As they say: “if the shoe fits…” This particular chapter spoke to me as I have always taught f2f classes, but still try to integrate web tools to enhance the material and integrate it to class. As noted in Chapter 13, I have always uploaded “estructura” points (grammar points) onto blackboard and divide them by chapter. I always let students know these are available for them as an addition to book material. Yes, it takes time to do this uploading, subdivisions, availability and general web organization. However, it is totally worth it and once you’ve done it that first time you can simply transfer from course to course, yes it still takes time, but not as much. I also upload links to for pronunciation purposes, there’s always students who have not even heard “hola” in Spanish and I find it helpful to reinforce this pronunciation factor and give them access from their homes or wherever they access this material.
As noted in this chapter, another issue is whether students access and take advantage of this information or not. The ones who do take their time to view and process this information will definitely be prepared for in class activities and interaction. And hopefully as Ko & Rossen write on Chapter 13, students who do not take their time to review such information prior to class will learn to come prepare by next class meeting as they will be somewhat lost and will not gain as much as a student who did.
A point that chapter 13 touches on is how some professors may be hesitant to post lectures online fearing students will not show up for class (f2f) being that all the information is accessible online. It can be an expansion to this information. I personally find it very helpful as a language instructor to post information online and expand on these topics in class and use time with other helpful and didactic activities. I try to take advantage of these unlimited resources, and I know I still have A LOT to learn. Another subdivision I liked was “Enlisting Technology in Your Favor”. I coincidently attended a workshop where we talked about this topic. Instead of making laptops and other gadgets our enemies integrate them to class. We learned about Web 2.0 tools and how to manage them through tablets, smart phones, etc.
I could go on and on, but I think this post is getting too long. I have included a video I watched in MiraCosta/ Palomar and CSUSM symposium and it fits perfectly with online lecture posts etc.. Thanks for reading 🙂
Carina, I really appreciate your point, “Instead of making laptops and other gadgets our enemies integrate them to class.” I’ve read of professors not only banning smart devices from class but having the wifi blocked. Educators are waking up to the value of students with their own learning devices in hand. Our local school system just today announced BYOD (Bring Your Own Device) pilot http://wunc.org/post/wake-county-schools-ask-students-bring-electronic-devices
And I think producing video lectures that build on the inclass material sounds so, well, 21st century 😉 Have you considered also curating student-produced videos/podcasts/websites as class material? I don’t think there’s any better way to model quality performance and demonstrate student interest than to share student-produced media with new classes.
Good luck with your future efforts to integrate technology seamlessly!