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Tablet and Educational App Use in Foreign Language Classrooms

Alyssa McCarthy

Saint Marys University of Minnesota

Schools of Graduate and Professional Programs

Portfolio Entry for Wisconsin Teacher Standards 1 & 2

EDUW 691- Professional Skills Development

Caroline A. Hickethier

February 16th, 2016


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Selected Wisconsin Teacher Standard Descriptors

Wisconsin Teacher Standard (WTS) 1: Teachers know the subjects they are teaching.

The teacher understands the central concepts, tools of inquiry, and structures of the

discipline(s) he or she teaches and can create learning experiences that make these aspects of

subject matter meaningful for students.

Knowledge. (a)The teacher understands major concepts, assumptions, debates, processes

of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches. (b) The teacher

understands how students conceptual frameworks and their misconceptions for an area of

knowledge can influence their learning.

Dispositions. The teacher appreciates multiple perspectives and conveys to learners how

knowledge is developed from the vantage point of the learner.

Performances. (a) The teacher effectively uses multiple representations and

explanations of disciplinary concepts that capture key ideas and links them to students' prior

understandings. (b) The teacher can evaluate teaching resources and curriculum materials for

their comprehensiveness, accuracy, and usefulness in representing particular ideas and concepts.
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Wisconsin Teacher Standard (WTS) 2: Teachers know how children grow.

The teacher understands how children with broad ranges of ability learn and develop, and

can provide instruction that supports their intellectual, social, and personal development.

Knowledge. The teacher understands how learning occurs-how students construct

knowledge, acquire skills, and develop habits of mind-and knows how to use instructional

strategies that promote student learning for a wide range of student abilities.

Dispositions. The teacher is disposed to use students strengths as a basis for growth,

and their errors as an opportunity for learning.

Performances. The teacher stimulates student reflection on prior knowledge and links

new ideas to already familiar ideas, making connections to students experiences, providing

opportunities for active engagement, manipulation, and testing of ideas and materials, and

encouraging students to assume responsibility for shaping their learning tasks.


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Danielson Domains

Domain 1: Planning and Preparation

Component 1a: Demonstrating Knowledge of Content

Component 1b: Demonstrating Knowledge of Students

Component 1d: Demonstrating Knowledge of Resources

Component 1f: Assessing Student Learning

Domain 2: Classroom Environment

Component 2b: Establishing a Culture for Learning

Domain 3: Instruction

Component 3c: Engaging Students in Learning

Domain 4: Professional Responsibilities

Component 4e: Growing and Developing Professionally


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Pre-assessments

Self-assessment of Instruction Related to WTS and Targeted Student Learning Objectives

For Wisconsin Teaching Standards (WTS) 1 & 2, I want to focus on how technology,

specifically educational apps on iPads, can improve student learning and student engagement.

Currently, I am completing my teacher licensing program, for both Spanish K-12 and Biology 6-

12, and will begin teaching in the fall. The La Crosse school district and surrounding school

districts are implementing a 1:1 student to iPad ratio. When focusing on technology use, there is

a clear generational gap between teacher and student. Often times educational technology is

underutilized and/or not used in a way that most benefits students. In many teachers cases there

is a lack of knowledge of the best educational technology and how/when to use it.

I chose descriptors for each knowledge, disposition, and performance for both WTS 1 &

2 to direct my research and learning process. I chose three knowledge descriptors that represent

my foundation before I begin teaching. The first states that the teacher understands the major

concepts and etc. of his/ her discipline. I just took and passed the Praxis II for science and will

be taking the LTI for Spanish in April. The other two descriptors serve as guides for

implementing educational apps. Both describe knowing how students learn and how they build

on misconstructions that affect the learning process. Lastly, my goal as a teacher is to use

educational apps to help provide various instructional strategies that promote learning in all

students.

I chose two descriptors for dispositions that I felt were important to my teaching process.

The first states that teachers understand how knowledge is conveyed from the perspective of

their student; the second focuses on using student strengths and weaknesses as a guide for
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opportunities to learn. Both of these encourage more student based independent learning. My

plan is to use educational apps and technology in the classroom to improve this type of learning.

