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Design Process
This image shows the TPACK model which is the technology framework used to integrate tech tools into the classroom In today’s ever-changing world gaining proficient language skills is so important as it can help broaden cultural understanding and improve intellectual capacity. Here in California, workers who can communicate effectively with others from non-English speaking nations are needed as the state’s role in the global economy is growing. To that end, it is important that educators have the skills to train and teach their students effectively so that they can acquire foreign language capabilities. Learning a language for some is not an easy task and can be very challenging. Teachers are looking for new methodologies to motivate students and to make them speak and understand foreign languages more fluently. The purpose of this study was to find out if using tech tools and French songs in the classroom helped the students acquire new language more easily and pronounce new vocabulary better. Student engagement was also monitored. In order to begin to solve the problem mainly qualitative data was collected as part of this research.
Video presenting ideas for my capstone: Please click on the link below to watch this 1 minute video:
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Research
Support and Next Steps
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SOCIOLOGICAL, INFORMATIONAL, TECHNICAL & EDUCATIONAL PERSPECTIVE
SITE PERSPECTIVE of AUDIENCE/COLLEAGUES
Sociocultural: This study took place in a French 1 class at Justin-Siena High School. There were 23 students in this study, 39% were male and 61% were female. Students were aged between 14 and 15 years old. The class was predominantly white caucasian; there were 4 latino students and 2 vietnamese students.
Informational: Students were familiar with many of the apps that were used for this project, except perhaps for the QR code app. They were comfortable with using Youtube to find videos and had some experience of using Imovie or the movie function within their IPAD. Students were allowed to work in different areas outside of the classroom to make their proposed videos. They made their own karaoke videos, so had to decide how they would show the words on their video - either electronically or with a student holding up words which they had written out on card or paper.
Technical: Students brought their school-issued IPADs or borrowed computers from the Gasser Center in order to access the internet and digital tools and apps. They were given basic training on how to use Adobe Spark and were given freedom to find suitable tools to present a video or poster. They were introduced to the concept of QR codes and told that they needed to provide one for their video or poster presentation. Most students found technology and apps relatively easy to use, but for those that needed support the teacher and technical support personnel were available to help. Students already had used Adobe Spark once and had experience of using apps and programs such as Educreations, Google slides, Google docs, Prezi, Youtube, Imovie and Flipgrid. Students looked on Youtube for potential French songs to choose, together with videos of the full song and the karaoke versions.
Educational Context: We are now entering an era where technology is becoming more and more prevalent and a part of daily life. The way that students are being educated is changing particularly since the implementation of the Common Core Standards in 2010 where students are being taught to collaborate more, communicate, be creative and think critically. Foreign language teachers are looking for ways to boost their curriculum and courses to help attract and keep students. Most colleges require students to complete three years of a foreign language at high school, and many college-bound students will do this, but to be a good well-rounded language learner, four years is better. According to the World Language Content Standards for California Public Schools, the curriculum needs to incorporate teaching all four skill areas of the language - listening, speaking, reading and writing, together with a cultural portion. Teachers want students to enjoy learning a foreign language as much as possible and for them to feel motivated, so encouraging others to feel the same. Learning a language can be very difficult and complex for students at times. They often need a lot of repetition and practice to absorb new vocabulary so that they can use it effectively in sentences of their own. Therefore, as educators are looking for ways for students to experience vocabulary repetition and review and improve their engagement in class, using music as a tool in the classroom along with technology could be an effective way to achieve this.
SITE PERSPECTIVE of AUDIENCE/COLLEAGUES
Sociocultural: This study took place in a French 1 class at Justin-Siena High School. There were 23 students in this study, 39% were male and 61% were female. Students were aged between 14 and 15 years old. The class was predominantly white caucasian; there were 4 latino students and 2 vietnamese students.
Informational: Students were familiar with many of the apps that were used for this project, except perhaps for the QR code app. They were comfortable with using Youtube to find videos and had some experience of using Imovie or the movie function within their IPAD. Students were allowed to work in different areas outside of the classroom to make their proposed videos. They made their own karaoke videos, so had to decide how they would show the words on their video - either electronically or with a student holding up words which they had written out on card or paper.
