ICT Integration Project: Use of ICT Statement 1.

YouTube YouTube is a website that allows users to upload and view videos. Finding Performative Speech Acts In Lesson 1 Students will use Youtube to find short clips of 3 performative speech acts. They will then share these clips with their neighbouring students and discusses the action that is being performed. While this activity is taking place I will move through the class to look for any particularly interesting or creative clips of speech acts to share with the whole class using the digital projector. There is the possibility of students quickly going of task and looking up unrelated videos, however by informing students that I will be on the lookout for interesting and creative examples, this will both warn the students that I will be monitoring their work, and provide motivation to find the best examples. The purpose of this exercise is to enable the students to apply the concept of a performative speech act to real life examples of human activity. The Class text contains an activity in which students are asked to identify the act being performed in a number of written examples. This limits the students to only considering those speech acts contained in the examples. The use of Youtube allows me to reverse this activity. By asking students to first consider possible speech acts and then find examples, this activity enable students to think creatively, coming up with a wide variety of possible actions that can be performed through speech. Humpty Dumpty Clip During the introduction to Lesson 3 I will play a short clip from the film Alice in Wonderland: Through the Looking Glass (Allen and Harris, 1985) on the digital projector. This is a shot segment of a much longer Youtube video which I extracted using Tubechop. Tubechop is a Website that allows you to chop out a segment of a longer Youtube video and created both a new link and embed code for that segment of video. Using Tubechop I will be able to play the exact portion of video that is relevant to the lesson without having to queue up the video beforehand or manually stop it at the right point. The students homework readings contain an extract of the same portion of Lewis Carrols original book Through the Looking Glass, that the clip is based on (Millet & Tapper, 2007) The purpose of playing the clip in the introduction to the lesson is to set the scene for the class discussions to follow. Towards the end of the lesson, following the Survey monkey activity (below), students will be asked to drawn connections between the Class Poll results and the claims of Humpty Dumpty in the clip. As an alternative to the Youtube clip I could have the students reread that portion of the text book, however, seeing the scene played out will enable those students who are predominantly auditory and visual learners to engage in the material in a way that they could not with the written version.

Page 1 of 6

2. Survey Monkey Survey Monkey is a free online resource for creating surveys which can then be responded to either online or via text message. Lesson three students will be asked to complete a survey in which they are asked to classify a series of names as either Cat Not cat or Not sure. The second question of the survey then asks students to compare their answers to question 1 with their neighbour. If their results differed they are asked to account for the difference. If their results where the same they are asked to comment of those nouns they thought most likely to be classified differently by some members of the class. When every student has completed the survey the results to question 1 will be displayed on the digital projector and discussed by the class. The purpose of this activity is to demonstrate the relationship between words and the concepts that they signify, and to highlight the arbitrary nature of this relationship. Question 1 of the survey has been designed so that there are some names which will be classified in different ways by different students. During class discussion students will be prompted towards the conclusion that the same word can signify different concepts for different people. Students individual answers to question 2 of the survey will not be displayed on the digital projector; however, the question will be discussed during the whole class review of the answers. The purpose of including a reflective question in the class poll is to provide students with an opportunity to think reflectively about the activity prior to engaging in a while class discussion. The students responses to question 2 will also be reviewed by the teacher after the lesson as a means of informal assessment. This activity could alternatively be conducted using a handout, or textbook activity rather than an online Poll, however these activities would not allow every students answers to be displayed visually as a prompt for class discussion. At most student would be able to share their results with those students sitting closest to them. A survey of 30 students is far more likely to provide a varied array of answers than a comparison of only one or two. Furthermore a worksheet or textbook activity would not allow the teacher to review students individual answers to question 2.

Page 2 of 6

3. PrimaryPad PrimaryPad is an online tool designed specifically for education purposes, which allows multiple users to simultaneously contribute to a collaborative text document form multiple computers. During lesson three I will conduct an activity in I enter the following example sentence into primary pad In philosophy we use words to investigate meaning, and then give the challenge students to construct various kind of sentences based on my original example sentence. The various sentences which students construct will then be discussed as a class. The purpose of this exercise is to aid in students understanding of the distinction between a sentence and the proposition that the sentence expresses. The activity will also act to demonstrate the relationship between syntax and semantics. The benefit of conduction this activity using PrimaryPad rather than on a handout or in student workbooks is that students are able to see the various sentences that their class mates have constructed, both during the activity itself, and during class discussion afterwards. This means that students who may be struggling to grasp the distinction between sentences and the propositions they signify will be presented with far more examples from their class mates than the teacher could individually provide. Since the every students answers are displayed it will also be possible for the teacher to identify who these struggling students are. However since individual users are identified by colour not name these students need not be identified to their classmates. A further benefit of Primary pad is that it allows for flexibility in how students are motivated to complete the activity. Students can be encouraged to treat he activity as a collaborative effort to see how many sentences we can come up with as a class, or as a competition to see who can come up with the most sentences or see who can come up with the most interesting sentences. Which approach works best will depend on the individual class. It is also worth noting that PrimaryPad may have difficulty processing a large number of simultaneous users. If this proves to be the case this can easily be overcome by dividing the class into groups so that only one member of each group needs to have the pad open at one time.

