https://padlet.com/erout041/qexdmaonfld2 EDU 7133 Professor Francis Bangou en-us 2017-12-03 22:40:51 UTC 2025-10-17 15:24:23 UTC hello@padlet.com erout041 https://padlet.com/erout041/qexdmaonfld2/wish/212665870 Hello, 
Here I will attempt to explore my becoming in CALL throughout this session, reflecting on other learning and courses I've taken and personal experiences. ]]> 2017-12-03 22:41:21 UTC https://padlet.com/erout041/qexdmaonfld2/wish/212665870 erout041 https://padlet.com/erout041/qexdmaonfld2/wish/212666070 Through the 21st century of learning and teaching that educators are experiences today.  Ripple (2010) explains digital education as developing and preparing students to become technology users in a society that surrounds us with technology.   As we have entered this new world known as the digital age, educators are facing challenges where their students have used technology before attending school (Hollandsworth et. al., 2011).  The percentage of children that are using technology increases each year and educators are finding it hard to keep up with rapid speed of technology enhancements.  Now our students are “online” 24/7, whether it is on their mobile devices, tablets or a computer, they are always connected to the digital world and especially social media. ]]> 2017-12-03 22:43:34 UTC https://padlet.com/erout041/qexdmaonfld2/wish/212666070 erout041 https://padlet.com/erout041/qexdmaonfld2/wish/212666816 Through this course and other technology related courses through the M.Ed program at University of Ottawa I have found that most of the themes and connections with using technologies in the classroom is it relates back to citizenship and participation within the society. Through integrating technologies we are finding our students are being more connected to their surroundings and extending learning that we haven't seen before in a more traditional classroom. ]]> 2017-12-03 22:49:43 UTC https://padlet.com/erout041/qexdmaonfld2/wish/212666816 erout041 https://padlet.com/erout041/qexdmaonfld2/wish/212667358  ]]> 2017-12-03 22:52:55 UTC https://padlet.com/erout041/qexdmaonfld2/wish/212667358 erout041 https://padlet.com/erout041/qexdmaonfld2/wish/212668023 2017-12-03 22:59:33 UTC https://padlet.com/erout041/qexdmaonfld2/wish/212668023 erout041 https://padlet.com/erout041/qexdmaonfld2/wish/212669691 There are many examples that demonstrate students are participating in political issues in digital spaces (primarily social media).  For example,through the The Harry Potter Alliance (HPA) thousands of youth engage in book donations, fundraising money for Haiti and other local and global activities that are empowering youth to make a change (Mitchell, 2016).  Another example of youth becoming more empowered in change is the Me to We organization that is continually attracting thousands of young activists to become engaged and act on social changes locally and globally around the world (Kahne, Hodgin & Eidman-Aadahl, 2016).  Over the years many people believe that young people are becoming disengaged in social, political and cultural issues but in fact over the past decade.  The #BlackLivesMatter movement is just another example of the power young people have when using the internet and social media.  Young people are using social media to circulate information and perspectives (Kahne et. al, 2016), mobilize action (Mitchell, 2016), and ensure others are getting involved and creating the conversation on the societal issues we are facing daily (Kahne et. al.,2016).]]> 2017-12-03 23:07:57 UTC https://padlet.com/erout041/qexdmaonfld2/wish/212669691 erout041 https://padlet.com/erout041/qexdmaonfld2/wish/212670296 2017-12-03 23:12:41 UTC https://padlet.com/erout041/qexdmaonfld2/wish/212670296 erout041 https://padlet.com/erout041/qexdmaonfld2/wish/212671094 Technology integration in education, the classroom and students learning not only puts emphasis on students participation, awareness and skill development as we see through digital citizenship, but through language acquisition and learning as well. ]]> 2017-12-03 23:21:36 UTC https://padlet.com/erout041/qexdmaonfld2/wish/212671094 erout041 https://padlet.com/erout041/qexdmaonfld2/wish/212671525 Technology is an interest that many of our students have, they are continuously involved with the latest and more enhanced technologies and their interest is in computers, tablets and their smartphones.  The fun and games that is brought into a classroom when integrating technology will increase the student motivation in learning and understanding (Riasati &Tan, 2012).  The novelty of new technology can increase learner’s engagement and motivation when completing tasks.  For example the use of personal devices in a classroom such as smartphones has the potential to increase success for student learning a second language if implemented appropriately (Fuente, 2012).  Many times students become frustrated with school technology as it might be seen as slow, broken or they feel they cannot perform a particular task well enough.  Allowing students to engage in devices with multimedia components students are able to represent and express prior knowledge, access and interpret information and allow students to create and design rather than just analyzing others creations (Fuente, 2012). When students engage in something they are interested in, but also contain proficient skills in preforming a task the students learning attitudes increase and it can boost their self-confidence.]]