Integrating Technology in the Second Language Classroom SUNY Cortland ICC 523 Materials for this course were developed in part through Languages Across the Curriculum grant from the SUNY Office of Educational Technology. Dr. Bob Ponterio Tues. 4:20 p.m. - 6:50 p.m. Office: 225-D Old Main Old Main 223 (Language Learning Office hours: MWF 11:20 12:30, M 1:30-3:00 & Center) by appt. 3 cr. hr. Telephone: 753-2027 (office) Fall 2011 753-4303 (Modern Languages Dept.) E-mail: Important WWW links for this course will be found online. Catalog description: Focus on learning how to use communications technologies and develop related foreign language materials with an emphasis on pedagogically sound integration of these technologies and materials in the foreign language curriculum. Technologies to be explored include: presentation software, interactive multimedia, the World Wide Web, and real-time communication. Prerequisites: Graduate status or permission of the department. (3 sem hr.) This course will develop skills in using the tools of international communications for today's global village. Students will learn to use these tools to create materials through projects directly related to the student's individual language. An adequate competence in the target language is essential for success in this class, and students will be expected to work with and create texts in languages other than English. Examples of the communications technologies to be explored include: presentation software (PowerPoint), the World Wide Web, real-time communication (voice and video conferencing), software for digitizing media. The course is intended for language teachers wishing to incorporate electronic communications technologies in their curriculum. Students should already know the basics of word processing, email use, and WWW navigation. Needed for class: - A computer - Duh! - A USB flash key memory drive or something similar. I also like WD My Passport external hard drive. - We will use MS PowerPoint for one project - you should be able to find it in most computer labs and you probably already have it. - You will definitely need software to edit your web pages at home: Kompozer will be our main web software. I prefer Adobe Dreamweaver for web development, but it now costs about $125 with an academic discount. Kompozer is free and can do everything you need for this class http://kompozer.net/ . Don't forget to download the right copy for your operating system (Windows, Mac, Linux). I am looking for a deal on Dreamweaver for under $100 that might allow us to use that instead. Do NOT try to use MS Word to make web pages or fire and brimstone will rain down on your head. Other reasonably priced options for your future web development are Microsoft Expression Web (academic discount) and CoffeeCup 2008 (free for k-12 http://www.coffeecup.com/k12/) . Review of free editors: http://webdesign.about.com/od/windowshtmleditors/tp/free- windows-editors.htm - Our image editing software is Adobe Photoshop Elements. I recommend that you buy this for about$70 (academic pricing). It is excellent software but it is NOT required, and if you have other image editing software with the features we'll be using (e.g. GIMP, Paint.NET, PhotoPlus) that is fine. GIMP is free and has a very good reputation : http://www.gimp.org/ . Paint.NET, also free, is reported to be less powerful than Gimp but easier to learn: http://www.getpaint.net/ - Our sound editing software is Audacity (free) http://audacity.sourceforge.net/ . To save as mp3 using Audacity, be sure to follow directions on the Audacity web site for installing the LAME encoder. Adobe Audition is an excellent professional sound editor, but is quite expensive and is far more powerful than you need. - Check out: http://www.freetech4teachers.com/ Possibile additions: Smartboard, Google Voice, Excel for data collection, Skype options screen share, Course Schedule (in progress) 30 August Introduction to course; assignment 1 6 September E-mail with accents (character sets), word wrap, attachments, and long links; Viewing file extensions in Windows; Zip compression - archiving files & folders for easy transport; Photo class list or seating chart in MS Word ; Professional e-mail: your address & signature (How do you want your students' parents or your boss to see you?) What's in a computer?; Internet Browser Basics (Firefox, Chrome, Internet Explorer); WWW searching; Web editor overview: KompoZer version of HTML intro; (Dreamweaver HTML intro; Old Netscape version of HTML intro) Web Page Creation Step-by-step Tutorial: KompoZer version for creating your first web page; (Creating your first first web page - Dreamweaver; Old Netscape version for first web page) Blackboard (for online discussion): eLearning (directions) assignment 2 13 September Copyright considerations; Flowcharting and Storyboards and Beginning WWW resources; Audio homework: Google Voice & Lingt Designing an index page for your assignments; Web space setup for SUNY Cortland ; FTP to publish your page (publish Table of Contents page); Scanning introduction; - Discussions - There are currently 3 