Transformative Technology in LOTE

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Transformative Technology in LOTE af Mind Map: Transformative Technology in LOTE

1. Modification

1.1. Students write a script. then use PuppetPals to record a digital play. They then put these on the class blog, and classmates make comments.

2. Augmentation

2.1. Using Youtube songs in class, and putting them on a class blog.

3. Redefinition

3.1. Students go on the class Youtube channel, where they listen to a variety of song genres. They put the lyrics through Google Translate, then do their own translation. They compare these, pointing out the mistakes that Google Translate has made.

4. SAMR

5. MindTools

5.1. Learners as Designers

5.1.1. Students can design their own music video in L2 changing the lyrics and incorporating pop culture, then using online programs to listen, edit and upload to share with the school.

5.2. Knowledge Construction, Not Reproduction

5.3. Learning with Technology

5.3.1. discussion/ideas posted on Padlet about culture

5.4. (Un)intelligent Tools

5.5. Distributing Cognitive Processing

5.5.1. Online Flashcards

5.5.1.1. QUIZLET

5.5.1.1.1. http://quizlet.com/45677945/flash-cards/

5.6. Cost and Effort Beneficial

5.7. Developing autonomy and confidence

5.7.1. text looks professional typed

5.7.2. able to use online dictonaries

6. Substitution

6.1. Sending essays by email.

7. Students can design their own music video in L2 changing the lyrics and incorporating pop culture, then using online programs to listen, edit and upload to share with the school.

7.1. LEARNERS AS DESIGNERS

7.1.1. MINDTOOL

7.2. MODIFICATION

7.2.1. SAMR

8. Students write a script. then use PuppetPals to record a digital play. They then put these on the class blog, and classmates make comments, add to and edit language

8.1. REDEFINITION

8.1.1. MINDTOOL

8.2. LEARNERS AS DESIGNERS

8.2.1. SAMR

8.3. DEVELOPING AUTONOMY AND CONFIDENCE

8.3.1. SAMR

8.4. PUPPET PALS IS AN APP, ONLY FOR IPADS/IPHONES

9. Students watch a music video on Youtube, with subtitles in the target language. Students then use GarageBand to make a simple song (to the tune of the Youtube song), writing lyrics using the unit's grammar and vocabulary.

9.1. Augmentation

9.1.1. SAMR

10. Use a WIKISPACE page for the class to upload documents, links to surveys and feedback, information used in class and where students can post questions and comment about issues discussed in class.

10.1. AUGMENTATION

10.1.1. SAMR

10.2. DISTRIBUTING COGNITIVE PROSESSING

10.2.1. MINDTOOLS

10.3. COST AND EFFORT BENEFICIAL

10.3.1. MINDTOOLS

10.4. LINK TO WIKISPACE

10.4.1. https://thejapaneseclassroom.wikispaces.com/

11. On an excursion to Lygon St, students interview shopkeepers and patrons in Italian about their journey to Australia, as part of a unit on migration. Students add pictures and recordings of the interviewees to Google Maps, according to the region the interviewee came from. Students then add migration data from the 1950s to each region.

11.1. Augmentation

11.1.1. SAMR

11.2. Unintelligent Tools

11.2.1. Mindtools

12. LINK to DEECD report on iPad apps useful to enhance learning in the classroom

12.1. http://www.ipadsforeducation.vic.edu.au/userfiles/files/ipads_for_learning_getting_started.pdf

12.2. LEARNING WITH TECHNOLOGY

12.2.1. MINDTOOLS

13. Crealing surveys online which map data easily.

13.1. POLLDADDY

13.1.1. http://polldaddy.com/

13.2. SUBSTITUTION

13.2.1. SAMR

13.3. COST AND EFFORT BENEFICIAL

13.3.1. MINDTOOLS

14. Link to VCE curriculum which suggest where ICT can be used to support language learning in the classroom

14.1. http://www.vcaa.vic.edu.au/vce/studies/lote/lotelistindex.html