> 2017-12-03 23:25:42 UTC https://padlet.com/erout041/qexdmaonfld2/wish/212671525 erout041 https://padlet.com/erout041/qexdmaonfld2/wish/212671784 Self-confidence is essential for student’s success, especially when learning a second language as many may feel they are not equipped to or become frustrated easily.  Student’s who lack self-confidence they may appear to be shy and lack participation in the classroom (Ozerol, 2009).  Similarly student learning a second language (L2) might experience the same anxiety because they may feel they are behind the rest of their classmates.  Technology use gives students the opportunity to communicate more, as they can do this privately but also able to experience the interactions with other individuals via the use of technology (Ozerol, 2009).  An example of increasing student engagement and self-confidence within the classroom can be done through allowing students to use tools such as blogging or website building (Warschaure, Zheng & Park, 2013).  Students who were learning Polish, were engaged in an activity that involved with email correspondence with people from Poland to help produce a web page that would be published for the public (Warschauer & Meskill, 2000).  They used multimedia; plan, design, and create as a team to ensure that they have included all the necessary components before editing and publicizing the web page.  During this activity student engagement increased, students were communicating with L1 individuals that increased their vocab and understanding of the Polish language as some terms and vocabulary was used that students might not of learned through regular day to day conversations (Braul, 2006).  Students confidence increased as the pressure of creating something individually was lifted, as they were working in a team environment to plan and design that in hand enhanced their understanding (Warschauer & Meskill, 2000).  As the use of technology in the classroom enhances student engagement and confidence it also allows for students to engage in collaborative learning.   ]]> 2017-12-03 23:28:39 UTC https://padlet.com/erout041/qexdmaonfld2/wish/212671784 erout041 https://padlet.com/erout041/qexdmaonfld2/wish/212672911 Technology allows for collaborative learning and independent learning opportunities for students learning a second language.  New technologies enables students to collect more information and interact with the resources efficiently but also allow the student to connect to the world outside of the classroom (Riasatit & Tan, 2009).  When students explore information on the Internet they are able to gain greater access to resources and information to gain a deeper understanding (Crowe, 2006).  There is an increase of collaborative learning within the field of education and teachers are continuously supporting student engagement to learning from one another.  Connections with technology allow students to interact with not only their peers within their classroom but also with other networks that are held online (Bozkurt & Ataizi, 2015).   Learning occurs and students develop the deeper understanding and they are able to analyze information that comes from multiple networks of connections (Downes, 2012).  For example students learning a second language can explore networks outside of the classroom by engaging in social media platforms or email correspondences with L1 individuals (Chapelle, 2007).  ]]> 2017-12-03 23:38:04 UTC https://padlet.com/erout041/qexdmaonfld2/wish/212672911 erout041 https://padlet.com/erout041/qexdmaonfld2/wish/212673016 Susan Miller-Cochran discusses her research in second language writing and technology and ideas she has used within her english learning classrooms]]> 2017-12-03 23:39:18 UTC https://padlet.com/erout041/qexdmaonfld2/wish/212673016 erout041 https://padlet.com/erout041/qexdmaonfld2/wish/212673293 Educators are becoming more aware of the experiences and knowledge that students hold that they’ve gained outside the classroom.  Now with the technologies that students are using they are becoming self-learners, where they can look up information easily and explore topics of interest to them.  Murphy (2006) states that youth are more connected to the world around them then before, as they are circulating news and information through social media platforms.  Through Kahne, Hodgin & Eidman-Aadahl (2016) research on students and social issues, they found that many students are using the Internet to evaluate, analyze, discuss and circulate social issues.  Educators need to use this knowledge to guide students learning a second language to participate in society and through the new community.  For example a second language class learning French had an assignment where they had to watch the news on TV and engage in online discussions (Warschauer & Meskill, 2000).  During this process students learned about the French cultural and current issues that people were facing in France.  Online the students engaged in discussions surrounding the proposed minimum wage cutbacks in France and conversed with French speakers that were persuasive, negotiating and argumentative (Warschauer & Meskill, 2000).  Students had to learn how to communicate and interact with people through this type of conversation that they might not of experienced before through learning and new language (Warschauer & Meskill, 2000).  