Lastly, I chose two performance descriptors that can be enhanced by using the school

provided technology effectively in the classroom. The first includes using multiple

representations and explanations in order to capture key ideas. The other descriptor describes

making connections to student experience and providing opportunities for active learning in the

classroom. I included another performance descriptor that states teachers should be able to

evaluate tools for accuracy. This will be key in knowing which educational apps/technology are

most useful for student learning.

The final part of my self-assessment focused on all four of the Danielson domains. I felt

that incorporating educational apps in the classroom makes connections with each of the

domains. Domain 1 includes using my knowledge of students and content to find the best

educational technology (resources) available to me. Domain 2 focuses on providing a classroom

culture that encourages learning; classroom culture can be greatly enhanced by iPad use. Apps

and iPad technology can also be used to make instruction more engaging (Domain 3). Lastly,

learning how to use resources available to me more effectively allows me to grow professionally,

referenced in Domain 4.

Assessment of Student Performance and Learning Environment While Learning Targeted

Objective, Based on Standard Expectations

One of the most challenging aspects of learning a new language is bridging the gap to

fluency. Teachers can teach chapters and chapters of vocabulary words or grammar rules, but

fluency comes with practice. A students interlanguage grows with every lesson; however,

becoming fluent requires more experience and immersion than a book can provide. One goal of
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the Wisconsin Model Academic Standards (WMAS) for Foreign Language Teaching is

communication. Based on discussions with fellow college graduates with foreign language

majors/minors, after years of learning students still lack the confidence/experience to use

conversational Spanish.

In many cases students in foreign language classrooms are memorizing grammar rules or

vocabulary in order to pass a test or assignment. However, the information isnt transferring to

larger tasks (conversations, papers, etc.). Students are bored with the simple drill activities that

have become ingrained in foreign language curriculum. For example, creating Spanish-English

flashcards or vocabulary lists is a routine studying activity. However, I have learned this helps

very little when trying to apply the word in conversation. If the student is unable to think of the

word in conversation, all he/she has committed to memory is its English equivalent. Instead

learning a Spanish synonym or definition, as well, could be more applicable. Students arent

learning to effectively apply what is taught in the classroom. Foreign language activities arent

engaging students to actively learn the language or immerse themselves into the culture.

Based on the experience of learning a second language through various teaching

methods, individual student engagement is the key to success. Students that continued to explore

their interests in the second language outside of the classroom showed noticeable improvements.

There is a gap between these students and those who rely solely on classroom instruction. One

to one classrooms provide an opportunity for more individualized student learning and greater

student engagement. Learning the detailed rules of a new language is tedious; however, applying

them can be done in applicable ways.


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Assessment Conclusion and Essential Question to Guide Research

The self-assessment, student performance assessment, and the learning environment

assessment show a need to improve classroom applicable experience, including the practice of

conversational Spanish. If unengaged in the learning of a new language, students fall behind and

risk never reaching fluency. Educational apps and iPad technology are vital tools that increase

student engagement. They provide student centered learning and immersion into a culture. My

research will focus on the apps/tools an iPad/tablet provides to a foreign language classroom.

The question that will guide my research is: How can I use educational apps on an iPad in order

to increase student achievement and student engagement in active learning?

Research Summary

It is hard to believe the iPad was released only 6 years ago. Before 2010 nobody had any

idea what a tablet was and Apple could not predict what it would become. Now, iPads/tablets

are replacing computers in fields like education, customer service, and business. For many

school districts, the iPad has made the idea of a 1:1 classroom a reality. Despite their popularity,

there has been little research done to discover the full potential of tablet use in the classroom.

Students are already using tablets to surf the web, take notes, and write papers. What else can

tablets bring to education? Specifically, how can teachers use the iPad to improve their lessons?

In her study, Mona Alhinty (2015b) found that iPad use in a foreign language classroom

improves student motivation by increasing collaborative learning. She cited that second

language learning is a social process (Alhinty, 2015b, pg. 24). According to Alhinty,

iPads/tablets are useful in collaborative learning due to their 360 degree viewing (Alhinty,

2015b, pg. 25), portability, and multi-touch screen (Alhinty, 2015b, pg. 25). Students were

able to view and create presentations together while sharing an iPad in the classroom. They were
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able to play multi-player educational based games and problem solve. Lastly, students used apps

to share language tools, tips, and accomplishments with peers inside and outside of the

classroom.

