Reflections on Teaching with Technology
I believe the appropriate use of technological resources in the Spanish classroom can enhance second language learning for all students. First, students do not always have access to native speakers or cultural materials from Spanish speaking countries. Internet resources can bring these materials into the classroom to motivate student learning. Contact with native speakers and authentic cultural artifacts can stimulate student interest in Spanish language learning and thus facilitate acquisition. Next, the use of an online course management system aids communication between students and myself. Students can easily view their grades online and contact me with any questions. Also, online homework and assessment provides students with immediate feedback, which is the most effective type of feedback. Students then can take this feedback to fix any confusions or misconceptions. Finally, I have learned the importance of evaluating technological resources to assure they meet my goals for students. I believe that if the technological resource makes it more difficult for students to achieve the goal then it is not worth using the resource. Technology is useful in the classroom when it facilitates student learning to help him or her achieve communicative language learning goals without hindering acquisition.
Course Descriptions
The Spanish Basic Language Program (SBLP) consists of the beginning and intermediate levels of Spanish culture and language instruction. The program consists of a series of three 4-credit semester courses for students who are not native Spanish speakers. The purpose of the program is to develop and improve communication skills when listening, reading, speaking, and writing in Spanish. Communication ability is improved by focusing on linguistic, sociocultural, discourse and strategic skills. In order to accomplish this goal, the program follows a communicative approach with focus on form.
This approach combines content- and task-based materials in a student-centered environment. In addition, the integration of computer-enhanced instruction in weekly assignments aims to facilitate the acquisition of the target language by emphasizing self-paced learning, and by providing immediate feedback and the opportunity to improve.
SPANISH 2 AND 3: Spanish 2and 3 are courses for students who are native speakers of a language other than Spanish. The Spanish 2 and 3 courses are divided into two components — in-class and online. Two hours of these 4-credit, one-semester courses are completed in class and the rest (instruction + homework) is fulfilled on-line.
The purpose of these courses is to develop and improve communication skills when listening, reading, speaking, and writing in Spanish. The courses follow a communicative information-based task approach, which springs from the idea that languages are best learned when real world information becomes the focus of students’ activities. Therefore, during the semester, you will exchange real-life information about yourself and your classmates.
This approach combines content- and task-based materials in a student-centered environment. In addition, the integration of computer-enhanced instruction in weekly assignments aims to facilitate the acquisition of the target language by emphasizing self-paced learning, and by providing immediate feedback and the opportunity to improve.
SPANISH 2 AND 3: Spanish 2and 3 are courses for students who are native speakers of a language other than Spanish. The Spanish 2 and 3 courses are divided into two components — in-class and online. Two hours of these 4-credit, one-semester courses are completed in class and the rest (instruction + homework) is fulfilled on-line.
The purpose of these courses is to develop and improve communication skills when listening, reading, speaking, and writing in Spanish. The courses follow a communicative information-based task approach, which springs from the idea that languages are best learned when real world information becomes the focus of students’ activities. Therefore, during the semester, you will exchange real-life information about yourself and your classmates.
Pedagogical Innovations
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This is an example of my online grade-book. I use the online grade-book platform to record attendance, participation, and all student grades. The students have access to their grades through their student Angel account. Angel allows for easy communication between students and myself because students can easily track their progress in the course and can contact me with any questions. All exams for my courses are given at the Pollock Testing Center at Penn State. The online exam format allows for students to receive immediate grades on the multiple choice sections of the exam. Incorporating cultural lessons into my course content is one of the foundations of my teaching philosophy. This video is an example of a way that I combined the use of technology with cultural material. I used the video to visually show students the Semana Santa holiday in Spain. This video sparked discussion to compare and contrast holidays in the United States with holidays in Spanish speaking countries. |
Communication with Students
Example of Class Presentation
This presentation is an example of a material used in a Spanish 2 section. This PowerPoint was used in a fifty minute class section and includes a review of vocabulary and grammar with communication activities to practice the material. The goal of my classes is to provide students time to practice using the Spanish language to apply what they have learned in My Spanish Lab in a real context.
Please click the link below to download the file.
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