|World Bank Photo Collection license|
Monday, December 8, 2014
Sunday, November 30, 2014
|Photo credit: Daniel Go license|
Can you guess where this is going?
Tuesday, November 25, 2014
|Photo credit: Karola Riegler|
Is this you?
You’ve joined Twitter. You’re following a few people. Your profile picture may or may not be an egg. You’ve even tweeted a couple of times. But you’re wondering what all the fuss is about.
Monday, October 27, 2014
|Cover image from Amazon.com|
My teacher bookshelf is, to use the words of an educator I admire, too often "aspirational." It's rare that I find the time and inclination to read books on teaching when I'm working hard at it ten or twelve hours every weekday (and several hours on weekends too). But this book made me go "Yes!" and "Huh!" and "How?" and "Finally!" many, many times as I read it. In short, it's worth it, and I think all educators should read it immediately. Here are four reasons why.
Monday, September 29, 2014
|Photo: DafneCholet via Flickr|
In August and September, many educators make resolutions for the new school year. They resolve to try a new instructional practice, integrate a new technological device or program, or refresh their classrooms with new decor. Some of these resolutions last all year; some fizzle out by October. But there is one resolution that can keep your teaching fresh all year long, for many years to come: building a PLN.
Tuesday, July 15, 2014
All of my Spanish II and III students used cell phones on their final exams this year. And I was so proud of them!
They had been using their cell phones (specifically, QR code scanning apps like this one) all semester to access listening and reading resources. I wrote an earlier post about the benefits of doing this. The final exam, of course, had a hefty interpretive proficiency section as well as speaking and writing prompt, so the students were really just continuing to do what they had been doing for months in class.
Monday, May 5, 2014
|Photo by Roland O'Daniel license|
Recently, I had a thought-provoking experience in my Spanish 3 class. The students had been struggling with using Explain Everything to make screencasts. They'd been frustrated with the app; they were saying things like "I'm not good at technology," "Technology hates me," "I suck at this," and "Why is this so hard?" I felt badly that the assignment wasn't going as smoothly as I'd anticipated, but I also wondered why some of my students were so anti-technology. Why did they lack curiosity about how the technology worked? Why were they reluctant to engage in trial-and-error as they created their screencasts? Why did they seem unreceptive to the possibilities that this technology made available to them? And then I thought that those qualities I wanted to see in them--curiosity, risk-taking, open-mindedness--are the same characteristics that I'm hoping to cultivate in them as language learners. Could we approach learning new technologies in the same way that we approach learning languages?