Bibi+Schenaze+Peerbux

(Day 1 - 22/3/12) || The introduction was quite interesting. Getting informed about all the different sessions, daily program workload for the project and expectations was good, although I had to admit I thought the workload was overwhelming at the start when I saw the overall course program, the timeline of tasks and the LOTE Project Modules. || (Day 1 - 22/3/12) || In this session we were introduced to the professional standards project (both the teacher and the program standards). We were also informed of the overall learning program in relation to the standards. **I** find the Professional Standards module quite interesting. Although I didn’t get the opportunity to read through, hopefully I will have a more thorough read later. I personally believe that having teacher and program standards are very valuable to both teaching, and organising the learning program/curriculum that the teacher wants to deliver. We had the opportunity to discuss one aspect of the standards as per allocated to our table group. Eventually, the sharing of ideas and perspectives from others were very interesting and informative. This task gave me insights into other ideas/activities other teachers run or do at their schools to engage their students and local communities, in comparison to what I do. || (Day 1 - 22/3/12) || The professional standards are an integral part to guide and assist me in my planning and teaching as well as give me opportunities and feedback to evaluate and improve on my teaching. This is an aspect that I usually do with the VIT standards to keep me informed about my teaching and improvement to my students’ learning. For this project, I will try to follow and integrate as many standards (both teacher and program standards) in my investigation. In this session, we had an overview of how to professionally apply the standards in our teaching. In my opinion, the aim of this activity was help us to familiarise with the standards. It was great to have shared perspectives from others to add to my own repertoire of ideas and strategies. I wasn’t aware of the “Advocacy” standard which gave another dimension to the role and responsibility for language teachers. It is very interesting how it implies that as accomplished languages and cultures teachers, we areadvocates for language learning, interculturalcommunication and intercultural sensitivity, linguistic andcultural diversity.This standard gives me some food for thought as to what I should be continuously doing to keep language alive in my school, particularly when lots of students often have negative views about language learning and also how as a language teacher, I often feel isolated because I don’t feel that parents or other colleagues value languages in my school. I am kind of addressing this standard in some way (organising excursions/incursions, camps, school trips, language competition, cultural diversity week, etc...) and yet keeping parents and the local school community informed of any events through the school newsletter, website and sending home notices, etc... May be I should have some novelty ideas such as parents’ wine and cheese sessions to promote French and engage with the wider community! || (Day 1 - 22/3/12) || In this unit, we discussed and shared our current knowledge and strategies of teaching and learning. We also considered the various theories, processes and ways our students learn as well as how we teach them. We talked about the diversity of our students including how they learn and the broad range of strategies we use as teachers to plan, scaffold and assess our students’ learning to aim for their personal success, motivation and progress. In return, these processes also inform us on our individual teaching and areas for improvement as language teachers.In this session, the first task we did was to discuss and compare our understanding of the theories on Behaviourism, Cognition and Constructivism. We then had to identify what type of teachers we are, what type of learning we bring to our classrooms and which ones are best for our students. It was interesting how when we compared our understandings, we also referred to the various characteristics of learning. This enabled me to put my teaching and learning perspectives into a more purposeful context. I found myself relating to the various types of tasks I planned based not solely on the resources available, but also related to the characteristics of my students (age, gender, year levels, motivation, language skills, personal interests and abilities, etc...). Also, the importance of scaffolding was well discussed within the group. Personally, as a language teacher, I often make assumptions in the middle years that students already have prior knowledge and the skills to advance to the required level. However this is not always the case! The activity we did as part of identifying 5 generic ways of how to scaffold students was really useful. Sharing ideas raised my awareness about what other teachers do seek prior knowledge of their students. (I usually do some ice-breaker types of activities and introducing themselves while I do the same to get to know them); but I found the reading task on family we were given to analyse quite interesting as this would be another mean I could use to gather more linguistic and cultural information on the diversity of my students. In return, knowing more about the diversity of my students this will prepare me to better plan and prepare my lessons both linguistically and culturally to care for my students’ learning needs or requirements. Personally, I believe that it is critical to assess for, as and of learning, which means we should test prior knowledge when we start a topic to better understand our kids and what they already know ; thus this helps to guide the learning to the next step. Then, a formative assessment could be useful to check understanding again with a final follow up with a summative assessment to review and consolidate what students learnt in that topic. || (Day 2 - 23/3/12) || In this module, we had the opportunity to focus on ourselves more as language teachers and users of the language not only inside the classroom, but also outside the teaching environment within the big wide world. For most of the tasks in this unit, we had a brief discussion with a partner and within our small language group in order to reflect on the language use within as well as outside the classroom. We talked about various linguistic features, variations in languages, language specific dialects, and explicit knowledge of language use describing how we teach these to our students (content/vocabulary, grammar and forms formal/informal contexts), etc... We recorded our individual thoughts based on our individual teaching experience and classroom practices to reflect on how we proceed with “Language Specific Annotations”. || (Day 1 - 22/3/12) || In this module we looked at various types of resources and discussed about the value of engaging students with authentic resources. The authenticity of resources is valued by their context and purpose and also by their language and cultural relevance. Authentic resources should be able to help students to promote active constructions, make connections, provide opportunities for interaction, prompts meta-cognition and self-reflection including responsibility.
