Toshiko+Kamei




 * LOTEHAT Workshop Reflections **

Module 1 Getting to know the Standards || We discussed the different standards and related them to our teaching that happens every day. It was good to see that each of the standards directly related to the needs at my school and the needs of promoting and teaching the language. In particular, I was happy to see advocacy on the list. || Module 2: Using the standards in professional learning || Using the standards in professional learning lends focus to the purpose of our professional learning. In our table group, we looked specifically at Language and Culture within the Teacher Standards. It was good to remember that our experiences and our relevance with the language has an effect on our teaching and how much the students learn. || Module 3: Learning, learners and their life worlds || Reflection on Behaviourist Learning theories I do like to compartmentalize the steps of learning Japanese: grammar, speaking, etc. Because of my personality, I find it makes more sense to me if the teaching and learning is sequenced in a logical manner. (I often follow the textbook quite closely so that each topic that the students learn flows into the next topic. I use tests and quizzes a lot, as I find students do not bother to learn if there aren’t tests or if there is no reason to do the work. I also have a sticker system in which I reward good actions or behavior Cognitive and Constructivist learning theories It is important to me to develop a good relationship with the students I teach. I feel that I am part of their social experience as their teacher for a year or a number of years. I feel that in my role and as a foreigner in Australia I can enrich their life experience in some way as they will enrich mine. I try to give as much context as possible and give lots of background cultural knowledge. E.g. personals stories and Youtube. How do you know your students? I try to actively listen to them as much as possible and observe their behavior. I can learn from their support group: parents, teachers, tutors. I also like to have casual conversations with them as much as time will allow. I can also learn a lot about them from the assessment tasks: How do they do? How do they act before they have to write the test? What is their language level like not only in Japanese but in English as well? What is their attitude towards the task? Scaffolding: 5 ways to scaffold learning: The nature of scaffolding: I think I do all of the different types of scaffolding: conceptual, dialogic, diagrammatic. The students at my school require a high level of scaffolding. || Module 10: Our Intracultural Selves || * Everything adds up to our enculturation. We are complex, as are our kids. Enculturation + standards + classroom. Module 5: Resources for Language Learning || * I would like to see the technology improve in our classroom so we can use it for more communication practice. Joe Dale's presentation about iPads was excellent. It was great to see the many ways in which iPads can be used for language learning. || Module 6: Language is first and foremost a tool of communication. It is one of my goals to include as many communication activities as possible so the students can see that the language learning has practical uses as well and that they are capable of speaking. After looking at the statements of language, I feel that my views on language are quite similar. The only point that I do not feel so strongly about is the view that nationality or language makes up identity. Your background and experiences make up your identity, however, you do not need to be defined by the language you speak or the country you were born in. As I was growing up, I felt so defined by the fact that I was Asian-looking and had an Asian name. I grew up resenting being defined by this. However, as you see that there are so many people who have similar backgrounds and experiences, this focus is diminishing. I appreciate this. For my students today, I never make assumptions about them, depending on how they look. I like to emphasize that although I look Japanese, I actually had many of the same experiences as them and that my identity is tied up in the fact that I mostly grew up in Canada. The different tasks we experience in the session were a good way to see how we can increase language awareness in our students. Great exercise to increase language awareness in students. UCLA: Language Profiles – language knowledge: www.lmp.ucla.edu You needed the pictures as well as the sentences as well as cultural knowledge about the setting. Understanding a word from its context. This varies from language to language. These two tasks were great ways to get the students to problem solve and engaged. I will definitely use something like this in my classes. I could invite students to engage with personal questions, such as: “What would it be like if you had to speak a language that is not your own all the time? How would your life be different?” || The interactions that are mostly found in my classroom are between me and the students. I also do a lot of pair work and have the students talk to each other. When I speak to the students, it is so I can teach them what they need to know or learn. I believe it is important for students to be active in their learning. I liked the comment from the quotes on Handout 1 about questioning (Tsui, 1995, p.81) The students in my classes do ask a lot of questions, and sometimes I can get quite frustrated by the questions as I feel they are disruptive to the lesson. However, this quote made me think that I should not be so discouraged by the rapid questioning by the students as it shows they are actively involved in the lesson. Although there are some questions that are better than others. The students question a lot in my classroom, sometimes too much as I have a relatively relaxed atmosphere in the classroom. I also ask a lot of questions of my students in order to consolidate what I have just taught and to see whether they have learned or not. I have the expectation that students should respect the others in the classroom and that if someone is talking, they should show respect and listen. I would like the students to put up