In my quest to utilize visual aids that would be helpful in the language classroom, I turned to Twitter and clicked on some of my reliable cyber-colleagues to learn what they have used in their classes.  I also explored some visual apps that were suggested by our library media specialist and decided to try out Tellagami.   This is a free app that can be downloaded onto any smartphone or ipad and I demonstrated the uses of this app with my Spanish 2 classes.  Tellagami allows you to create an avatar and records your voice for a sharable message and video you can send to whomever!  There are lots of fun features to create your character and so far most students have created self- reflecting characters.  I encouraged the use of short messages for people learning the ropes, such as "Buenos dias" or "feliz cumpleanos" or "feliz navidad".  Students can send their finished video message to a friend or to their teacher (ME) for extra credit!
 
The students in my 3 participating classes were extremely receptive to the idea of using an app for Spanish class.  Some students immediately suggested ideas for similar apps which showed familiarity on their end.  It's quite effective to tap into the areas of interest among our students and apply a concept learned in class in order to connect technology and learning.  I was thrilled with my students' willingness to try out a Tellagami and think this is a MUST for language teachers, as it facilitates speaking in the target language so easily.  Also, by asking for a short message, the task is not overwhelming and can be applied to all levels of language.  A teacher can create a concept- specific assignment that requires students to use a specific grammatical skill or utilize vocabulary terms.  

In addition to Tellagami, I have been including various other visual aids in the classroom thanks to Pinterest!  The other day, I pulled up a board I was following to show students several infographs pertaining to Christmas around the world.  Through short captions in Spanish and pictures for support, students learned what other countries do to celebrate Christmas.  After sparking students' interest with all of the names for Santa Claus, I quickly pulled up other infographs that showed common gift ideas around the word.  I also viewed diagrams that showed gifts purchased by men and women.  All of the infographs where in the target language and these quick visuals provide up- front information to students about ANY subject.  I loved how effortless it was to captivate my class and also show them how I enjoy using apps for learning and sharing information. 

 I recently attended a faculty meeting and it was a rare pleasure to be among a small group of teachers with the principal leading the discussion points.  We are usually an informal group of 100 in an auditorium where I can only hear every other word.  Teachers were in departmental groups and for this reason, our meeting started off small and personal.  During this time, our principal and library media coordinator gave a mini lesson on Gaggle.  I attended a workshop last spring on Gaggle in the classroom and set up an account.  I had already learned the basic essentials of using this platform but was particularly interested at this meeting about using it "for real" in my classroom this time.

     As the librarian demonstrated the primary uses of Gaggle using the SMARTboard and a staff member's actual account, we saw firsthand how important a web based resource center is for students in every class.  Instead of just listening this time, I decided to actively plan how to understand the uses of Gaggle and implement them as an organizational resource for all of my classes and as a "homebase" for homework assignments, quiz and test dates.  

    I spent a few hours that night exploring the site and building my own excitement for the possibilities of helping so many students, so I was truly looking forward to the next school day.   When I arrived the next morning, I took a brief survey of which students had already created an account and or used Gaggle for retrieving documents, submitting assignments, or email.  In each class, nearly every student indicated familiarity with Gaggle.  I shared my enthusiasm for joining in on what other teachers have been using for the past year or more to help students use web based tools for learning.  

     The ironic part of this "epiphany" is that I am quite used to using web platforms for learning, as most of my college and graduate school assignments were submitted online.  Frequent discussions with other classmates and the professsors were other mainstream learning experiences I had.  I hadn't made the connection of my previous learning to the students I currently teach mostly because I let the numbers (too many of this, too few/little of that) hinder my belief that this could work for my students.  I am not sure at this time if my effort to use Gaggle will make a positive impact on the learning of my students.  I expect that certain students will find this a great tool that he or she is already using and enjoying in another class, and for others, they won't bother to check Gaggle, or do the homework in the first place!

    For now, I have created a folder for my high level class to access a book we are reading and have posted upcoming assessments dates on the I recently attended a faculty meeting and it was a rare pleasure to be among a small group of teachers with the principal leading the discussion points.  We are usually an informal group of 100 in an auditorium where I can only hear every other word.  Teachers were in departmental groups and for this reason, our meeting started off small and personal.  During this time, our principal and library media coordinator gave a mini lesson on Gaggle.  I attended  workshop last spring on how to use Gaggle in the classroom and set up an account.  I had learned the basic essentials of using this platform and was particularly interested at this meeting about using it "for real" in my classroom.

     As the librarian demonstrated the primary uses of Gaggle using the SMARTboard and a staff member's actual account, we saw firsthand how important a web based resource center is for students in every class.  Instead of just listening this time, I decided to actively plan how to understand the uses of Gaggle and implement them as an organizational resource for all of my classes and as a "homebase" for homework assignments, quiz and test dates.  

    I spent a few hours that night exploring the site and building my own excitement for the possibilities of helping so many students, that I was truly looking forward to the next school day.   When I arrived the next morning, I took a brief survey of which students had already created an account and or used Gaggle for retrieving documents, submitting assignments, or email.  In each class, nearly every student indiacted familiarity with Gaggle.  I shared my enthusiasm for joining in on what other teachers have been using for the past year or more to help students use web based tools for learning.  

     The ironic part of this "epipany" is that I am quite used to using web platforms for learning, as most of my college and graduate school assignments were submittied online.  Frequent discussions with other classmates and the professsors were other mainstream learning experiences I had.  I hadn't made the connection of my previous learning to the students I currently teach mostly because I let the numbers (too many of this, too few/little of that) hinder my belief that this could work for my students.  I am notsure at this time if my effort to use Gaggle will make a positive impact on the learning of my students.  I ecpect that certain students will find this a great tool that he or she is already using and enjoying in another class, and for others, they won't bother to check Gaggle, or do the homework in the first place!

   More later!