discussions in place for the Literacy article, the FLTEACH article & the Laptops and Gizmos newspaper articles. assignment 3 20 September Scanning (continued); Digital cameras; Photo editing (Photoshop Elements - or CE); Clip-art - finding and using ; mini-project 1; assignment 4 27 September We will spend time in class working on projects; Sound 1: Sound recording basics; Identifying pedagogical goals, objectives & outcomes (very important); Web page vs. blog (look over at home); WebCam; (Examine briefly.) assignment 5 4 October Presentations of mini-project #1 (If you are having trouble with scanning or sound, focus on other aspects of your site instead. Navigation and layout are more important); Creating your own clip-art; Sound 2: Sound editing basics 2 ; What's a Wiki? Talking about Fair Use; Audio blogs & audio homework (Wimba, gabcast); assignment 6 11 October Work on your second project: mini-project #2 Note that in this project you need to have a pedagogical goal and clear objectives (What are your testable learning outcomes for the lesson?). You will also need to think about using sound and inserting places for student interaction. The following lessons should suffice for what we are doing, but we will have time to work on these next week. Sound 3: Embedding sound in a web page; Interactive Web 1 - Basic Forms and Text boxes for feedback; Sample vocabulary presentation with sound & drop-down boxes; Go through the PowerPoint introduction and tutorial; spend some time using PowerPoint. PowerPoint 1: PPT Introduction; (PPT 2003) Tutorial - Creating a PowerPoint presentation; (tutorial for PPT 2003) Do the Style lesson on your own. Say it with Style; assignment 7 18 October Finish mini-project #2 (We can try to finish them during class.); PowerPoint 2: PPT yes/no answer feedback; PPT yes/no for PPT 2003; Video 1: Single Shot Video capture, crop and trim; Video camera recording; Windows Movie Maker video editing; Video 4: Convert and embed mp4 video for maximum compatibility; Questions for PPT project? assignment 8 25 October Video 2: Embedded video streaming; Compressing sound or video in RealProducer (old); Video 3: Grabbing YouTube or Google videos for use in class; PowerPoint 3: PPT Interactive Animation within a slide for PPT 2010; PPT Interactive Animation within a slide for PPT 2007; PPT Interactive Animation for PPT 2003; PowerPoint 4: PPT Interactive Questions with Multiple Feedback Slides; PPT Multiple Feedback Slides for PPT 2003; Interactive Web 2 - Mouseover Table Feedback in web pages using background colors; In-class work on PPT projects 1 November PPT project presentations; Interactive Web 3 - Making form elements more interactive (drop-down, radio buttons) ; Pedagogical models for authentic materials: examine descriptions and sample lessons: Shrum and Glisan & PACE; Phonetic symbols for Web & Word; assignment 9 8 November Sound 4: More sound editing; Interactive Web 4 - Automatically checking students' written answers in a text box (modo) ; Interactive Web 5 - Longer Interactive Feedback from an Array; Work on mini project #3 - lesson following a model; Glossing texts in Word 2007; Glossing for Word 2003 ; Sounds in Word; Interactive Web 6 - Glossing texts for the web (anchors & popups); What's a podcast?; (Java Applets - Word Magnets; ) (Finding funding (grants).) 15 November Control the appearance of links; Take a look at our Florence (NdP) glossing sample (using layers to control gloss contents & location); Making image maps in Dreamweaver; Re: Glossing, an article on vocabulary support for reading online - ON THE NET : Vocabulary Support for Independent Online Reading Desktop video conferencing; Creating simple videos for web pages with digital video cameras; 22 November 30 November Mini project #3 - Web-based using text boxes, glossing, mouseover; Work on final projects (Video 5: Cropping a movie in Adobe Premiere; ) (Video 6: Putting it all together - video projects - overview & film; ) 6 December Interactive Web 7 - Popup windows for images Interactive Web 8 - Popups using Dynamic HTML CLEAR Audio Dropbox (video project - edit ) (Synchronous virtual environments: Second Life, Moo; ) online Crossword Puzzle Maker / Instant online CW maker / for sale Crossword ( Digital portfolios;) (A simple Mailto form;) Final Exam Final project presentations; Time: Tuesday, December 13, 4:20 - 6:50 p.m. Student projects Fall 2011 Student projects Fall 2010 Student projects Fall 2009 Student projects Fall 2008 Student projects Spring 2008 Student projects 2007 Course Description and Class Attendance Policy As electronic communication in an international marketplace continues to make the world seem smaller, it behooves us to develop the skills needed to interact with people using these media across cultural and linguistic divides. This class is designed to provide an introduction to and hands-on experience with many computer and Internet applications that serve as adjuncts to communication. Students will learn to use these communications technology tools to develop materials and projects directly related to their individual areas of interest or major.