Jennifer Demski (2011) wrote about the impact mobile devices had on all aspects of

students language learning in her article for T.H.E. Journal. The iPads offered students instant

definitions and visual support. Reading comprehension greatly increased due to the Kindle

Reader app. Students simply had to tap a word in order to define it. Speaking abilities improved

as students were able to use recording apps in order to assess and track their fluency. Listening

abilities also improved as students had access to audio books, music, and television in the second

language. Lastly, the mobile devices improved the language learners writing skills because it

increased the creativity range of a school project. Students were able to individualize and create

projects that showed understanding of curriculum.

Mona Alhinty (2015a) also wrote an article classifying and describing tablet use in the

language classroom. She creates a framework that classifies tablet apps into five different

categories. These categories include:

1. Communication and collaboration

2. Content-access

3. Productivity

4. Interactive

5. Storage applications

A lot of the apps included in these categories overlap with uses mentioned above. However,

Alhinty discussed one important app: YouTube. YouTube provides language learners with

videos full of culture and authentic use of the target language. It also provides students with
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visual instruction and tools from all over the world. In her article, Alhinty also described the

benefits of educational interactive game apps. Students become excited and enthusiastic

(Alhinty, 2015a, pg. 47) to learn the language content. Educational game apps motivate children

to use the iPad to learn instead of just for fun. These are two characteristics of interactive games

that encourage fluency as students continue learning the language outside of the classroom.

Kermit Belcher wrote about a case study of a 1:1 tablet high school in his capstone. The

result of this case study was The Integration Guide- a guidebook for other schools to use as a

resource. According to the guidebook, the iPad provided the students and teachers with many

tools. For example, each iPad was equipped with ODESSEYWARE and iTunesU.

ODESSEYWARE is a website that contains supplemental course instruction and iTunesU allows

teachers to design their own completely digital course. These two tools would allow students to

bring the Spanish classroom home. Additionally, when interviewed both teachers and students

said they liked the 24/7 student-teacher communication tool access and the note taking apps.

Students were able to participate in discussions as well; often times students took pictures of the

whiteboard instead of taking detailed notes. Using the iPads gave students instant access to

research and instructional videos through the library and the Internet. In this case digital copies

of textbooks were available for many classes too. Finally, both students and teachers liked the

app Edmodo because it offered an educational and safe Facebook-like experience.

In conclusion, iPad technology is under researched in the field of education. Research

has shown that iPads increase student engagement and independent learning. However, there is

little information or research that provides teachers with tactical applications for iPad apps.

There is a technology gap between the student-teacher generation; teachers have the tools to

close this gap, but often lack the knowledge to use them.
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Research Implications

My initial research question was, How can I use educational apps on an iPad in order to

increase student achievement and student engagement in active learning? iPads are

underutilized in education and their use in the classroom is widely under researched. In the end,

I learned many different uses for the iPad, including several helpful language learning apps.

Educational apps can reinforce or enhance information taught in the curriculum. According to

research, apps can be used for collaboration, communication, storage, and interactive learning.

They can also improve reading comprehension, writing, vocabulary, and speaking skills. These

apps can individualize learning and I can envision students using many of them to actively learn

a second language.

For example, voice recording apps can be useful for assessing pronunciation and gaining

confidence in spoken language. Dictionary apps are important tools that can improve reading

comprehension. Note taking apps and digital classroom technology keeps students and teachers

organized. iPads give students a creative outlet for project based learning and interactive apps

promote collaborative learning. Lastly, iPads give students the ability to immerse themselves in

another culture through media and music; simply changing the language setting on the device is

one way to begin.

Research-based Action Plan

Action Plan Summary Outline

1. Design detailed lesson plans that include instruction using iPad educational

technology/apps. Use classroom experience as a language learner and source examples to gain

insight and ideas.


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2. Envision teaching a few lessons incorporating three iPad apps in a foreign language

classroom.

3. Evaluate and refine written lesson plan based on the success and failures of the

envisioned instruction.

