23 Things

I truly enjoyed reading Chris blog entry about “The myth of the Digital Native”. I agree with Chris about the fact that the Native vs. Immigrant metaphor is wrong on many different levels. As a language teacher and an immigrant, I cringe when someone compares technology tools to a language and the digital technology to a culture. I do not believe that there is truly a “digital generation” since all children born over since the start of the “digital age” did not have equal access to digital technology. In fact, access to digital technology is more often determined by the social economic status than by the period of time when a person is born. I also enjoyed reading Exhibit A, as I have encountered many similar behaviors from students over the years, and I have also met the students at the other end of the spectrum who are incredibly adept at using technology. They just do not represent their entire generation.
However, I also agree with Chris when he states that students have become increasingly less afraid of digital technology and I believe that this ability to embrace digital tools is what defines best the digital generation.

Dan Myer’s post about homework was also interesting to me. Although I agree with him when he states that the students who completes homework are often the students who best master the concept, I also feel that a student’s ability to increase his/her mastery of a foreign language is directly connected to the time they spend exposed to comprehensible input. I do not feel that it is just a problem of class management. I believe that students’ performance is connected to the amount of time spent reading or writing stories outside of class. I am very interested in hearing from other language teachers to find out how they have incorporated blogging in the target language in their homework assignments.

I see benefits to blogging with students at the advanced levels of language instruction, when students can write critically about various issues, but I struggle to find an effective way to use blogs with students during the first and second year of language learning. I’d be very interested in hearing from other language teachers on this topic.

Over the last few months, I have become more aware of the multitude of Web 2.0 applications available to our students. I love the idea of students being able to publish their work on a Wiki, or create a story with other French students sitting in a classroom in another part of the world. I think that sharing thoughts and ideas about cultural differences can also bring students to look at their own beliefs and habits in a new and maybe more critical way.

However, I am concerned about the vocabulary and grammatical errors that will inevitably be present in Blogs and Wikis as students start publishing their work. I believe that it is important for students to be exposed to comprehensible input and accurate grammar so they can increase their mastery of a new language. I am also concerned about the students’ ability to understand primary sources available on the Internet, as the level of language is often very complex. The teacher must truly play a moderating role in order for students to gain from this reading/publishing experience. Time may be the biggest challenge to implement Web 2.0 applications in foreign language.

I do not want to ever stop learning. I think it is important for a teacher to go out of their comfort zone. Personally, I believe it brings me closer to my students as they face the challenge to communicate in a new language. For the past fifteen years, I have been acting as the Foreign Language Lab Director at my school; and helping teachers to implement technology in their curriculum has been an important part of my role on a daily basis. However, the number of technology tools available to teachers has seen a tremendous growth in the last few years. Last year, I attended a technology conference (SEALLT) in Fort Lauderdale that truly opened to the potential of Web 2.0 applications in foreign language. I believe that the most important habit for me as I work through this course, may also be the most challenging. I want to increase the “tools” in my technology bag of tricks so that I can assist teachers in a more efficient way in the years to come. It is also very important for me to continue to find time to “play” with new technology. I see myself as a facilitator and I would like to help others share my enthusiasm for new tools as I work through this course.