Project Report

Overall plan goal: Plan and prepare to implement a change related to technology use in your
classroom.
Rules to Follow:
1. You must use technology that is new to yousomething youve not used before
2. You must identify ONE issue or problem that the use of technology may help solve
3. You may select some technology tools to solve the one problem or issue that youve identified
4. You are expected to have a fully planned and developed product ready to be used with a class
sometime in the future

Respond to each of the following areas for your plan report.
Name Soledad Siscar
I. Background
Who are the learners? They are an intermediate level group of two adolescent students who
are 14 years old.
What is the setting? Be sure to mention technology.. Within the classroom we count with
computers with internet access, a white board and cd- player.
What are the course goals? The idea is to reach an Intermediate level (B1-B2)
Why are the students studying English? They attend classes at the language institute I work for
as complementary school classes of their bilingual school.
Describe anything else that is significant or relevant about the course that may potentially
relate to your plan. The students are easy going and love the language. They like role-playing
and speaking. They are charismatic and really extrovert.

II. Issue or problem to be addressed that technology can help with. Whats wrong?
The issue or problem must be explicitly and clearly stated and well- focused into a single or
connected teaching issue. The problem is solvable with technology, and within the time frame of
the course.
As the students have to prepare a leaflet I thought of doing it online. So as it is not the regular,
boring leaflet they could do it including not only pictures and text but also their voices. Through
the use of online tools such as Voicethread they could add voice to their leaflets. Instead of
presenting the leaflet and speaking in front of all their classmates they can record themselves in
advance, with the possibility of editing what they have said and create a much more appealing
leaflet. In this way they would have to pay attention to their pronunciation, thus improving it, to
their fluency improving it as well, and it is also useful for their classmates since the leaflet will not
only be a presentation for the one in charge of it, but also a listening comprehension activity for
their mates.

III. Specific technology solution
Describe what you think will happen. Make sure you explain how what you plan to try is different
from what you have done before.
All in all the activity seems much more appealing for students. They are used to technology more
than they are used to using pen and paper. So an interactive leaflet which includes their voices,
their photos and videos is something I think they will all like doing. Before, I would have used
some printed pictures, markers, a collage that would have been sticked to their classrooms walls.
Old schoolish.

What technology tool(s) did you consider using?
For the collage: padlet https://es.padlet.com/ or glogster http://edu.glogster.com/
For interactive images: audioboo https://audioboo.fm/ and thinglink https://www.thinglink.com.
In the case of audioboo students can record themselves describing the place and with thinglink
they can add music to it, or even their own videos.
To record their voices in advance: audacity
For the leaftlet: readthinkwrite-
http://www.readwritethink.org/files/resources/interactives/Printing_Press/

What technology tool will you use to address the problem (can be one or two tools only)?
Mainly audioboo to create speaking photos and readthinkwrite for the leaflet itself
If you are using websites, include the URLs.

What is your goal for this technology tool?
That their leaflet becomes a multimedia one.
What do you want your students or the technology tool to do?
I would like pictures to be described with audio (using the appropriate genre realizations- I dont
want a story, I want them to sell the places they are showing), videos showing activities that can
be done, appealing notes other would be interested in reading.
Is this technology new to you? How did you learn about it?
Yes, totally new. I was told about it in my course of Tcnicas Informticas Aplicadas a la
Enseanza de Idioma
What do you think might happen when you try/use the technology with your students?
I think at first they will be a bit shocked, because its something weve never done. So they might
at first get a bit confused at the amount of information, or overwhelmed. However, the idea
would be doing it in single easy steps for them to follow and not get discouraged.
How will this be different from what youve done before?
Well, actually, Im used to working with the coursebook only, so I think it will be challenging for
both of us- the group and myself. Working with technology is not something I do very often so I
think it will enhance the whole teaching-learning experience.

IV. Final Product
What have you made, what have you built or what you have created? Be sure to also include your
rubric or a description of your evaluation or assessment.
The students will have created a collage that will be a multimedia leaflet. This is a leaflet I have
created:



The pictures are mine, and the information is based on my own experience in Salta.
To their product better, there could also be images outside the leaflet, so as the extra images
have each a different description in which the students voices are the ones describing them.