their hands and take turns in an orderly manner. However, this does not always happen. In the junior classes, I don’t expect the students to be able to question in Japanese, except for a few set phrases that they have learned, such as whether they can leave the classroom. I expect the students to treat me as a teacher, and it is clear that there is a clear distinction between us. I expect them to address me as “Kamei sensei” in Japanese, as a simple form of respect. How can I just use the target language in the class? We find that for complex explanations, must use English. Also, unfortunately, for the most part, we are teaching the students how to be successful in school Japanese, to pass the exam. To do this, English can be more time-effective than using Japanese all of the time. It is certainly one of my goals to have more Japanese spoken in class and it is something that I continue to work on every day. I believe it is definitely beneficial for the students to hear as much Japanese as possible in class so it becomes second nature for them to understand it. What are some goals of classroom interaction? Transcript 1 Japanese Year 9: “Why can’t they all be the same?” Creating a learning culture Eliciting learner interpretations This exercise made me realize that sometimes I can do the same sort of questioning as this example, particularly when I do not prepare adequately. I really believe that preparation is key to good teaching. I find that when I teach something for the first time, there is a lot of trial and error involved. The next time I teach it, it goes a lot smoother. I would like to have more time preparation as it really would improve my teaching practice. Question and interaction would definitely benefit my teaching greatly. There are many issues for languages and cultures teaching in interaction. In particular, there are a lot of topics in language that simply need to be learned. In addition, it is difficult to interact in the target language consistently with the limited contact time that I have with students. In particular, I only see the year 7 students twice a week. || Moving towards Assessment for learning (formative assessment) What language are students using? Giving feedback Is part of effective planning: variety of activities Focuses on how students learn: interlinked with planning How much time do we want to spend on focusing on “how” we learn? John Hattie (Melbourne University) identifying goals and criteria, feedback from teachers Is central to classroom practice: Is a key professional skill: changing students perspective on what assessment is, depending on what they are used to. Is sensitive and constructive: Assessment for Learning: fosters motivation – focus on achievements, as opposed to numbers that students can compare. Learner’s autonomy: as opposed to teachers dictating what the outcomes need to be, the students can have some control over what they are focused on improving. Promotes understanding of goals and criteria: Helps learners know how to improve: Develops the capacity for self-assessment: a focus, what do students need to focus on. ( I do this with my year 12 students all of the time.) Recognizes all educational achievement: Backgrounds that students bring to class: can be quite challenging in a country town, especially as I come from a different country and quite a different background to all of the children I teach. I come from Vancouver, Canada, which is very multicultural and mostly Asian. It was quite a shock to come to country Victoria. The assessment cycle: conceptualizing, eliciting, judging, validating Try to have a range of language assessment (Expanding language assessment): as a secondary teacher, it is difficult to have a range of language assessment. I found as a primary teacher, I accomplished more range. Especially as I was not confined to just teaching languages. Of course, I have my own ideas about where students are at, depending on classroom interactions, but I can never use them as formal assessment to base results on. Although I do use them to give feedback and to encourage students. I would say I use process A quite a lot in order to increase student motivation. I always give students individual work time during class, and during this time, I walk around to give individual feedback to all of the students, particularly the junior students. This not only increases motivation but also helps me to develop a relationship with the students which is also very important for student motivation. I also do B although not as much as A. The students gain a lot of satisfaction out of me acknowledging that they have finished the work and done a good job. D is very important in my classes, as the students require a lot of clarification in order to understand what to do. This helps with their focus and also because my classes often have patterns, as language does, the students can anticipate what will happen and what is expected of them. I always do F, especially with formal assessment tasks, so the students are clear on what is expected of them. As discussed before, in this session, particularly with the junior classes, in order to keep students from shutting down and losing confidence, it is very important to scaffold as much as possible. This means every step has to be very clear and relatively simple. H is something I do with the senior classes, particularly VCE, often. In order for them to succeed, it is important that they can recognize their own errors and make corrections if necessary. I often use this technique with their writing assignments. I give it back to them and we talk about one of the major issues with the writing and how we can improve it. J is regularly used in class. In the junior classes, I walk around while they do their work and give suggestions for improvement. The one-to-one interactions make a big difference, as students don’t listen as well as a whole class. With the more senior classes, I give as much written feedback as possible and have one-on-one sessions with them as well to fix recurring grammar or writing issues they have. I do K a lot with the senior classes, but I should do it more with junior classes. The only limitation is time, as I have so many junior