 * LOTEHAT Workshop Reflections **
 * **Module**
 * & Date** || **Reflections** ||
 * Introduction
 * Module 1 - Getting to know the Standards
 * Module 2 - Using the Standards in Professional Learning
 * Module 3 – Learning. Learners and their Life Worlds
 * Module 4 - Identifying Language Specific Needs: Working with language specific annotations
 * Module 5 - Resources for Language Learning

Often for VCE classes, I use more of the textbook, but supplement a lot with additional engaging activities such as songs and various types of listening activities; podcasts for grammar, PowerPoints presentations for grammar focus and concept maps for vocabulary development, clips and videos as well. Also due to the VCAA guidelines and following the prescribed themes and topics in the study design, I suppose. For other year levels, it is a mixture of textbook with more supplementing of tasks depending on students’ abilities. Also, language textbooks are not so cheap – I feel I am responsible to keep the parents happy that the prescribed books are being adequately used. However, I found the session on the introduction to different applications very engaging. I will definitely make use of the ones I can possibly have access to. Technology would be the biggest downfall for this in my school, because kids have access to laptops/netbooks, but we have a no i-pod/phone policy. || (Day 2 - 23/3/12) || This module focuses on language and pedagogy; language and culture. We did several activities in this workshop that helped me to share ideas with other participants. I enjoyed these tasks as it had a lot of similarities and ideas that can be easily integrated and implemented in regular lessons at school. The first task was to describe my personal view of language. For me, language is predominantly the essence of communication, the existence of life (both mankind and animal use speech or a set of sounds to interact with their counterparts). This interaction evolves to building relationships and bearing culture to learn about similarities and differences about others. In this activity, we compared our answers and had found a lot in common - for e.g. what we do in class, outside and around us in the whole world how we use language and how these uses impact on us. For our second task, we had to group and categorise statements about language. It was interesting when we compared the combinations that we came up with. Some interesting conversations went on with the classifications and how people thought out colonisations and the influences these had on societies and how languages evolved as well to inherit certain cultural values. The next task that followed was based on raising awareness. We had to investigate and analyse the language form of a given extract of the Zulu language. I had to use my thinking and analysis skills to identify words, parts of speech in sentences and look at the language syntax to identify particular vocabulary and specific use of grammar features. To be able to do this kind of activities you need to have some awareness of how the language form or syntax works for the Zulu language. I personally found the activity fun and thought it would be great to design something similar as a classroom activity to engage students – for e.g. getting students to look at different language profiles to raise awareness. Our final task was to investigate context and meaning of words from pictures/ visual format. I liked this activity as it is very relevant to one of the strategy that I often use in my classroom to make students identify vocabulary, words, expressions or phrases to explain how these are used in various contexts and how their meanings differ as well. In this activity, students will need to explore and develop strategies for problem-solving; they need to understand how to differentiate and focus on contexts not facts as well as to be attentive to the notion of cross-cultural and intercultural perspectives of words/expressions use in particular contexts. To sum up this module, I am thoughtful on my own language learning knowledge and awareness. Being a native speaker of the language I teach not necessarily make me familiar with all aspects of the varied culture we may encounter in different parts of the world from speakers of the same language. Acquiring and expanding on language awareness for me means to always be evolving and learning new things, which definitely would be enhancing and shaping my teaching practice when I do this – for e.g. understanding that language reflects: identity, values and beliefs, power, culture, learning (new knowledge and skills), outline people’s judgment and point of views, etc... Usually, for many students, when learning a language it becomes an initial shock for them depending on the way they are taught. Often, they