As students are engaging in these conversations they are taking their learning outside of an institutionalized environment and deepen their understanding during these authentic learning moments.  ]]> 2017-12-03 23:42:29 UTC https://padlet.com/erout041/qexdmaonfld2/wish/212673293 erout041 https://padlet.com/erout041/qexdmaonfld2/wish/212673571 Educators are fostering the student centered teaching practices, where they are developing their lessons and instructional plans around the student.  By knowing what the students are interested in or engaging in outside the classroom the teacher is able to make their learning inside the classroom more meaningful.  Using technology in a second language classroom so foster conversations online the increases the quality of work that students create (Riasati & Tan, 2012).  Students are aware that what they post online is public for many people to see around the world resulting in better quality of work (Riasati & Tan, 2012).  Students are also gaining a public voice outside of the classroom and through society, as they are able to add perspectives and opinions on social issues through blogs, posts and discussion forums online (Rheingold, 2008).  This new trend of youth participating more freely in social issues has developed over the use of technology and their engagement outside of the classroom.  L2 learners develop their social identity and investment to a new language and are able to do so by using technology and the Internet (Riasati & Tan, 2012).  When a L2 learner uses social media platforms there are generally connecting with people whom native language and therefore increasing their level of understanding and language acquisitions.  Students are able to experience different authentic opportunities that gives them exposure with different styles and forms of conversations and dialogue, a chance to learn new vocabulary, exposed to print text online that will enhance their reading abilities and by conversing online they are improving their written skills as well.  ]]> 2017-12-03 23:45:44 UTC https://padlet.com/erout041/qexdmaonfld2/wish/212673571 erout041 https://padlet.com/erout041/qexdmaonfld2/wish/212673886 2017-12-03 23:49:12 UTC https://padlet.com/erout041/qexdmaonfld2/wish/212673886 erout041 https://padlet.com/erout041/qexdmaonfld2/wish/212674041 2017-12-03 23:50:39 UTC https://padlet.com/erout041/qexdmaonfld2/wish/212674041 erout041 https://padlet.com/erout041/qexdmaonfld2/wish/212674350 So far through my reflection I have connected ideas and themes from integration of technology in education such as citizenship, participation, student engagement, confidence and collaboration.  All of these should not be viewed as independent but rather used together to help create meaningful and deep learning experiences for ALL students. 

How do we use and view technology to increase learning and make learning fun and engaging. One of the ways that I used in my personal experiences but have really enjoyed learning more about through this session is the Flipped Classroom. ]]> 2017-12-03 23:54:27 UTC https://padlet.com/erout041/qexdmaonfld2/wish/212674350 erout041 https://padlet.com/erout041/qexdmaonfld2/wish/212674856 2017-12-04 00:00:04 UTC https://padlet.com/erout041/qexdmaonfld2/wish/212674856 erout041 https://padlet.com/erout041/qexdmaonfld2/wish/212674987 If there is one thing that I think is the most important aspect to proper, effective and quality integration of technologies in education is adequate teacher training and maintaining professional development. A common issue among integration of technology is the lack of confidence teachers hold or knowledge on different technologies, apps and resources they can use for their classroom. Personally this is one of the major take aways from the courses I've taken in the M.Ed program and within my professional experience is keep up-to-date with changes and new teaching and learning strategies or ideas. Part of this I will continue to look at professional development courses offered through the board I work in, outside workshop or courses, additional qualification courses but also courses at a university or college level as well. One thing that I feel taking these courses at a university level is there is a aspect of critical thinking and learning that occurs that educators might not necessarily get through a half-day or day workshop or professional development seminar. ]]> 2017-12-04 00:01:18 UTC https://padlet.com/erout041/qexdmaonfld2/wish/212674987 erout041 https://padlet.com/erout041/qexdmaonfld2/wish/212675953 Being part of online communities is another great way to stay connected with new ideas for teaching and learning.  Here you are able to converse with other educators, share ideas or resources that worked well for some but also critique some resources to see if it is a good fit for your school or classroom. 

One of the benefits to this profession is the ability to talk to a large population of educators and not necessarily having to recreate everything yourself which is why sharing resources, ideas or constructive criticism is very important for successful and quality educators and meaningful learning for our students ]]> 2017-12-04 00:12:19 UTC https://padlet.com/erout041/qexdmaonfld2/wish/212675953 erout041 https://padlet.com/erout041/qexdmaonfld2/wish/212676838

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