation in today’s society.

Source: Teaching and learning with Web 2.0 technologies -

https://fuse.education.vic.gov.au/?4W53CW

Blended learning - Victorian school research In 2010, 32 schools and more than 650 students participated in the DEECD Innovating with Technologies (IWT) research project exploring the impact of technologies on student learning outcomes. The research period (12-14 weeks) was split into two phases. • Phase I - existing classroom practice was documented – providing the baseline data. • Phase II - the blended learning practice was implemented.

Students are generally expected to progress throughout the term as they learn. The research assessed if this progression was accelerated or not as a result of technologies being introduced into learning. During both periods, the same skills (e.g. oral expression, vocabulary acquisition), assessment methods (formal assessments linked to rubrics) and student cohorts were used. The research specifically explored the impact technologies had on student learning outcomes in one of 3 domains of English, Mathematics or Languages. The rate of progression in student outcomes against an assessment rubric linked to the Victorian Essential Learning Standards (VELS) was recorded following each Phase. All data was measured based on an educator reported 5 point scale where higher scores indicate higher student achievement, behaviors and attitudes. The numbers reported in the following graphs are an average across all responses.

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Impact of blended learning on student achievement

This figure shows student achievement over Phase I (blue, baseline classroom practice) and Phase II (red, blended learning practice) for English (literacy), Mathematics (numeracy) and Languages and comparing primary and secondary school settings.

Conclusions: Languages education benefited the most (compared to English and Mathematics) from the introduction of technologies into classroom practice. The gains in student achievement were largely due to: • Better student engagement • More time on spent learning the language (especially beyond the classroom) • More authentic opportunities for students to use the language • More considered (personalised, authentic) lesson planning by teachers

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Successful languages learning

DEECD research and global research and literature examining successful languages learning has identified the elements below as imperative for learners to sustain their language learning and improve proficiency.

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Collaborative learning spaces

Collaborative learning refers to groups of students working together to search for understanding, meaning or solutions, or to create a product of their learning, capitalising on each other’s resources and skills (asking for information, evaluating others’ ideas, monitoring others work and so on).

Collaborative learning spaces or shared workspaces are inter-connected environments in which participants in dispersed locations can access and interact with each other.

Collaborative learning spaces include: Blogs (Global2) Voice threads Voice Over Internet Protocol (VOIP) Videoconferencing

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Collaborative learning: • Puts students at the centre of learning – immerses them in learning, and as they create

and construct through language they develop language skills and conceptual understanding

• Builds and sustains motivation because learning is inherently social • Encourages diversity of thoughts, skills, and resources • Supports effective communication • Develops other non-language skills that can assist with language learning, e.g.

leadership, ICT skills, team work, negotiation, project management • Extends learning beyond the classroom walls because students learn in new contexts,

from new experiences and opportunities such as connecting to native speakers • Lends itself to authentic tasks

Virtual classrooms Virtual worlds Word walls Wikis

Blended learning ideas for language teaching

Collaborative Independent

• Set up Skype sessions with native speakers • Use an interactive whiteboard for class or group

discussions or show & tell • Use Bee Bots for language vocabulary learning tasks

or story writing • Develop a class language blog or wiki • Guide your class to create language films or

documentaries with captioning or translation • Develop language web quests or treasure hunts • Create whole class language or bilingual e-books • Use social networks or collaborative spaces to

connect or share with language educators and native speakers

• Use the interactive whiteboard and student response devices to hold real-time language quizzes (with instant feedback)

• Run a language seminar, lesson or conference across schools using web conferencing

• Set up a language-specific virtual world for your class • Guide students to create their own language games,

quests, animations or claymation • Participate in or deliver language lessons using video

or web conferencing across schools • Create lesson plans and load language resources to

FUSE to share with your class or across schools

• Create cartoon language dialogues or activities for your students

• Record language podcasts for your students to download and listen to

• Create language-specific games to build vocabulary, sentence structure or comprehension

• Identify (free) internet language-specific resources such as dictionaries, videos, e-books and games

• Create language podcasts, vodcasts or screencasts for your students

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Blended learning language activities for students

Collaborative Independent

• Creating cartoon language dialogues or books • Playing language-specific vocabulary, sentence

structure, or comprehension games • Using language-specific internet resources e.g.

dictionaries, videos, e-books, games • Skyping with native speakers • Participating in class group discussions or show &

tell using the Interactive White Board (IWB) • Using a flip camera to record and reflect on role

play • Using audio recordings to conduct interviews and

tell stories • Using Bee Bots for language vocabulary learning

tasks or story writing • Creating films, documentaries or digital stories

with captioning or translation • Creating language or bilingual e-books • Participating in a web conference • Participating in a virtual world language discussion • Creating language games, quests, animations or

claymation • Taking part in a videoconferencing language lesson

or exchange • Using social networks or collaborative spaces to

connect and share with language experts or native speakers

• Reading and translating online books or newspapers

• Captioning or sub-titling videos or films • Watching foreign video clips, movies or TV

programs • Listening to language podcasts or vodcasts • Learning vocabulary with flashcards • Reading books in the target • Listening to music or radio from another

country • Listening to audio books or using interactive

books • Working through self paced language

courses, online or on CD Rom • Using online dictionaries • Playing language apps – quizzes, games,

flashcards • Going on a virtual tour using Google Earth

or cultural sites • Accessing online language worksheets • Using voice recognition software to assist

with pronunciation • Creating a personalised language blog or

wiki

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Safe, ethical and responsible use of technologies