feel that they are overloaded with information. If there are some kind of gradual involvement or immersion with other organisations such as links with local communities, sister-school relationships and wider community events to raise cultural awareness as well, the learning becomes more powerful, engaging and interesting too. Many of these options can be accessible these days with the use of technology. || (Day 2 - 23/3/12) || This unit is divided into three main sections: The importance and nature of interaction in the language classroom; considering a framework for exploring interaction in practice; reflection on how interaction for language teaching and learning can be enhanced in the teacher’s own context and practice. For activities in this module we worked mostly in small groups or in pairs. We read some quotes and ha to discuss some of the types of practices we identified in the readings. The first part of our discussion focused on the varied activities we do as teachers in our own classrooms to engage students, promote learning as well as provide a safe and flexible environment for the kids to function as learners – (for e.g. a set of expectations to inform students about learning and teaching objectives, success criteria, code of conduct, small group/cooperative learning or individual work, explicit instructions to follow, student’s participation and contribution to class discussions, importance of using and speaking in the target language, raising cultural awareness, identifying our own cultural identity to promote diversity, assessment values and feedback– teacher/student and peer-to-peer interaction, etc...). The second part led into analysing our teaching practice in terms of the interaction we provide students. We analysed a transcript of a teaching segment from a language lesson we were provided. The aim behind this activity was to gain an actual understanding of the teaching and learning strategies that were taking place as well as to review and reflect on our own teaching practices on how we function during a lesson and give feedback to students which could be individual or group feedback during the teaching process. The discussion and reflection has given me further insights now. I do take time to ensure that I emphasise more on the way I give instructions and clarify things in class. I am more conscious with the reviewing and consolidating processes in my lessons, particularly when the focus is not only on teacher’s formative or summative assessments, but also making students more aware when it comes to peer and self-assessments, including creating the cultural aspects of language learning. In the last section of this unit we focused on how we as language teachers we impact on the interaction that happens in our classrooms – for e.g. how do we build the learning culture that we want for our groups or specific cohort of students. Personally, the way I affect my classroom interactions would depend on each cohort/year level/abilities and dynamics I have. I can admit that I speak more in the target language in my senior classes than in my junior ones because of the level and ability of the students. However, I do try to keep consistency and use target language all the basic classroom expectations such as greetings, instructions, introducing a topic and simplified information/strategies for use of all the four micro skills. || Assessments (Expanded in Modules 11,12,13) (Day 3 - 25/5/12 ) || **See Below** || Developing relationships and wider connections (Day 4 - 21/8/12) ||  || (Day 1 - 22/3/12) || **Our Intracultural selves (Us, Our lives and our classrooms)** In this session we looked at how culture impact on our teaching as well as students’ learning. We briefly discussed as language teachers what are our roles and responsibilities towards promoting the language and positive learning environment in our classrooms.The first vital point is as professionals how do we decide what enculturation, professional standards and positive contribution/culture we bring to our learning environment. Firstly, as a language teacher, I should consider what I have in place to continuously develop my language skills and cultural insights together with the culture of my school. (Taking part in community groups to practice language or speaking skills; maintain informal conversations in target language with colleagues at school; enhance skills by attending network meetings and any language PDs on offer; links with the French associations –e.g. AFTV, Alliance Française de Melbourne, etc..)Secondly we talked about how we teach culture in our lessons. As professionals, we often relate to realia to demonstrate authentic individual experiences. Realia (e.g. holiday photos from a francophone place, narrating own experiences, comparing valuable things we