How Instructional Technology helps Chinese Language Learners?
“The integration of technology should serve as a bridge between Content Knowledge and Pedagogical Knowledge for the purpose of maximizing student achievement” (AACTE, 2008, p.113).
From ECI 546 New Literacies and Media, the most important piece I learned is the Technological Pedagogical Content Knowledge (TPACK) frame. Seeking the perfect overlapped area among Technological Knowledge, Content Knowledge and Pedagogical Knowledge is always my goal when planning my lessons.
There are so many cool web tools available on the Internet that can be integrated in instruction effectively. In the PBI Group Project, my partners and I designed and implemented a Student Engagement in a Multimedia Inquiry Unit in an English Language Arts class, in which students are engaged in Chinese traditional philosophy and literature with various web tools (VoiceThread, Voki, Toondoo, Blogs, Lionit etc.).
After finishing this unit, from students' feedback, they are more self-motivated and engaged throughout the project because they felt that they were allowed to make their own choices and work on their own schedule using web 2.0 tools.
There are so many cool web tools available on the Internet that can be integrated in instruction effectively. In the PBI Group Project, my partners and I designed and implemented a Student Engagement in a Multimedia Inquiry Unit in an English Language Arts class, in which students are engaged in Chinese traditional philosophy and literature with various web tools (VoiceThread, Voki, Toondoo, Blogs, Lionit etc.).
After finishing this unit, from students' feedback, they are more self-motivated and engaged throughout the project because they felt that they were allowed to make their own choices and work on their own schedule using web 2.0 tools.
coxyuanyangpbipaper.docx | |
File Size: | 23 kb |
File Type: | docx |
Now that instructional technology helps students be more self-motivated and engaged in an English Language Arts class, I decided to try to integrate instructional technology in my Chinese as a foreign language class.
My action research for ECI 523 Teachers as Researchers is technology integration in Chinese classes, aiming to incorporate the TPACK framework in my classroom to facilitate my students’ Chinese language learning.
Through this research, the students were engaged in various classroom activities with various technologies such as flip camera, Voki and VoiceThread. After months, the students’ Chinese learning, especially speaking Chinese is enhanced. According to students' responses, in end-of-research survey and interviews, they love using technology in learning and had fun with those activities. In the next semester, I am glad to see that most of students take the next level Chinese courses and from my little survey at the beginning of this semester, the top 3 activities they love are Speaking Poster, Taboo and Voki.
Through this research, the students were engaged in various classroom activities with various technologies such as flip camera, Voki and VoiceThread. After months, the students’ Chinese learning, especially speaking Chinese is enhanced. According to students' responses, in end-of-research survey and interviews, they love using technology in learning and had fun with those activities. In the next semester, I am glad to see that most of students take the next level Chinese courses and from my little survey at the beginning of this semester, the top 3 activities they love are Speaking Poster, Taboo and Voki.
final_report_-_lu_yang-1.doc | |
File Size: | 120 kb |
File Type: | doc |