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Waves of Innovation: Using Google Wave in the ESL Classroom
- 1. Waves of Innovation:Using Google Wave in the ESL Classroom TESOL Convention Boston 2010 25 March 2010 David Bartsch Ozgur Pala Marie Daniel
- 5. May 28, 2009 The day that Wave was announced to the public…
- 12. Problem: invites
- 13. Problem: invites http://static.toondoo.com/public/m/e/e/meerasapra/toons/cool-cartoon-1025998.png
- 18. After the invite… http://cultureandcommunication.org/f09/tdm/wp-content/uploads/2009/11/cool-cartoon-10024551.png
- 22. So what does it all mean? For ESL teachers? No definitive answers here… We hope to give you a better idea What Wave is How you might consider using it
- 24. Since you're here, you're already interested in implementing technology into your classroom.
- 30. Features of Wave, with pedagogical implications
- 33. Why make Wave at all? http://cultureandcommunication.org/f09/tdm/wp-content/uploads/2009/11/cool-cartoon-8040771.png
- 34. Why make Wave at all? http://www.youtube.com/watch?v=rDu2A3WzQpo
- 35. What is it? Google's official description: A wave is equal parts conversation and document. People can communicate and work together with richly formatted text, photos, videos, maps, and more.
- 36. What is it? A wave is shared. Any participant can reply anywhere in the message, edit the content and add participants at any point in the process. Then playback lets anyone rewind the wave to see who said what and when.
- 37. What is it? A wave is live. With live transmission as you type, participants on a wave can have faster conversations, see edits and interact with extensions in real-time. http://wave.google.com/about.html
- 38. Introducing… Lars, Stephanie, Jens…and others Engineers overseeing the Wave project At the Google I/O Developers’ Conference, May 28, 2009 Some techie lingo… Edited from video at: http://www.youtube.com/watch?v=v_UyVmITiYQ
- 39. Wave is like email
- 40. Wave is like email
- 41. Wave is like instant messaging
- 42. Wave is like instant messaging
- 43. Technical overview Wave is an open-source protocol. Currently only executed by Google. Designed to be taken on by other companies and expanded.
- 44. Features… and uses in the classroom
- 51. Playback
- 52. Playback
- 53. Spell-checker
- 54. Spell-checker
- 55. Attachments
- 56. Attachments
- 62. Google search
- 63. Google search
- 64. Gadgets: mindmap
- 65. Gadgets: napkin
- 67. Uses in class Debate http://www.guardian.co.uk/environment/blog/2009/dec/15/copenhagen-google-wave-youth-panel
- 69. Vocabulary with definitions, examples, etc.
- 72. Word games?
- 73. Language use through other types of games?
- 75. Gadget
- 76. Office hours
- 78. Uses outside of class:departmental use? http://www.hotelsmag.com/article/451151-Hotel_Rides_Google_s_Wave.php
- 81. Wave doesn't play well with IE
- 82. …so far
- 83. (Firefox, Chrome and Safari are fine.)
- 87. Why CALL? Critical thinking skills Use of computer technology in classrooms is generally reported to improve: more student-centered learning and engagement, more active processing resulting in higher-order thinking, more confidence in directing students’ own learning. (Noemi: Retrieved October, 2009.)
- 91. 2. Forming knowledge by mediating artifacts Language is the most important artifact human beings have developed. Meaning and knowledge are created and conveyed through the medium of language. Isn’t language learning playing with the language and forming knowledge in new ways?
- 92. 3. Building knowledge through argumentation and meaning making Learning is an argumentative process that happens among participants who want to make meaning of what others say and what they themselves want to say. It is intentional and it involves transferring what is learned to new situations.
- 95. Strengths of Wave Excellent tool for collaboration Cooperative teams achieve higher levels of thought and retain information longer than students who do their work individually (Johnson and Johnson, 1986).
- 96. Strengths of Wave Promotes close reading, revision, and tracking of preliminary work Discourages product oriented writing while facilitating writing as a process • Ease students into writing/speaking for a wider audience and encourages multiple perspectives and solutions
- 97. Strengths of Wave Playback mode allows the participants to see a wave develop. Participants can see who contributed how much, and what Playback also allows each participant to be able to go back and reflect upon their own production. Participants can focus more on the actual task rather than the structure and the storage of the content.
- 100. Weaknesses of Wave It is impossible to finish a wave. You can ‘mute’ a wave that you no longer want to participate in, but this wave may live far beyond the point the initiator meant it to be.
- 103. Google is showing evidence that it will integrate Wave with Docs and possibly other products, such as spreadsheets and presentation applications (according to the initial product demo video)
- 106. See if you like it.
- 107. See if your students like it.
- 108. See if your students learn while using it!
- 111. (This address is printed on the handout.)
- 112. Scour the web.
- 113. We have a few invitations left...
- 115. How do I get a copy of the slideshow? Go to http://youtubeforwriting.blogspot.com Printed on your handout. Go to the TESOL’s event at www.slideshare.com Search for “2010 TESOL Annual Convention and Exhibition” Username “bartsch”
- 116. To contact us... David Bartsch david.bartsch@qu.edu.qa Ozgur Pala ozgur.pala@qu.edu.qa Marie Daniel danielma@champaignschools.org
- 118. Hane, Johanna. “Google Wave: A Revolutionary CSCL-tool or an overestimated hype?”. Retrieved on February 15 from http://api.ning.com/files/B5shNxqW8YXUvWZrR7VvQ9GVEFxzU-V5WRZtzoP16y3NrNzNamNaNXXdL5MZo9d3BUR-9a9vwSs5kiwFJ2H8rhnxWb*uKc4q/GoogleWavearevolutionaryCSCLtooloranoverestimatedhype.pdf.
- 119. Koschman, Timmothy, ed. “CSCL: Theory and practice of an emerging paradigm”. Mahwah, NJ: Erlbaum, 1996.
- 121. Schwartz, Linda; Clark, Sharon; Cossarin, Mary & Rudolph, Jim. (2004) “Educational Wikis: Features and selection criteria”. International Review of Research in Open and Distance Learning, 5:1, April, 2004.
- 122. Suthers, Daniel. “Technology Affordances for Intersubjective Meaning-Making”. Frontiers in Artificial Inelligence and Applications; Vol. 151, 2005.
- 123. Wegerif (2005:6) “Towards a Dialogic understanding of the relationship between CsCl and teaching thinking skills”. (2005) Retrieved from http://portal.acm.org/citation.cfm?id=1149386 on March 1, 2010.