have seen in movies; personal recount, little souvenirs, activities to symbolise who we are, etc...) – sharing these valuable experiences help us to reflect on our own cultural heritage and make kids also value our personal identity. In turn students feel confident to share their experiences, which bring a more positive atmosphere within the class and better relationships between students and teachers. Such correlation between both teachers and students also brings a healthy and harmonious connection between the language, culture and the learning itself. Often, lots of students make learning connections through noticing and recognising the values or cultures they see and experience. They are good at noting both similarities and differences which then help them to be more open-minded and critical thinkers that form part of intercultural knowledge and language awareness. As teachers our ethics and responsibilities are to assist our students to probe this awareness which would prompt them to better understand other cultures.It is with the help of our intracultural perspectives we can support our students to become more interculturally sensitive. || Module 12 - Ways of Assessing Module 13 - Considering the evidence of language learning (Day 3 - 25/5/12) ||  || It was inspiring to hear many interesting projects that other participants are working on. I have got some further insights into how I can improve my own project through just not verbal feedback, but also from ideas/things others have done. ||
 * What perspectives do I bring to class by the resources I use?**
 * Module 6 - Language Learning and Language awareness
 * Module 7 - Teacher Talk and Classroom Ineraction
 * Module 8 -
 * Module 9 -
 * Module 10 – Understanding the interrelationship of the intracultural with the intercultural
 * Modules 11 - Situating language assessment practices
 * Project reflections || Personal Reflections from presentations

(How will I measure my progress) - surveys from the teacher; correlation charts to express my views on the activity and also indicate my performace in this task; a Parking Lot to express my ideas about my learning strategies. || (How will I measure student's performance) - Students Surveys, Correlation Charts, Parking Lot feedback, Individual and group Feedback on written work, regular assessments on the four micro skills; also portfolio of work produced by individual students. || - The focus for my junior students will be to assist them to scaffold their learning and maintain their enthusiasm for language learning. Also this project will aim at integrating the use of ICT in French lessons through tasks differentiation to suit students' needs, VELS assessment process that will also support our French curriculum planning and mapping at the school. || - I will start implementing this project during my regular French lessons which is 3 lessons per week this term for VCE classes and 3 lessons per fortnight for the junior group. - I will start documenting students' progress and analysing the data and re-assess at various levels (for, as and of). - I will be purchasing a class set of ICT gadgets (Talking point, which are small microphones that students can attach to the classroom walls to run their conversations and recording tasks); also a digital camera to take photos and film students' learning and 1 ipad with useful applications for them to use to be creative with their learning.. ||
 * Classroom Based Investigation Planner**
 * Focus of Inquiry || Scaffolding the learning of two small groups of learners (my VCE students and one of my Year 7 group) based on High Realibility Literacy Strategies which is a whole school approach being implemented at my school ||
 * Student Learning Question || How do I learn best and what do I need to do to improve on my language learning skills?
 * Teacher Learning Question || How can I encourage my students be critical thinkers and progress with an in-depth understanding in their language skills?
 * Rationale || - The focus behind this project for my senior students will be to support my students to better prepare for their final VCE exams. This will also assist me to demonstrate how using the John Munro Literacy Strategies have helped my students to achieve better outcomes in their VCE results.
 * Design || I will focus on one particular topic and develop the scaffolding based on all four micro-skills with language learning. For the VCE group, the focus for activities will be on their preparation for the Detailed Study topic, whereas for the Year 7 group, the focus will be on the topic of family. ||
 * **Implementation** ||
 * - I will be planning my project tasks to start running them in Term 2. I have already started collecting some data on all my students, the strategies they use to learn a language, etc...