I would like to assess:
Pictures and their auditory description: the audios should be clear and rehearsed beforehand.
They have to relate to the picture, which, in turn should be smartly chosen: showing interesting
places to visit, activities worth doing, places to stay, restaurants and other related pictures, such as
traditional food, etc.
Audio: pronunciation should be accurate. The audios
Presentation and attractiveness: use of fonts, colour, graphic, effects, etc. to enhance the
presentation
Organization: the presentation should be organized using headings and bulleted lists to group
related material such as places worth visiting, activities worth doing, culture- related places,
nightlife, food and restaurants, etc.
Genre understanding: leaflets are meant to sell, in this case, a holiday. So students are meant to
show understanding of their text as belonging to a specific genre that belong to their culture.
They will have to do it through an appropriate choice of lexico-grammatical patterns.
Use of language: Language should be accurate (vocabulary), and the grammatical structures
appropriate.
Heres the rubric:

Be specific and complete! Include a description of where, when, and how you will use the
technology tool.
Where, when and how will the technology tool used:
The idea will be working in class to create the leaflet in 4 classes.
First step (home assignment):
Students are required to choose pictures (of their own holidays) and to look up information
appropriate for the description of the images at home.
Second step: (in class) and after a previous analysis of the text type leaflet in which the students
will be shown examples, the way they are written, the most important pieces of information they
include, etc.):
Students will write what they want the leaflet to show, hand it in, and having it corrected.
Third step (in class): Students will record and rehearse what they need for the rest of the pictures.
All of this will be done in class, checking pronunciation, content organization. A first recording can
be made in class and if they are not satisfied with the products, they can re- record at home. If
they come up with new ideas for the written part, they can add them at home as well.

So far, we will have: pictures and written material to support them, and other pictures with audio
material to support them.

Fourth step (in class): Students will create the leaflet in readthinkwrite, including what they
wrote.
Fifth step: Students will include all in Paddlet or Glogster.


V. Expected response
What you think will happen how you think learners will respond, possible response from
administrators, colleagues, parents, and others and why you think so.
I think students will go through different moods along the creation of the final product. They are
not used to working with technology in class, so maybe at the beginning they will find it a bit
overwhelming. If the work is done through several steps, as planned, their degree of nervousness
will be lower as they realize their job is stepped and will not have to do everything in one class.
Their fears will gradually vanish and then they will start enjoying the process. When things are new
to us, our first response is usually rejection, then accommodation and finally enjoyment. I think it
is the natural process of learning.
Parents: I think parents will like the fact that their children can be in front of the computer, not
only playing but also learning and having fun altogether.
Colleagues: I think they will get enthusiastic. If the project is worth doing, they may even want to
collaborate, provide ideas, share experiences, etc. They may even want to do similar things with
their students. Fresh ideas are often welcome.
Administrators: at first they may want to have the final product as soon as possible so as to share
it with the students parents. If they understand that the process takes some time, maybe their
anxiety will ease.
Include possible problems you may encounter and how might deal with the problems?
Problem: students dont like the tools I have chosen. Solution: I can provide them with other tool
options for them to choose.
Problem: Students begin to lose interest in the project. Solution: maybe we were going too slowly
for them, so we could step up the pace.
Problem: Students do not want to record themselves in class. Solution: The can do it at home,
where they can rehearse more.
Problem: Students dont have the technology at home so parents may complain. Solution: they
can stay in the institute and make use of the technology they do not have at home.

VI. Resources
For every resource and article, you must explain why you have chosen it.
Articles that helped you come up with your plan or that support your ideas. Explain why
you have chosen it.

Name of article + URL
(if applicable)
How this article helps me or supports my ideas
T P C K and S A M R To go from a substitution level into a redefinition level. If before leaflets
were static pieces of paper now they become multimedia.

Resources you plan to use in your class. Include URLs. Explain why you have chosen
it/them.

Name of resource + URL (if
applicable)
Why I have chosen this resource
Audioboo
https://audioboo.fm/
It allows students to record themselves and it has no time
restriction, so their recordings can be as long as they wish. They
can also upload their own recordings, so they can upload a
recording that has been previously edited.
Audacity With this tool students can record themselves, cut and paste pieces
of recording they like. Its ideal if they need to edit parts of their
speech.
Padlet
https://es.padlet.com/
Glogster
http://edu.glogster.com/
Padlet is user friendly, so students will not have any problems with
this tool. It is not completely appealing so the other resource,
Glogster, is the alternative in case students dont like it.
readthinkwrite

As it provides with the template for brochures, it is a good
representative of the text type.
http://www.readwritethink.org/files/resources/interactives/Printing_Press/