Clearly the 'multimodal affordances' of digital technology are especially powerful in language teaching, and gradually the old fashioned worksheet is becoming obsolete, its lack of interactivity, it's static inability to incorporate audio, both orally and aurally, are the death knells of the worksheet.
Now instead, increasingly the 'norm' is becoming interactive, multimedia activities that engage, and powerfully facilitate language learning. Not only can teachers see, but they can hear how their students pronounce, and can even model this pronunciation themselves. All the examples you see here have been shared courtesy of Puay Kian Tan, one of our Chinese teachers in the Primary school, who is always enthusiastic in her embrace of ICT enhanced Chinese.
- Making traditional worksheets multimodal, but turning them into screencasts.
- Using Presentation tools like Keynote and Google Slides to incorporate the student speech.
- Interactive online fora where students can talk discuss and respond to prompts in the language they are learning.
- Creating short films
If you're yearning for more examples, I've put together a portfolio of other screencasts, all courtesy of Puay Kian Tan.
Where this process of particularly powerful is how Puay Kian Tan is 'working smart'. Essentially the tools are evolving from Grade 2 through each grade level, become ing more sophisticated each time, but essentially remaining identical in terms of their pedagogical foundation. When I asked Puay Kian Tan if she felt that evolving her practise to make use of these tools worth really worth it, her response was more than a resounding yes, it was a through breakdown of exactly how, and why:
Overarching curricular goals:
－conduct comprehension checks to ensure understanding;
－enhance the ability to use Chinese language to express meaning;
－elicit speaking that increases in fluency and accuracy;
－to present orally in class, assisting and improving each students’ ability to interact orally in Chinese.
The reason for using screen recordings (QuickTime):
1. Better understanding of each child's speaking skill;
2. Allow greater opportunity to assess students' speaking skill through individual recordings, as there is rarely enough time to listen to each child properly during a normal classroom presentation.
The reason for using Mindmaps (MindMeister):
1. extract the keypoints from the passage；
2. using keypoint as guideline to learn the thinking in Chinese, as well as using Chinese language to express;
3. make use of the medium to present in class, to encourage the students' to speak fluently and confidently in front of their peers.