Targeted Student Learning Objective(s)

Standardized goal: WMAS for Foreign Language, Personal Enrichment, Performance

Standard, K.1. Media: Students will use various media in the language studied for study, work,

or pleasure.

Targeted learning objective: Students will learn to use iPad technology and apps for

study, work, and pleasure in order to improve Spanish skills.

Task(s) and Essential Proficiency Criteria for Targeted Learning Objective(s)

1. Task: Students will be introduced to three iPad apps that are incorporated into

instruction. Students will then use iPad technology in order to complete a group

presentation (each group will teach the class part of the unit).

2. Criteria that Prove Proficiency in Meeting Targeted Learning Objective(s)

a. Students actively engage and participate in iPad led activities.

b. PROJECT GRADING RUBRIC:

Excellent (5) Average (4) Developing (3)

iPad use (includes 3 or more apps used 2 apps used 1 app used
prep and
presentation)

Oral Presentation Minor pronunciation Pronunciation and/or Major pronunciation


and/or grammar grammar errors were and/or grammar
errors occurred, but uncorrected. errors affected
were corrected. comprehension.
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Creativity Presentation Presentation Presentation lacked


incorporated student incorporated student variety of media and
interests/relevance. interest. Various failed incorporate
Various media media was used but own interest/
(visual, audio, etc.) audience wasnt relevance. Lack of
was used. Audience included. audience
was included and involvement.
engaged.

Group Rating* 5-6 3-4 1-2


*Each student will give each group member one point for each of the 6
participation statements he/she completed.
1. Student researched project information outside of classroom.
2. Student participated when brainstorming ideas..
3. Student helped create final project.
4. Student completed his/her fair share of work.
5. Student was a dependable group member.
6. Student incorporated iPad use into the project.

Method(s) to Assess Progress of Proficiency for Targeted Learning Objective(s)

1. Compare and contrast student behavior during tasks and activities with and

without iPad.

2. One method I will use to assess progress will be a 6 question class survey;

students will rate both themselves and classmates.

CLASS SURVEY. Please circle the number that accurately describes your experience
with the iPad. 1-Strongly Disagree, 2-Disagree, 3-Agree, 4-Strongly Agree

iPad use made the class activities more 1 2 3 4


interesting/enjoyable.

You were able to incorporate your 1 2 3 4


interests and learning Spanish using the
iPad.

Classmates actively participated in iPad 1 2 3 4


class activities.

iPad apps can help improve study 1 2 3 4


skills.
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I used the iPad at home in order to learn 1 2 3 4


new things related to Spanish class.

I would like to complete more 1 2 3 4


coursework using the iPad.

Parent comments:

Post-assessments

Instructional Insights Related to WTS and Targeted Student Learning Objective(s)

I am now confident in my ability to effectively incorporate iPad apps into my lesson

plans. After researching the iPads potential in the classroom, I have realized the gaps in my

foreign language education and how apps can fill them. As a student I sat through monotonous

drill vocabulary and grammar activities. I took Spanish classes for 6+ years before studying

abroad and I found myself frustrated by the lack of transfer from this type of learning. I knew

foreign language classes needed something more; classrooms needed to become more student-

centered. My plans to add technology and educational apps to Spanish instruction can help bring

applicable language learning to the classroom.

I began my search for useful apps and tested them from the eyes of a new learner. The

first app I started using regularly was the Kindle Reader App. This app gives students access to

familiar stories and books but in the foreign language. I found the dictionary feature mentioned

earlier to be extremely helpful (Artifact A). I also found myself highlighting vocabulary and

idioms I wanted to remember. Next I began envisioning how to incorporate this into an

independent student based lesson plan. I decided to have students complete a semester long

book report. Each student can select a familiar story/book in Spanish, read it, and present it to

the class.
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Next, I started to look for apps that promote Spanish speaking skills. I found apps, like

Ottercall and DuoLingo, that help score pronunciation a bit frustrating. Although I felt these

apps were helpful when they worked, I found their speech recognition mistakes frustrating. As

new learners it is important that students are not discouraged by an app error. To my surprise, I

preferred using recording apps like QuickVoice. It was easy to save, send, and replay to the

recording. Foreign language learners could record and listen to presentations for practice. They

could rate the pronunciation of themselves and peers. As a teacher, it would be a great

assessment tool for the students that are too shy to consistently speak in class. In order to be

effective, I would incorporate weekly recording participation points to my lesson plan.

