In ISLT 9471, my colleagues and I designed a course that would leverage technology to create authentic learning experiences related to an employment search, especially using technology for job searches, digital word-processing, communications, creating and posting an online portfolio, creating a social media presence, and online interviewing. In addition, I’m presently on a curriculum committee for our freshman English program. Part of the curriculum is to have students give persuasive presentations using presentation software. My presentation activity from ISLT 9485 can help students achieve this goal.
In ISLT 7377, I developed a Technology Integration Learning Plan (TILP) to have EFL students create “How-to” videos in which they would explain a process using specific target language. The plan involves students using video cameras, the university LMS, and Google Drive. For all the technology involved, I would have to co-learn with the students, particularly troubleshooting issues with individual video and phone cameras and video editing software. In addition, last semester I guided students on how to build simple websites for mock businesses using Google Sites. I had to help troubleshoot issues related to setup, adding content, and sharing. From ISLT 9485, I have learned how to create much richer technology guides to include a guided analysis and a worked example.
For several years, I have used Google Docs to improve my EFL students’ writing skills. I have also lead workshops on how to do this. Google Docs allows students to communicate with me “in” the document in real time or asynchronously via chat or comments. By sharing, students can also review and comment on their classmates' writing. Using Google Docs this way, I can help students develop better writing skills, and I can introduce them to a free and full-featured word processor, as well as the experience and benefits of online collaboration.
Living and working in Korea, I must regularly demonstrate cultural competence online and offline, navigating Korea’s linguistic and cultural norms. My university students, colleagues, and I communicate online in many (perhaps too many) ways: via Schoology and Blackboard messages, via YU’s LMS messaging and SMS services, via Google Docs comments and chat, and via email. Students can also ask our staff members questions using our department’s Facebook page and via our Help Desk Q&A. My work environment is not very diverse – nearly everyone I teach is Korean. Nonetheless, I demonstrate cultural competency with students whenever I communicate with them by being (1) timely, (2) helpful, and (3) respectful. In turn, I try to teach cultural competency and professionalism; for example, by pointing out and modeling proper email format with salutations, clear paragraph formatting, and closings – in contrast to the text-messaging “format” that many of my students use.