students and it is difficult to give them quality evaluative feedback on a regular basis. N is one that is necessary to do, as I have to have individual grades for Speaking, Listening, Reading, Writing and Culture for the junior classes and I also need to have grades for all of the Outcomes for VCE. P is one that I think is important for motivation. I use a sticker system in order to reward students although I rarely punish students. Reflection of my own assessment practices in relation to the discussion in this module. What are your students learning? I think for the most part, my students are learning how to be successful in secondary Japanese, as opposed to learning to learn or learning how to communicate. It is a shame, but I feel pressure in order to get the results expected in the school. In addition, the students are not very motivated in the first place, so if I do not focus on results, it can feel like no progress is made. How do they interpret/ figure things out? In the senior levels, the students begin to make connections and start seeing the patterns in language. However, in the junior levels, I would say that the students rarely figure things out for themselves, but have to be given the information by me. What do they mean when they interact? How do they use their language(s)? For the junior students, I would not say they really use their language yet, that they have learned. The senior students use it as a way to get good marks. How are they participating in activities? The junior students are difficult to motivate, as they see Japanese as simply difficult. They do well with simple, individual activities, but once I try to do an interactive or group activity, they get shy and insecure and begin to act out. The senior students, as they have chosen to study the language, are much more engaged and work well in the activities. What positions are they enacting in relation to each other and the learning material? Some students have really decided to be the class clown because they see Japanese as an insurmountable challenge. Other students who perhaps have a background in the language (learning it at primary) or have an aptitude for learning it, take the role of leaders and like to show off. Language learning is very much connected with ego. What identities are they developing? They are developing their identities as language learners in the class and taking their place in the hierarchy. Perhaps year 7 is quite an important year for that as it is the year that students transition to secondary and perhaps get more entrenched in their academic identities. || What do you see as important considerations when selecting or designing assessment tasks? Can the students accomplish the task? How can the students be prepared for the task? Does it address the outcomes necessary? How does it go with the whole year design? Does it accomplish what the students will need in order to be successful with the rest of the course? What is the nature of the group? How much time do I have? Authentic purpose, authentic task. What sorts of language and intercultural capabilities do you think is important to focus on in your assessment? For junior classes: simple focus on what the outcomes are. For senior classes: a more broad understanding of what is required. The students would need a more sophisticated understanding of the language in order to produce what is required. Independent research skills, organization, higher order thinking skills, Assessment of building identity? Different types of grouping tasks. Should all tasks include language knowledge, language use and intercultural engagement? Evaluating assessment tasks. What are the criteria you would use to judge assessment tasks that are being given to students? How do they effectively use target language? How does it measure student achievement? Does it really show what the students are capable of? Do the students have the tools necessary in order to be successful in the task? Does it fit in with the unit, the term, the language goals for the whole year? Group activity: Small group task 3: In order to really evaluate these assessment tasks, I believe you need more background knowledge about the class, what the curriculum is and what the goal of the course is. Is the assessment rubric a useful tool? (Handout 2): It is useful to me, as all of the criteria make sense. It should always be in the back of my mind for each of the assessment tasks I make. However, there are limitations, particularly in authenticity, interaction and impact, as you do need to measure specific outcomes and they will not always fit with the all of the criteria listed. This module reminded me of what is important to think about when designing assessment tasks. As secondary can be so results-oriented, it is easy to forget that assessment can go beyond just getting the necessary grades for the next report to the parents and students. This module will change the way I develop assessment tasks for my students. The assessment task for my investigation is a Morpho project with my year 7s. I will take the criteria that were outlined in this module and look at how the assessment task fits each. || How does Palomar’s model apply to assessment? You can plan and have a perfect idea in your head of how things should go, but there are always variables, and you must be flexible. This applies to assessment. The example of the Indonesian teacher and how her assessment task changed. Has this happened to me? Yes, it is difficult to think of specific examples, but there have been instances where assessment tasks, particularly projects and writing tasks have changed as a result of student response or time. How can we find evidence of learning? How do we exclude the spotlight and see the other elements and perspectives that are necessary in student performance? I believe this can be accomplished by not just assessing students on one task, or type of tasks, you need to have variety in your assessment methods. ||
 * **Module**
 * & Date** || **Reflections** ||
 * Day 1
 * Day 1
 * Day 1
 * Day 1
 * What is the culture of the school in which you teach? It is a Catholic school in regional Victoria. I believe the students come from very similar backgrounds.