I found another Spanish speaking app, called Busuu, that I couldnt pass up incorporating

into instruction. This app is the perfect example of using app technology to bring applicable

language practice to a classroom setting (Artifact B). Busuu is a social network created

specifically for language learning and is made up of both language learners and native speakers.

This app includes vocabulary, lessons, and writing prompts that all lead to a speaking session

with a native speaker. The conversation is also followed by a recording session. This app

heavily stresses the importance of learning oral Spanish. Also, if an educational license could be

obtained there is a monthly fee in order to have access to editing features (native speakers correct

student work). Lastly, the app includes mock conversations (using recordings) that can be used

as assignments. Finding a conversational app like this is exactly what led me to this research

question. After envisioning how to use this in the classroom, I decided to set a semester time

requirement to spend on this app, including a time log and journal. This app gives students

exposure that cant be rated by a letter grade.


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Then I began searching for Spanish language listening apps and I came across an

excellent app called FluentU. The student would be able to pick the language and level, so its

perfect for differentiated learning. This app includes movie clips, news, and popular culture; it

offers a Spanish YouTube-like experience. Students can pick videos that interest them and listen

to native speakers use the language (Artifact C). When I attended language courses, I often

forgot how fast native Spanish actually is, because classroom Spanish is so slow. If there isnt

sufficient exposure, the change can become overwhelming. I also chose this app because it

contains subtitles in both English and Spanish. It is easy to get lost when listening to a native

speaker and this feature will help students keep up; I even found myself using it.

The last type of app I searched for was an app that increased collaborative and interactive

student learning. Some of my favorite memories of classroom learning involved collaborative

and interactive learning. I am determined to increase this type of learning in my lesson plans and

research has shown that iPads are great tools to do so. There are a ton of apps to chose from for

this type of learning. First, I tried finding interactive game apps. Originally, I thought this

would be a great addition to Spanish curriculum. On one hand, game learning and competition

motivate students to learn; on the other hand, after testing these games from the point of view a

student, they became quite monotonous. So I decided to incorporate game learning as a

classroom behavioral reward. Most of these apps are based on simple drill activities, I found that

MindSnacks correlated most with classroom applicable vocabulary. Struggling students can

even use this app to study before a test.

Since game apps showed little classroom improvement, I focused my next search on

collaborative educational apps. I needed apps that encouraged student participation/feedback in

class and in groups environments. In college survey technology, like Kahoot, was popular with
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students and iPads make them a possibility in the K-12 levels. Using this type of technology

teachers are able to ask questions to the whole class and receive immediate feedback. As a

teacher, Kahoot surveys make it easy to track student progress during a lesson. As a student,

Kahoot surveys make lectures interesting and help track comprehension. Kahoot is a great

teacher-student communication tool.

Student-student collaboration can also be enhanced by iPad technology. I took a course

in college that was completely focused on student collaboration; however, it centered around an

immobile Smartboard. I enjoyed the idea of collaborative learning activities in the classroom,

but the activities became tedious when the entire class huddled around one screen. I began

researching apps that would bring the technology of a Smartboard to the portable screen of a

tablet. In the end, I found the Educreations Interactive Whiteboard. This app allows me to

create and send/post lesson plans. Similarly, students can create videos/lessons to send to and

help classmates. Students can collaborate and create things together in a classroom setting at

home. Lastly, like my professor did, I can create interactive activities that each student can

access on their own screen.

Comparison of Student Performance Related to Targeted Student Learning Objective(s),

Based on Expectations

Based on my envisioned instruction, I expect students to use iPad apps to learn Spanish

inside and outside the classroom. After my time researching and envisioning instruction

delivery, I am confident that student interest and independent learning will increase by

incorporating iPad apps into lessons. iPad technology makes it possible to bring the Spanish

classroom home. I expect the gap between the independent motivated learner and the teacher-

dependent learner to narrow.


