Ming’s Digital Learning Journey – FOB-Beyond PPP-Creative Use Interactive Technology in LOTE

I have browsed through Teachertube many times.  What’s interest me most is the way that teacher use DV mainly in a instructional way.  There were very few DVs that are made by students as a self-learning project.  I have no preferences whether to use DV either instructively or constructively.  However, I do believe that teacher needs to hand their power of control to their students more, in order to see the benifit of using DV in both spectrums: constructively and instructively.

This is a reactive posting to Miss R’s posting on her school excursion and graduation trip to Canberra.

It is surprising to see how mature and skillful a year 6 student using blog to record her experience on a year 6 graduation trip.  The whole process of producing and publishing her journal is a great way to improve her literacy skills.  It certain help her with her writing skill.  I think we should encourage students to journal any significant events that they think is worth remembering, in any written form, not only it’s a personal record it also help their reading and writing skills.

Well done Miss R. 

Ming and Verginie’s mini DV in relation to LOTE.

This is my a screenshot of my  in relation to the 4 function of New Media “Digital Video” to my KLA LOTE. I hope it make sense to you.

Kim Isabelle’s Paper “Video-Making in Classroom & Community Settings”, has provided more practical examples on how the video-making process has helped students moving from processing to producing. It has also further stressed on the level of involvement by student on many KLA. Drama for example, although ‘live drama is characterized by impermanence, and each experience is new & ephemeral, it can not be reproduced in the same way nor stand for later viewing’ (Isabelle, 2005). The students at that middle school were begging (they are so motivated to be videoed) their teacher to video their performance for later viewing. ‘Because video tape is tangible, for keepsake, for showing to friends and families (Isabelle, 2005). I have personally shared a similar experience as Kim did, when we decided to produce/video a song in a target language, there are a few students who did not want to be in the production. However, as time goes on, they all participated, what interest me most is that two year 7 girls who did not want to be in the video, has actually “complained” to me that they weren’t in it enough.

My thoughts has rested on the idea making an E-portfolio for each of my students with the collection of the actual footage of my students doing role plays, presenting in class in target language. It can also include student’s own video production….

http://proquest.umi.com.ezproxy.lib.uts.edu.au/pqdweb?index=1&did=840059391&SrchMode=1&sid=2&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1225168024&clientId=20928

Ming

I was so inspired by the creative and constructive video projects that many students were actively engaged and produced, while reading the Kearney and Schuck’s paper “Spotlight on authentic learning: Student developed digital video projects“.

One particular idea which was French students produced a video introducing their school to their sister school in France. I could certainly use the idea and expand the horizon: my younger group could certainly make a video about their family: titled “My Family”. They can introduce their family members to us and all in target language. (I am a LOTE teacher) With elder group, they can make a video about class routine, school ground, sport facilities or any topic that interest them. As a group work, since they have to write the script all in target language, that I need to help many to translate, I could design a class blog and put their blog in my blog roll, therefore I can become their private tutor, I can help them translate any part of the script that they don’t know how to. The sky has no limit. I really think I can use it in many ways.

Ming

This is a reactive posting to Athena’s reactive posing to mine.

It’s always nice to hear/see someone like me who are trying out new Digital Medium in classroom.  It’s never easy to start, but once you have done it once.  It can only get easier and better.  Keep trying Athena.  We can certainly share ideas and resources in the future.

Ming

This is a reactive posting to Matthew Kearney’s posting on “Use of Video Medium“.

I really like this posting because it has included so many examples and ideas of “use of video Medium” in classroom.  Be a LOTE teacher, I am constantly seeking for authentic materials to use in classroom teaching/learning.  I have used a number of YouTobe videos in a few lessons.  My students were totally engaged in the lesson.  Not only they practiced Listening, Speaking, Reading skills and they have also learned the cultural aspect of the language.

Ming

This is a reactive posting to Chris Betcher’s posting on “Getting Kids to Blog“.

It’s very useful to see some real practical examples on how blogging is applied in classroom situation. I have set up class blog for my year 9 girls. I called it “homework made easy”. My idea was that I can be student’s personalized tutor. If anything that they would like to learn in relation to Chinese language. I can translate for them and podcasting it, so they can access the information and be able to learn and copy as well.

Ming

This is a reactive posting to Chris Betcher’s post on “where does cheating begin“.

It is very interesting to see that someone is out there sharing similar values and views as I am in relation to students learn to memorize some information vs students know how to use the right tools to find the right information. Personally, I believe it is far better for students to know how to choose the right tools and find the right information than just remember some answers. Our education system on one hand, telling us the importance of teaching our kids to become an independent learners, and on the other hand, when our kids putting their creative thinking cap on and solving the problems and or finding the answers, they are likely to be named cheating.

Further more, our entire HSC and TER system is based on the exams, and the exams are mainly based on what information that you can remember under exam conditions. With such advanced technology, any information can be accessed through our fingertips. Surely the entire HSC and TER system needs a total “makeover” with technology in mind. Anyone agree with me?

Ming