 * Survey to find out about student’s backgrounds. I have not really done this, as perhaps I have too many assumptions myself about where the students come from.
 * I do know that my students seem to come from quite a narrow world, as a lot of their experiences seem limited. This is apparent in how they answer certain questions and how they view language learning. It is very negative to them and difficult to connect with their own experiences.
 * I believe I could learn a lot about the discipline, traditions and debates in language and culture teaching. It would be very helpful to know further the rationale behind teaching foreign languages in Australia.
 * I try to express my intercultural awareness in teaching and daily life by providing an example of how to be open.
 * I try to infuse as much culture as possible into my teaching so students can see that language learning goes beyond the rote learning of vocabulary and grammar structures.
 * I believe that you have to value and be open to every way of thinking and life. Therefore, it enables you to learn from everything and everyone. I try to value what the student’s experiences are and the reasons behind their hesitation in learning Japanese. I feel there is no need to force-feed my values onto others, as I would not want others to do the same to me. There is also no guarantee that my way of thinking is the only absolute way to see the world.
 * Go beyond superficial gestures.
 * Recognize similarities in cultures. ||
 * Day 1
 * Authentic resources: It is difficult to find resources in Japanese that are language focused that is at an appropriate level for students. Particularly with the different forms that are part of the language. In addition, the students have a limited use of Kanji.
 * Japanese Assistants are a great resource.
 * We often use authentic menus from Japan for the food unit with year 8 Japanese. These menus are accessible online. For example, the fast food menus for McDonalds, Mos Burger and Yoshinoya.
 * Visit with cultural incursions: Taiko group and the manga artists.
 * Cooking Japanese food: try to include a language and cultural focus.
 * Most of the realia is focused on teaching cultural awareness to the students. I would like to have more ideas on how to use realia to teach language skills to the students. Particularly for the higher level students who are in year 11 and 12.
 * There are a lot of children's picture books that are useful. They can even be used to explain grammar at a VCE level.
 * Day 2
 * My View of Language** || I see language as a reflection of culture, a communication tool and a way to express oneself. I try to impart this view on my students as much as possible through different activities. For example, to show that language is a reflection of culture, I often do cultural projects or events, particularly with the junior classes. Through these cultural events, I hope that the students can see the relevance of the language as well as the cultural connections that are there. In addition, with the older students in particular, I explain why sentences are said in certain ways in Japanese while in English, it is completely different. Or, not said at all. For example, the passive is used much more in Japanese than in English. This is a difficult concept for non-native speakers to understand and requires a sophisticated understanding of Japanese culture in order to fully understand how to use it.
 * Statements about language**
 * Task 5 Language Awareness** (Handout 3)
 * Handout 4**
 * Cross Cultural and Intercultural**
 * Day 2
 * Module 4: Identifying Language Specific Needs** || In this module, we discussed how confident we feel about our capabilities in the languages that we teach. I feel quite confident that I have the necessary level to teach the language, however, personally, I would always like to improve in my skills. I feel that language as with every other discipline is a life-long challenge. ||
 * Day 2
 * Module 7 Teacher talk and classroom interaction** || **The importance of classroom talk and interaction**
 * Genuine, not just fake or artificial situations
 * Beneficial, for the learning of the students
 * Engaging, and involving as many of the students as possible
 * Non-threatening: safe and positive atmosphere
 * Task 2 Handout 2**
 * This does not build a community of learners as long one student is actively participating in the discussion
 * There is no foreground of intentions and purposes, although there is some, as the teacher has written the special numbers in red
 * It does not foster relationships and identity formation as at the end, the teacher just leaves it to the students to memorize for the purpose of a test.
 * This does not encourage participation as only a couple of students participate
 * The teacher was limited in the number of questions he asked.