Technical: Students brought their school-issued IPADs or borrowed computers from the Gasser Center in order to access the internet and digital tools and apps. They were given basic training on how to use Adobe Spark and were given freedom to find suitable tools to present a video or poster. They were introduced to the concept of QR codes and told that they needed to provide one for their video or poster presentation. Most students found technology and apps relatively easy to use, but for those that needed support the teacher and technical support personnel were available to help. Students already had used Adobe Spark once and had experience of using apps and programs such as Educreations, Google slides, Google docs, Prezi, Youtube, Imovie and Flipgrid. Students looked on Youtube for potential French songs to choose, together with videos of the full song and the karaoke versions.
Educational Context: We are now entering an era where technology is becoming more and more prevalent and a part of daily life. The way that students are being educated is changing particularly since the implementation of the Common Core Standards in 2010 where students are being taught to collaborate more, communicate, be creative and think critically. Foreign language teachers are looking for ways to boost their curriculum and courses to help attract and keep students. Most colleges require students to complete three years of a foreign language at high school, and many college-bound students will do this, but to be a good well-rounded language learner, four years is better. According to the World Language Content Standards for California Public Schools, the curriculum needs to incorporate teaching all four skill areas of the language - listening, speaking, reading and writing, together with a cultural portion. Teachers want students to enjoy learning a foreign language as much as possible and for them to feel motivated, so encouraging others to feel the same. Learning a language can be very difficult and complex for students at times. They often need a lot of repetition and practice to absorb new vocabulary so that they can use it effectively in sentences of their own. Therefore, as educators are looking for ways for students to experience vocabulary repetition and review and improve their engagement in class, using music as a tool in the classroom along with technology could be an effective way to achieve this.
The Instructional Design Model, Pebble in the Pond:
This instructional design method is content centered using real life problems, activating prior knowledge. Please click on the link below to watch this 3 minute video detailing the instructional design method: This video was created by Jona Sandau, Jennifer Perkins, Julie Lovie & myself.
The Pebble-in-the-pond theory is very similar to project based learning, which is what students did as part of this research project. They worked together in groups of 3 to 4 and studied a particular song closely. They selected the most salient vocabulary words from the song, presented them to their audience using Adobe Spark and then made a karaoke video which they shared with their audience using a QR code.
This is what the model would look like for these presentations and videos that students made to their peers:
Problem: How to effectively acquire new language/words of vocabulary from a song in the target language.
Component analysis: Students choose a song from the list given and select the most important new vocabulary words to present to their audience. They will make list of those words in both French and English.
Instructional Strategies: Introduction of new words of vocabulary using Adobe Spark together with a karaoke video. They will provide a QR code to access both their vocabulary presentations & karaoke videos.
Interface Design: Videos/pictures with vocabulary words being introduced, karaoke video made using camera from IPAD, iMovie or another application.
This is what the model would look like for these presentations and videos that students made to their peers:
Problem: How to effectively acquire new language/words of vocabulary from a song in the target language.
Component analysis: Students choose a song from the list given and select the most important new vocabulary words to present to their audience. They will make list of those words in both French and English.
Instructional Strategies: Introduction of new words of vocabulary using Adobe Spark together with a karaoke video. They will provide a QR code to access both their vocabulary presentations & karaoke videos.
Interface Design: Videos/pictures with vocabulary words being introduced, karaoke video made using camera from IPAD, iMovie or another application.
Capstone Prototype Drawing: Please click on the picture below to open the link and see the mind map in a larger format:
My logo design:
Why was my logo designed like this?
I felt that it was essential to demonstrate communication as part of my logo, as I see this as the most important feature of learning a language. This lead me to the idea of speech bubbles, together with the word for Hello in the two languages I teach. My capstone deals with language, music and tech tools and I wanted the logo to show them all linked together, ie that the tech tools and music are part of language learning and help students communicate more effectively - this is how I ended up with the speech bubbles overlapping, so it looked similar to a venn diagram. I chose the colors because it made me think of the colors of the flags that those countries represent. Finally I decided to incorporate a catchy phrase to enhance the logo in order to make it more memorable.
I felt that it was essential to demonstrate communication as part of my logo, as I see this as the most important feature of learning a language. This lead me to the idea of speech bubbles, together with the word for Hello in the two languages I teach. My capstone deals with language, music and tech tools and I wanted the logo to show them all linked together, ie that the tech tools and music are part of language learning and help students communicate more effectively - this is how I ended up with the speech bubbles overlapping, so it looked similar to a venn diagram. I chose the colors because it made me think of the colors of the flags that those countries represent. Finally I decided to incorporate a catchy phrase to enhance the logo in order to make it more memorable.
My logo design process:
