AMLA 612: Technology Module 3 - VoiceThread
Rational, learner outcomes, standards and student activities are listed on this page. Click here for a pdf of this page. For more information about this technology module, please click on the following: student instructions or my VoiceThread example.
Title: ¿Dónde quieres vivir?
Intended for
Intermediate Spanish students (level 1B) will act as both house hunters as well as realtors in this technology module. In this simulation, students are being relocated to Mexico City with their families for one year. Students will be helping their parents’ find suitable housing. Students will first investigate typical homes and apartments in Mexico City. Students will then request the amenities they must have and want to have in their new home/apartment. Students will then play the role of realtor and help find another students’ dream home/apartment.
Learner outcomes
1. Students can describe culturally appropriate characteristics of a house or apartment they need or would like to have if they were to move to Mexico (ie—number of bedrooms, bathroom, other amenities).
2. Students can navigate online realty websites to find suitable housing options for a classmate.
3. Students can use VoiceThread as a medium for sharing the housing requests and sharing their findings for another classmate.
Standards addressed
ACTFL Standards for Foreign Language Learning:
1.1: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2: Students understand and interpret written and spoken language on a variety of topics.
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
of the concept of culture through comparisons of the cultures studied and their own.
5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
ISTE NETS*S Standards:
2. Communication and Collaboration
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
d. Contribute to project teams to produce original works or solve problems
3. Research and Information Fluency
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
4. Critical Thinking, Problem Solving, and Decision Making
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
5. Digital Citizenship
a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship
6. Technology Operations and Concepts
a. Understand and use technology systems
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies
Activities (Student instructions handout written in Spanish)
1. Investigate the similarities and differences between homes and apartments where you live and Mexico City by looking at these websites. Discuss with your seatmate and then with the class: How are homes/apartments similar? How are the different? What are some of the major similarities and differences? Why do you think this is?
http://df.vivastreet.com.mx/rentar-departamento
http://www.metroscubicos.com/home/distrito-federal
2. Imagine that you and your family are being relocated to Mexico City for one year. What kind of house/apartment would you like to rent? Think about what traditional homes are like in Mexico City. Answer the questions, ¿Qué tienes que tener en tu casa? ¿Qué quieres tener en tu casa?
3. Record your request, including a short list of must haves and wants, to VoiceThread.
4. Now play the role of real estate agent and try to find the house or apartment that best matches your partner’s needs. It is always difficult to decide—so give them two options that might work best for them. Attach a photo of each choice and give a one-two sentence description of why you think this house/apartment is perfect for their family. Include the link to the website where you found the property.
5. Listen to the choices given to your family by your real estate agent. Decide which house you are going to rent. Add a recording to your original VoiceThread letting the real estate agent know why you made that choice and thank them for their hard work.
Title: ¿Dónde quieres vivir?
Intended for
Intermediate Spanish students (level 1B) will act as both house hunters as well as realtors in this technology module. In this simulation, students are being relocated to Mexico City with their families for one year. Students will be helping their parents’ find suitable housing. Students will first investigate typical homes and apartments in Mexico City. Students will then request the amenities they must have and want to have in their new home/apartment. Students will then play the role of realtor and help find another students’ dream home/apartment.
Learner outcomes
1. Students can describe culturally appropriate characteristics of a house or apartment they need or would like to have if they were to move to Mexico (ie—number of bedrooms, bathroom, other amenities).
2. Students can navigate online realty websites to find suitable housing options for a classmate.
3. Students can use VoiceThread as a medium for sharing the housing requests and sharing their findings for another classmate.
Standards addressed
ACTFL Standards for Foreign Language Learning:
1.1: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2: Students understand and interpret written and spoken language on a variety of topics.
1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
of the concept of culture through comparisons of the cultures studied and their own.
5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
ISTE NETS*S Standards:
2. Communication and Collaboration
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
d. Contribute to project teams to produce original works or solve problems
3. Research and Information Fluency
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
4. Critical Thinking, Problem Solving, and Decision Making
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
5. Digital Citizenship
a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship
6. Technology Operations and Concepts
a. Understand and use technology systems
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies
Activities (Student instructions handout written in Spanish)
1. Investigate the similarities and differences between homes and apartments where you live and Mexico City by looking at these websites. Discuss with your seatmate and then with the class: How are homes/apartments similar? How are the different? What are some of the major similarities and differences? Why do you think this is?
http://df.vivastreet.com.mx/rentar-departamento
http://www.metroscubicos.com/home/distrito-federal
2. Imagine that you and your family are being relocated to Mexico City for one year. What kind of house/apartment would you like to rent? Think about what traditional homes are like in Mexico City. Answer the questions, ¿Qué tienes que tener en tu casa? ¿Qué quieres tener en tu casa?
3. Record your request, including a short list of must haves and wants, to VoiceThread.
4. Now play the role of real estate agent and try to find the house or apartment that best matches your partner’s needs. It is always difficult to decide—so give them two options that might work best for them. Attach a photo of each choice and give a one-two sentence description of why you think this house/apartment is perfect for their family. Include the link to the website where you found the property.
5. Listen to the choices given to your family by your real estate agent. Decide which house you are going to rent. Add a recording to your original VoiceThread letting the real estate agent know why you made that choice and thank them for their hard work.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.