 * The teacher does not solicit many insights
 * Day 3: Module 11 || Assessment: ethics and responsibility is important
 * Assessment for Learning**
 * Reflection**
 * Do I do The processes of formative assessment? What would I like to do? How would I implement it? (Handout 4)**
 * Day 3: Module 12 || Understanding ways of eliciting
 * Reflection**
 * Day 3: Module 13 || The assessment cycle: Judging and evaluating

1. To develop my knowledge of language teaching, particularly in the use of iPads and iPods and to apply my recent learning to enhance my language teaching. 2. To develop my skills in promoting interest in languages and cultures in the classrooms with the junior year levels. || I will investigate the year 7 level. I would like to see particularly how iPods affect learning with the younger year levels and affects motivation as Japanese is not mandatory at this age and motivation is a big issue in these classes. I will provide anecdotal feedback on how the classes using the iPod activities were engaged. I will also conduct a survey with the students, asking them how the activities affected their attitudes towards language learning and the content. Initially, I would like to use Morfo for a speaking task, Make Dice Lite for some simple Hiragana review tasks and Socrative for class review activities. Because the focus is on iPods, the design will involve tasks where students utilize iPods to practice and apply the concepts they are taught. How much support do I provide for the task? For the whole process of assessment, gather the following data: Pre-survey: Do you think you will continue Japanese beyond year 8? What is your experience with iPads or iPods? How did you use them? Observation of students using the iPods. Verbal feedback from the students as to how they found using iPods in order to learn a language. Marking of the Projects. Post-survey: Ask the same questions again as in the Pre-survey but phrased differently. || What was the students' response to technology, particularly this type of technology? What evidence is there that it enhanced student learning? ||
 * Classroom Based Investigation Planner**
 * Focus of Inquiry || Using iPads and iPods in the classroom to increase student engagement. ||
 * Student Learning Question || What data can I gather through the iPad and iPod activities that indicate how effective and engaging the activities are in student learning? ||
 * Teacher Learning Question || What data can I gather through the iPad and iPod activities to develop my understanding and competence in the use of a variety of ICT tools in order to teach Japanese and increase student engagement in the subject. ||
 * Rationale || What gap is the assessment addressing?
 * Design || **Deciding the process**
 * Deciding on the tasks**
 * The focus will be on the following Apps on iPod: Morfo, Make Dice Lite and Socrative
 * With Morfo, this will focus on the speaking ability of the students. They will work on a self-introduction which they will write themselves and then record onto their Morfo character.
 * Make Dice Lite will practice their Hiragana reading skills.
 * I will use Socrative in order to assess what the students have learned and to review the concepts taught.
 * After the students have made the Morfo characters, I would like them to share them with others in the class. In addition, I would like them to actively practice introducing themselves to others.
 * In order to practice speaking and fostering competition amongst students, I would have the students compete with each other using the Dice Lite app in pairs or groups.
 * I will gather anecdotal evidence as to how the students were engaged during the iPad activities.
 * I will also do a student survey, getting feedback on how they found the activities.
 * I will get feedback and advice from my colleague who also teaches Japanese
 * All of the iPod activities will have to be done in class, as we only have a class set of them.
 * The task will follow this order:
 * I will show them an example Morfo and introduce them to this project
 * I will show them a model of a self-introduction
 * We will create a criteria sheet together as a class, and decide on what criteria is important and ensure that all of the students are clear on the criteria and what is required of them. I will scaffold this process, as the basic skills of pronunciation, fluency, pace and creativity will be required in the project.
 * Show them on the projector, the steps in making a Morfo
 * Students will write their own self-introduction in Japanese
 * They will practice saying the self-introduction
 * Once they are finished, they are allowed to collect an iPod
 * They can start to create their own Morfo.
 * I will save the projects.
 * I will expect feedback from the students once they have finished the task. I will have a discussion with the class as to how they found the project and record some of the student responses.
 * I will judge the projects myself using the criteria sheets we developed in class.
 * Deciding on the data to be gathered**
 * **Implementation** ||
 * * Teacher develops the surveys and the tasks
 * Teacher has the students fill in the Pre-survey.
 * Teacher explains the task to the students and develops criteria.
 * Students complete the task and the teacher marks their performance and provides marks and feedback to the students.
 * The teacher records and organises all the data in a systematic way in relation to the use of language in technology and online interactive procedures.
 * Teacher has the students fill in the Post-survey.
 * Teacher collates, consolidates, and organises all the data for analysis. ||
 * Analysis & Reporting ||
 * Analysis || Analyse the full data set. ||
 * Reporting || How did the iPods contribute to student learning and also to student engagement?