Page 3 of 6

4. Google Translate Google Translate is a tool which allows users to translate individual words, sentences, or whole documents, to and from 80 different languages. Babblefish is an alternative website that performs the same function, however, Google Translate is a lot more user friendly. I feel that ease of use is very important when trying to conduct a quick exercise with a class of up to 30 students. Babblefish also contains far fewer available languages. I will be using Google Translate as a part of the introduction to the lesson four which focus on the relationship between culture, symbols and language. Once the class is settled, all students are logged onto their computer and the class role has been completed the students will be instructed to access Google Translate and come up with one interesting sentence to translate. They will then be asked to translate this sentence from English to French, French to German, German to Greek, and then to 3 other languages of their choice between translating back to English. The purpose of this exercise is to provide a prompt for a whole class discussion and Q & A session their homework readings on the relationship between language and culture. I will begin this discussion by asking students how close their final English sentence was to their original sentence. Since the students were allowed to come up with their own sentence and choose three of the languages they used, I expect a variation of results here. This is intentional. Some students will find that their final sentence is identical to their original sentence while others will find that their original and final sentences are quite different. This will lead to a fairly open ended class discussion in which I ask students to draw on their homework readings to theories about why it is that some sentence have changed while other remain the same, and what this can tell us about the relationship between language and culture.

Page 4 of 6

5. Pinterest Pinterest is a social networking site on which user can pin images to subject related boards to be viewed by other users. Users can follow each others board and receive updates as new images are pinned. In Lesson 3 Students will use the Google image search engine to find images of 3 symbols which they believe have meaning. They will then pin these images to a Board on a Pinterest account that has been created for the class. In the image description students will state 1) their name 2) The search terms they used to find the image. This Board is set to secret so that Student information will not be visible to other Pinterest users. Students will be encouraged to find images of symbols that other members of the class may not know the meaning of. In Part 2 of the exercise students will be required to select one symbol, pinned by another student, they do not know the meaning of. They are to use the search terms provided to research the meaning of that symbol and then edit the description of the symbol to include 1) their name, 2) the meaning of the symbol and 3) why they believe this symbol had meaning for the student who posted it but not for them. The purpose of this activity is to demonstrate to students the role that symbols play in our language and to highlight the relationship between symbols and culture. The Class textbook contain an activity in which students are asked to give the meaning for various symbols (Millet & Tapper, 2007). As with the YouTube activity in Lesson 1, the primary benefit of using an online tool such as Pinterest is that it allows me to reverse the activity. By asking student to identify and locate symbols that are meaningful to them rather than simply identifying symbols provided in the text book, students are encouraged to think critically and creatively about which symbols have meaning to them. The purpose of encouraging students to come up with symbols that their classmates may not recognise, and in instruct the students to research one symbol that has no meaning for them is to highlight the relationship between symbols and culture. This is why I have chosen to use a class Pinterest account rather than having each student creates their own account. At the end of Part 1 of the Pinterest activity Students will have access to all of the symbols that their classmates have identified. Those symbols which students do not know the meaning of will, in most cases, be symbols specific to a particular cultural context. For example, students of a particular religion may choose religious symbols, other students who are heavily involved in the arts, sports, or online communities may choose symbols related to those activates. By researching and then updating the description of their classmates chosen symbols, students will be required to think critically about the cultural difference which may have contributed to difference in which symbols each student considered meaningful.

Page 5 of 6

References Allen, I. (Producer) & Harris, H. (Director) (1985). Alice in Wonder Land: Through the Looking Glass [Film]. United States: Irwin Allen Productions.
Carrol, L. (1871) Through the Looking-Glass, and What Alice Found There. United Kingdom. Macmillan.

Millet, S. and Tapper, A. (2007) Philosophy and Ethics: A resource for Units 2A 2B. Cottesloe: Impact Publishing.

Page 6 of 6