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My first draft of lesson plans included incorporating assignment work that included iPad

apps. However, I envisioned that becoming tedious to the advanced student and overwhelming

for the struggling student. I decided to change my mindset; instead of forcing the student to

learn with the iPad on his/her time, I would try to inspire the student to want to use it. My

second draft of lesson plans included some assignments, but also activities that would spark

student interest to learn the language at home.

I incorporated a wide variety of apps into my lesson plans and left enough freedom in the

assignments to allow students to learn in the way that best suits them. I envision instruction that

is more individualized to each learner by using app technology. Most importantly, I expect this

added time spent immersed learning the language will improve Spanish conversational skills.

This is one of the biggest hurdles students face in a foreign language classroom. Due to the

added app use, I envision students will feel more comfortable speaking the new language and the

fear of making mistakes will decrease.

Comparison of Learning Environment While Learning Targeted Objective, Based on

Expectations

Based on my envisioned delivery I expect lessons to be more collaborative as student

enthusiasm increases. I envision that students will become more motivated with the more

individualized learning. I expect class morale to improve with the use of technology driven

collaborative activities. The variance iPad technology brings to the classroom will replace

monotonous drill activities. Students will be able to learn together and to teach one another. I

also expect class participation and student engagement to increase. Using the iPad, I will have

access to immediate feedback from my students during lessons. This means students will not
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continue to fall farther behind throughout lecture. I expect students to be actively learning as the

iPad makes participating simple, fun, and less intimidating.

Reflection of Entire Learning Process

My original research question was, How can I use educational apps on an iPad in order

to increase student achievement and student engagement in active learning? Then based on my

research and detailed lesson planning I chose a targeted learning objective: Students will learn to

use iPad technology and apps for study, work, and pleasure in order to improve Spanish skills. I

spent time testing app after app in order to find the most effective one to use in my classroom. I

experienced the struggles of using an inadequate educational app and the rewards of using

creative ones. In the end, I was reminded, by envisioned delivery, that student engagement isnt

forced, but inspired.

What Worked or Should Work and Why

1. By using my experience as a language learner, I focused my research on parts of

Spanish curricula that need improvements. For example, Spanish education today needs to better

prepare students for conversational Spanish.

2. Creating detailed lesson plans led to an improved envisioned classroom. For example,

students became more engaged in independent learning when using iPad apps in instruction.

3. Testing various apps allowed me to find the most effective apps to add to instruction.

For example, I researched and used apps like KindleReader App, FluentU, Busuu, and others.

What Did Not Work and Why

1. Sometimes educational apps interfere with the learning process. For example, I found

speaking apps that rate pronunciation discouraging when it misjudged or made a mistake.
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2. Forcing students to use iPad apps by assigning them doesnt increase student

engagement. Instead, I needed my instruction and lesson plans to provide the students with the

tools (iPad apps) to learn independently.

My Next Steps

1. Technology is constantly changing. Continue research and/or consult other foreign

language teachers and students to find effective ways to use educational apps.

2. Continue finding new ways to increase individualized instruction and student

engagement.

3. Specifically, try finding ways to help students use their classroom Spanish in more

applicable ways.
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References

Alhinty, M. (2015a). English-language learning at their fingertips: How can teachers use tablets

to teach EFL children?.International Journal Of Mobile And Blended Learning, 7(2),

45-63. doi:10.4018/ijmbl.2015040104

Alhinty, M. (2015b). Young Language Learners' Collaborative Learning and Social Interaction

as a Motivational Aspect of the iPad. International Journal Of Emerging Technologies

In Learning, 10(2), 24-29. doi:10.3991/ijet.v10i1.4313

Belcher, K. E. (2014). Transforming education into the 21st century by integrating 1|1 iPads.

Demski, J. (2011). ELL to Go. T.H.E. Journal, 38(5), 28-32.

Kean, J., Grady, S., Sandrock, P. (2001). Wisconsins Model Academic Standards for Foreign

Languages. Madison, WI: Wisconsin Department of Public Instruction.


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Artifact A

Below a screen shot is attached that shows how easy and helpful the dictionary feature is

on the Kindle Reader App. If this feature wasnt available some students would simply skip the

word; many students may have typed it into an online translator. Using an actual dictionary

definition gives an even richer vocabulary lesson.


