Student Crossing: Students, Literature & Technology
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The document discusses the integration of literature and technology in educational settings, particularly focusing on Bloom's taxonomy for developing measurable learning outcomes. It provides examples of using digital storytelling tools and social media, such as Twitter, to enhance students' understanding of literary works while fulfilling educational standards. The workshop aims to brainstorm lessons and assessments that incorporate technology into literature teaching to help students grasp the relationship between language, culture, and literature.
Student Crossing: Students, Literature & Technology
- 1. CRUCE ESCOLAR: ESTUDIANTES, LITERATURA Y TECNOLOGÍA ENZA A NTENOS -C ONF ORTI , PH.D. PROF ESSOR , D EPT. SPA NI SH & I TA L I A N C HA IR , AC A D EMIC TEC HNOLOGY C OMMI TTEE MONTC L A IR STATE UNI V ER SI TY h ttp :/ / www.slid e sh a r e .n e t / iVe n u s
- 2. LITERARY WORKS What are the titles do you introduce in each level? Elementary Intermediate Advanced
- 3. BLOOM’S TAXONOMY Learning objective What? How? Can the student… Students will be able to… Remembering recall or remember the define, duplicate, list, memorize, recall, information? repeat, reproduce state Understanding explain ideas or concepts? classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Applying use the information in a new choose, demonstrate, dramatize, employ, way? illustrate, interpret, operate, schedule, sketch, solve, use, write Analyzing distinguish between the appraise, compare, contrast, criticize, different parts ? differentiate, discriminate, distinguish, examine, experiment, question, test Evaluating justify a stand or decision? appraise, argue, defend, judge, select, support, value, evaluate
- 4. MEASURABLE OUTCOMES What are the objectives for including literature? Elementary Intermediate Advanced
- 6. DIGITAL STORYTELLING Zooburst is just one of many digital storytelling tools. The 3D environment makes it cool for kids who like to be creative. Replace the traditional book report with something more imaginative. Let’s visit Zooburst.com together
- 7. LA PRINCESA VESTIDA CON UNA BOLSA DE PAPEL Objectives Students will be able to: • remember characters and roles • paraphrase the fairy tales and create alternate endings • illustrate their interpretation of the story
- 9. GABRIEL GARCÍA MÁRQUEZ EL AHOGADO MAS HERMOSO DEL MUNDO Emulating a Twitter feed for Romeo and Juliet (https://twitter.com/#!/iVenus/romeojuliet/members) one can tweet a similar story with a very specific focus to help build remembering and understanding of characters, themes, settings, etc. TAKE A THEME: Myth vs. Reality Different perspectives of this dichotomy In the story, we have: • three distinct groups within the community – children, men and women • the mythological figure of the drowned man
- 10. GABRIEL GARCÍA MÁRQUEZ EL AHOGADO MAS HERMOSO DEL MUNDO On Twitter 1. Each student opens a Twitter account 2. Have students tweet you first, so you can collect them in your following. 3. Create a list of students involved in the project and share list with the entire class on Twitter. (see last slide for visuals) 4. Student moniker is name+role (e.g., EnzaMujer, RobertHombre, JoeyNiño). If you wish, students can also take on the role of Esteban!
- 11. GABRIEL GARCÍA MÁRQUEZ EL AHOGADO MAS HERMOSO DEL MUNDO On Twitter Each student tweets for a period predetermined by instructor on theme. Example: After reading the first half of the story, write (# of) tweets to explain what you thought Esteban was like. Read other and comment on there thoughts too. (mito) EnzaMujer tweets: Esteban era un hombre hermoso y dotado físicamente. Debería haberlas hecho muy feliz. EnzaMujer replies to a classmate: @RobertHombre tienes razón. Yo también pienso que el era un buen marido y padre. Now that you have read the second half of the story, write what you now think about him. Reply to another’s comments too. (realidad) EnzaMujer tweets: Tenía una vida difícil. ¿Cómo iba a dormir en un cama regular? EnzaMujer replies to a classmate: @JoeyNiño si, tuve pies muy grandes! Es probable que no pudo encontrar la ropa fácilmente.
- 12. GABRIEL GARCÍA MÁRQUEZ EL AHOGADO MAS HERMOSO DEL MUNDO Objectives Students will be able to: • paraphrase concepts and ideas • interpret the beliefs of the villagers • compare mythological beliefs to reality • examine the society of the villagers
- 13. CRUCE ESCOLAR: ESTUDIANTES, LITERATURA Y TECNOLOGÍA Enza Antenos-Conforti, Ph.D. antenosconfe@mail.montclair.edu Professor, Dept. Spanish & Italian Chair, Academic Technology Committee Montclair State University http://www.slideshare.net/iVenus Literary studies and technology? An unlikely intersection? Too precarious a crossroads for our elementary and high schools students? NJ Core Curriculum Content Standard 7.2 states our students will demonstrate and understanding of the interrelationship between language and culture, with literature as one of the products of that culture. Technology is no longer a frill in teaching, learning and assessing world languages, so it must also become one of the vehicles for literature. In this hands-on workshop, we will brainstorm to develop lessons and assessments on integrating technology in the teaching of literature. We will focus on different technologies that can best accommodate your objectives in reaching standard 7.2, developing the perspectives, practices of products of the target culture. Participants are invited to bring wireless-ready laptop computers to the sessions.
- 14. MAKING TWITTER LISTS 1 2 3