Safety considerations and behaviours

• Health and wellbeing – monitoring screen time, maintaining good posture when using technologies, awareness of cords and the dangers of electricity, safe disposal of batteries, not running with devices in hand

• Secure content and environments – keeping passwords a secret, having firewalls in place to block unauthorised communication, the use of secure websites, installing virus protection software, not clicking on inappropriate ads, pop-ups or banners, and using age-appropriate web content or apps

• Your digital footprint – learners being aware that anything posted online remains even after being ‘deleted’

• Stranger danger – not sharing personal information online, knowing that not everyone on the internet is who they say they are, using avatars instead of photos, knowing to ask for help when something doesn’t feel right

• Adult supervision – young learners using devices in full view of adults

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Safe, ethical and responsible use of technologies

Ethical considerations and behaviours

• Appropriate language – using positive and polite language when commenting on blogs or content

• Appropriate content – respecting intellectual property including copyright, acknowledging other people’s work, using copyright free sites, paying copyright fees, using age-appropriate content or apps, not posting inappropriate photos online

• Appropriate behaviours – not partaking in online bullying, reporting online bullying, respecting others online

• Appropriate permissions – having consent forms signed by parents or guardians before publishing students’ work or photos, children not being signed up to social networking sites by parents or older siblings

• Privacy – respecting the privacy of others, logging on with your own password • Applying normal social etiquette – sharing, taking turns, including others • Social and cultural understanding – understanding other cultures, beliefs and points of

view, global awareness

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Safe, ethical and responsible use of technologies

Responsible use considerations and behaviours

• Respecting devices – caring for and handling technologies with respect, keeping devices clean

• Practising digital etiquette – speaking clearly without yelling, no CAPS LOCK when typing, respecting others’ opinions and work, not clicking on things you are unsure of

• Protecting young learners – not exposing young children to inappropriate content, not signing children up to sites with age restrictions, reporting inappropriate websites or content

• Reporting bullying so it can be addressed • Posting appropriate online content – posting content with a context and purpose,

giving useful feedback to others • Using devices for their intended purpose – reading and understanding instructions for

the use of devices For additional information about schools and cyber safety, see: http://www.education.vic.gov.au/about/programs/bullystoppers/Pages/princyber.aspx

---- The list of safe, ethical and responsible use of technologies was developed by the teachers who participated in the Contemporary (digital) Literacy Practices of Preps research project - https://fuse.education.vic.gov.au/?KY8WDK

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INDEX - Language learning resources

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I Ideas walls p. 192 Instant messaging (IM) p. 139 Interactive e-books p. 55 Interactive white boards p. 96 iPads p. 95 L Language exchanges p. 138 Language guides p. 94 Language Learning Space p. 82 Learning objects p. 98 Live webcams p. 158 Lyrics p. 144 M Music p. 144 N Newspapers p. 106 O Online dictionaries p. 101 Online games p. 80 Online media p. 106 Online translation tools p. 102 P Panoramic tours p. 169 Phrasebooks p. 94 Podcasting p. 109 Pronunciation correction tools p. 121 Q Quizzes p. 122 R Radio p. 106 Real-time trips p. 172 Real-time VOIP p. 172 Robotics p. 131 Role playing games p. 80 S Screen casting p. 134 Self-paced language courses p. 136 Simulations p. 80

Skype p. 178 Slide shows p. 180 Social networking p. 138 Socrative p. 123 Songs p. 144 Stop-motion animation p. 7 Streaming web cams p. 158 Subtitles p. 68 T Text adventure games p. 80 Translation tools p. 102 TV p. 106 Twitter p. 140 V Video conferencing p. 152 Video dialogues p. 150 Virtual classrooms p. 152 Virtual conferencing p. 152 Virtual tours and trips p. 157 Virtual worlds p. 80 Vocabulary lists p. 64 Vodcasting p. 174 Voice threads p. 175 VOIP p. 178 Vokis p. 18 W Webcams p. 158 Web conferencing p. 152 Web presentations p. 180 Web quests p. 182 Wikis p. 185 Word clouds p. 192 Word walls p. 192 Word/sentence games p. 80 Y YouTube p. 195

A Animated characters p. 16 Animation p. 7 Audio travel guides p. 171 Avatars p. 16 B Bee bots p. 131 Bilingual e-books p. 55 Blended learning p. 199 Blogs p. 21 C Cartoon dialogues p. 32 Chat p. 139 Claymation p. 7 Collaborative learning spaces p. 207 Computer-assisted translation p. 102 D DEECD software p. 60 Dictionaries p. 101 Digital images p. 41 Digital learning objects p. 98 Digital story telling p. 45 E e-books p. 55 eduSTAR software p. 60 Email p. 142 F Film making p. 61 Flashcards p. 64 Foreign language films p. 68 Frame-by-frame animation p. 7 FUSE p. 72 G Games p. 80 Global2 p. 24 Google Earth p. 160 Green screens p. 61 Guides p. 94