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Artifact B

Busuu has 60+ lessons that strengthens skills for listening, writing and speaking. Its

easy to use and students can track their progress. Busuu offers applicable practice that books

cant offer.
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Artifact C

Below is an example of a movie trailer from FluentU. Since YouTube offers many

distractions, FluentU is an educational foreign language equivalent. This app can be used as a

great motivational tool. Both Spanish and English subtitles are shown.
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Artifact D

Here is the before and after shop of a simple exercise that could test vocabulary

comprehension in class. It has the benefits of a whiteboard, but every student can participate.

Before.

After.
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Artifact E

Here is a before and after example of my two lesson plans. One lesson focused on the

iPad use as a homework assignment, while the other lesson focused on the iPad as a tool

throughout the class.

Before.
Instruction [I will use the white board in order to give an example of an -ar, -er, -ir verb.
20 Minutes
Students will take turns coming to the board in order to fill in the conjugations
(using their books for help).

I will then go over exceptions to the rules (stem changing verbs etc).

Students will then write 5 sentences using the present tense. Later, they will read
them aloud to a partner.

While students are completing this activity I will be preparing for the game.]
Structured [In class we will play Matamoscas- I will read sentences aloud for students to
Practice and
Application complete with a present tense verb. Two students will race to the board and hit
15 Minutes the correct conjugation. Students will take turns reading their sentences for other
students to fill in.

Assignment- Students will go home and record themselves conjugating one -ar, -
er, and -ir verb, including using each conjugation in sentence.]

After.
Instruction [I will have created an interactive Educreations digital lesson. Students will be
20 Minutes
able to fill in/follow along on their iPad as I write on the board.

At the end of my lesson, I will have incorporated Kahoot questions in order to


check student comprehension.

In class we will play Matamoscas- I will read sentences aloud for students to
complete with a present tense verb. Two students will race to the board and hit
the correct conjugation.]
Structured [Educreations activity: Students will pair off into groups. One student will read a
Practice and
Application short story I wrote using new present tense verbs and the other student will draw
15 Minutes illustrations for the story. Students will then switch places.

To close class, students will have five minutes to watch FluentU and listen for
new verbs they have learned.]
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Artifact F

This is an example of a lesson plan that I plan to use to inspire language learning using

iPads. I use station days to review and reinforce a new topic students have just learned.

Lesson [Stations Day]:


Student Students will spend the day in stations applying present tense verbs.
Objective
Launch [I will hand out Popsicle sticks painted either- rojo (red), azul (blue), amarillo
2 Minutes
(yellow), morado (purple). This will split them into groups.]
Instruction [Students will be introduced to each stage
10 Minutes

1. Reading Station- Students will read a short childrens book out loud to
one another. A vocab list will be provided to fill out with definitions
using the Kindle Apps dictionary feature.]
2. Collaborative Station- Students will create a word cloud or educational
poster for either -er, -ir, -ar verbs. Involving verbs and conjugations.
3. Conjugation Station- Using Educreations, I would have developed a
matching game. Students will have to match the conjugation with the
correct subject. With extra time they are free to play an app game like
MindSnacks or Duolingo.
4. Listening- Students will listen to a Spanish song on FluentU (with
Spanish subtitles). They will be asked to conjugate the verbs they hear
(at least 5).
Structured [Students will then break into their groups. Each group of students will have
Practice and
Application roughly seven minutes at each station.
30 Minutes

I will be walking around the classroom to help students with questions and keep
students on track. I plan on spending the most time at the reading and listening
stations, I assume students will find these the most challenging.]
Closure [I will ask the students to vote on which was their favorite station and why. I
2 Minutes
will use this feedback for future station days.]
Differentiation/ [Students will be working together to find the answers. Each student will have
Planned Support
strengths and weaknesses. Each station is diverse and will highlight these.
Students that excel in one, may struggle in another. Students can use each
others strengths as a resource.

Students should have learned the present tense in previous lessons that week,
however, there will be posters with verb endings around the classroom to serve
as a guide.

Student questions will center around translation. However, my goal will be to


act out the word, offer a definition, or give a synonym before offering the direct
translation.]

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