AMLA 610: Technology Module 4 - Forms
Overview of Module 4 (pdf)
Link to Qualtrics survey: http://concordiacollege.us2.qualtrics.com/SE/?SID=SV_1LWWj0IKNUh0E0l
Link to Qualtrics survey: http://concordiacollege.us2.qualtrics.com/SE/?SID=SV_1LWWj0IKNUh0E0l
Theme: ¡Vamos a Guatemala! ¡Celebramos el día de los muertos!
Language, level & background: Throughout this unit, Introductory Spanish students (level 1B) have been learning about the geography, history, cultures and celebrations of Guatemala while also studying the verb “ir” (to go), places and pastime vocabulary.
In Technology Module 2, students used a wiki to collect research information on various cities and towns in Guatemala. With this information, students planned a vacation for their family to Guatemala, explaining to their family where they are going and why they are going there. These posters were hung in class and uploaded to our class’ Edmodo page to share with our classmates.
Students also learned about the unique Day of the Dead traditions of Supango, Guatemala through reading children’s books, completing a webquest and watching a video. Residents of Supango build and fly gigantic kites to honor their ancestors. Students participated in numerous small and large group discussions (both in-person and asynchronously on Edmodo) reflecting on and comparing Day of the Dead traditions in Guatemala, Mexico and the USA.
To culminate the unit on Guatemala and Day of the Dead, students designed and built their own kites (not nearly as gigantic!) to honor their family heritage. Before flying the kites, students presented their kites to the class, explaining the meanings behind the drawings and symbols on their kites. The presentations were recorded and uploaded to each student’s school blog so it can be shared with the greater school community.
This Qualtrics survey will provide an opportunity to see if the goals of the unit were obtained as well as find out what methods of instruction worked best for student learning.
Learner Outcomes:
Standards addressed:
ACTFL Standards:
Communication
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.
Cultures
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.
Connections
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
Comparisons
4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Communities
5.1: Students use the language both within and beyond the school setting.
ISTE NETS*S Standards:
2. Communication and Collaboration
a. Interact, collaborate and publish with peers, experts or others employing a variety of digital environments and media.
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
3. Research and Information Fluency
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
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.
6. Technology Operations and Concepts
a. Understand and use technology systems.
d. Transfer current knowledge to learning of new technologies.
Language, level & background: Throughout this unit, Introductory Spanish students (level 1B) have been learning about the geography, history, cultures and celebrations of Guatemala while also studying the verb “ir” (to go), places and pastime vocabulary.
In Technology Module 2, students used a wiki to collect research information on various cities and towns in Guatemala. With this information, students planned a vacation for their family to Guatemala, explaining to their family where they are going and why they are going there. These posters were hung in class and uploaded to our class’ Edmodo page to share with our classmates.
Students also learned about the unique Day of the Dead traditions of Supango, Guatemala through reading children’s books, completing a webquest and watching a video. Residents of Supango build and fly gigantic kites to honor their ancestors. Students participated in numerous small and large group discussions (both in-person and asynchronously on Edmodo) reflecting on and comparing Day of the Dead traditions in Guatemala, Mexico and the USA.
To culminate the unit on Guatemala and Day of the Dead, students designed and built their own kites (not nearly as gigantic!) to honor their family heritage. Before flying the kites, students presented their kites to the class, explaining the meanings behind the drawings and symbols on their kites. The presentations were recorded and uploaded to each student’s school blog so it can be shared with the greater school community.
This Qualtrics survey will provide an opportunity to see if the goals of the unit were obtained as well as find out what methods of instruction worked best for student learning.
Learner Outcomes:
- Students will use technology to locate and share information about the geography of Guatemala, including major cities and important geographical regions.
- Students will be able to explain the significance of the customs and celebrations of Day of the Dead in Guatemala
- Students will be able to compare and contrast Day of the Dead celebrations in Guatemala, Mexico and the USA.
Standards addressed:
ACTFL Standards:
Communication
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.
Cultures
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.
Connections
3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
Comparisons
4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Communities
5.1: Students use the language both within and beyond the school setting.
ISTE NETS*S Standards:
2. Communication and Collaboration
a. Interact, collaborate and publish with peers, experts or others employing a variety of digital environments and media.
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
3. Research and Information Fluency
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
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.
6. Technology Operations and Concepts
a. Understand and use technology systems.
d. Transfer current knowledge to learning of new technologies.