 * Evaluation || How did the investigation proceed? Did it go as planned? ||
 * Implications ||
 * Budget Proposal**
 * **Item** || **Application**
 * (how item will be used/how it links to project)** || **Quantity** || **Item Price** || **Total**
 * Price** ||
 * iPod Touch 8GB || They will be used for language activities in class || 7 || $198 || $1386 ||
 * VGA Adaptor || I will use this to hook my iPad or iPod to the projector in class in order to demonstrate different tasks || 1 || $25 || $25 ||
 * iPod Applications || The applications will be used for language activities ||  || Varied || $89 ||

Eg. confident, unsure, mixed || Possible ways to address gap || I try to use Japanese as much as possible, particularly with the older students. I use the Japanese and then repeat it in English as much as possible in the lower levels so that the students hear both. |||| I feel quite confident of my capabilities || However, I would like to speak more Japanese in class as sometimes I fall into the trap of speaking English as it is easier and quicker for the students to understand.. || Feature |||| What I know about it |||| What I need to learn about it |||| Possible Ways to Address Gap || Feature |||| What I know about it |||| What I need to learn about it |||| Possible Ways to Address Gap || Feature |||| What I know about it |||| What I need to learn about it |||| Possible Ways to Address Gap ||
 * **// Reflections on Language Specific Annotations //**
 * ** Classroom Language Use ** ||
 * Language Feature |||| How consistently I use this |||| Examples from my Practice |||| How I feel about my capabilities
 * Using Japanese in a principled way for regular classroom management/ organisation and instruction and discussing and creating a classroom environment appropriate to the needs of the students |||| I use it most of the time. |||| I greet the students every class in Japanese.
 * ** Language Use Outside the Classroom ** ||
 * Language Feature |||| How consistently I use this |||| Examples from my Practice |||| How I feel about my capabilities || Possible ways to address gap ||
 * Engaging in casual conversation with other speakers of Japanese including non-native speakers |||| I do this about twice a month. |||| I am part of a Japanese play-group, which consists of native and non-native speakers of Japanese so we can expose our children to as much Japanese as possible. |||| I feel confident about my capabilities. ||  ||
 * ** Explicit knowledge of the linguistic system ** ||
 * Language
 * Features and use of the verb system |||| I know how to use it in spoken and written Japanese. |||| I need to learn more about how to teach the verb system, as I did not learn it in the same way that I need to teach my students. |||| I will attend PDs about teaching grammar and also get advice from my colleague who has many years of experience teaching Japanese in Australia. ||
 * ** Explicit knowledge of language use ** ||
 * Language
 * Use of idioms and set phrases |||| I do know a number of Japanese idiomatic and set phrases. |||| I think I could definitely learn more about it so I can explain more to my students. |||| I have recently been watching a lot of Japanese TV in order to keep up with modern Japanese and to also learn more about Japanese idiomatic phrases and set phrases. ||
 * ** Attitudes, Values, Cultural & Linguistic Practices ** ||
 * Language
 * Awareness of the role of respect for age, seniority and hierarchy in Japanese society |||| I know through my experience of working in a Japanese school and a Japanese office the rules of hierarchy in Japan. In addition, as my family is all Japanese, I have intimate knowledge through that as well. |||| The intricacies of the Japanese hierarchical systems are complex and there is always more I can learn about it. |||| Speak to Japanese people and learn more about the systems in Japan. ||
 * ** Personal Professional Learning Program **
 * Ø Goals, objectives & timeline for future learning ||

SECTION A: Discuss these questions with your table group SECTION B: MY GOALS Set yourself some goals for your use of ICT in your classrooms. Start small and build up, but do challenge yourself. J McCulloch 2008
 * ICT PLAN **
 * What ICT resources have you used in your classroom? ||
 * // From an intercultural perspective //, how did it promote:
 * active construction ** of learning/ideas
 * making connections ** with prior learning, new knowledge, across languages and cultures
 * interaction ** between learners/users of the language
 * reflection ** on language learning and use
 * responsibility ** for learning and for appropriate communication across cultures ? ||
 * Making connections: E.g. interaction between Learners. ||
 * What ICT resources (equipment and programs) do you have access to: Personally? At school? What do your students have access to? ||
 * What opportunities could you create for your students: to ENGAGE with ICT? to CREATE with ICT? ||
 * How would this enhance your teaching of your language? ||
 * What technology would you like to incorporate into your classroom/lessons? ||
 * What technology do your students prefer? What implications does this have for your teaching? ||
 * What ideas for ICT projects do you currently have? ||
 * What technology would you like to incorporate into your classroom/lessons? ||
 * What technology do your students prefer? What implications does this have for your teaching? ||
 * What ideas for ICT projects do you currently have? ||
 * What technology do your students prefer? What implications does this have for your teaching? ||
 * What ideas for ICT projects do you currently have? ||
 * What ideas for ICT projects do you currently have? ||
 * By the end of next week: ||
 * Resources (including how you will get help if needed): ||
 * By the start of Term 3: ||
 * Resources (including how you will get help if needed): ||
 * By the end of Term 3: ||
 * Resources (including how you will get help if needed): ||