 * Analysis & Reporting ||
 * Analysis ||  ||
 * Reporting ||  ||
 * Evaluation ||  ||
 * Implications ||


 * Budget Proposal**
 * **Item** || **Application**
 * (how item will be used/how it links to project)** || **Quantity** || **Item Price** || **Total**
 * Price** ||
 * 1 || Talking Points Pro (microphones) for students to practice conversations. These gadgets will be set as work stations where students will take turn to move around the classroom and listen to/respond to a specific message or question at a time. || 5 (per set) || 65 per set || 65 ||
 * 2 || Easi-Teach microphones (for students to record own conversations and copy mp3 files to their laptops for listening, practising pronunciation and self-correction with oral activities). || 2 || 99 each || 198 ||
 * 3 || Story Point Sequencer (For the Year 7 students to use as a work station to listen to vocabulary and short phrases in order to assist them to practice pronunciation, visualise the words/expressions to be able to complete spelling, reading and writing tasks). || 2 || 56 || 102 ||
 * 4 || Teaching resource kit on the topic of 'Family' to use as props for visuals for the Year 7 group. || 1 || 115 || 115 ||
 * 5 || Digital Camera to take photos and film particular session- **(Canon IXUS 1100 HS Digital Camera - 12 Megapixel) .** || 1 || 400 || 400 ||
 * 6 || 1 ipad for students to use on an individual basis to be creative with their tasks. || 1 || 540 || 540 ||
 * 7 || 16 GB Memory Card for video capturing. || 1 || 80 || 80 ||
 * **Total Cost** || **1500** ||

Eg. confident, unsure, mixed || Possible ways to address gap || - Knowing the language and culture of topics relevant for the age groups I teach. - recognising and using instances of French language and cultures to raise awareness of more general issues of the language, culture and diversity. |||| Usually, the amount of target language use depends on each year level and cohort of students I teach. With senior, I run most of my lessons in French and would speak in English only to clarify certain things, particularly grammar explanations or when reading/ listening comprehension tasks involve responses in English. |||| - Greetings (For e.g. bonjour tout le monde, au revoir, à bientôt, etc...) - Thanking students or praising them for their particpation (For e.g. merci, très bien, bonne idée, etc..) - Classroom instructions (For e.g. Asseyez-vous!, ouvrez vos livres à la page ...) - Ask about the date and time (For e.g. Quel jour sommes-nous?; Quelle heure est-il?) |||| Confident as I am a native speaker || In the junior andmiddle-school levels classrooms, I have posters displayed with common classroom instructions, numbers, days, etc... I beleive it would be better if I get the students to work in small groups and create a set of posters for these. Then, this process might help them to retain more of the instructions and basic vocabulary.
 * **// 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 French in a principled way for regular classroom interaction and creating a learning environment appropriate to the needs of the students.

With the senior levels, if studentsusually create their own glossary when coming across new vocabulary, verbs, etc... May be students can each take responsibility to create a list of 10-25 new words they learnt per week and display them in class for everyone to use, read, refer to. || - particpating in some formal language contexts - Making telephone calls, reading and writing emails - Reading literature and using contemporaty media both for personal entertainment, teaching and for keeping up-to-date with cultural repertoire. |||| - I get involve in conversations on a daily basis with my family, colleagues teaching French at school. - In a more formal context, I use french language when involved at the Regional Network meetings (language groups); I also speak, call and emails other French speakers when organising excursions/incursions, competitions (e.g. Alliance Francaise, French Film Festival, AFTV for learning seminars or attending PDs) - I regualry watch French news and other French programs on the SBS channel. Also read newspapers on the internet as well as often download articles to use in lessons with my senior students. |||| - I greet and thank most of my colleagues (french or non-french speakers) with simple words like "Bonjour, merci", even when communicating via emails. - I have a language assistant at school, whom I always use French to communicate with. - Some students who are also willing to improve with their oral skills, often greet and try to have basic conversations with me in French. |||| Confident || - May be encourage all the students in senior level to try to speak in French only even outside the classroom. This will boost the students' confidence and also develop their fluency. || Feature |||| What I know about it |||| What I need to learn about it |||| Possible Ways to Address Gap || - Principles of word formation - Principles of sentence structure - The sound and orthographic system of French features of the noun system - Personal pronouns - Prepositions and contracted forms - Comparisons between English and French/identifying cognates |||| - The 3 different groups of verbs in French; the differences between regular and irregular verbs; reflexive verbs; various tenses, verb mood and how each tense is formed; how the endings of the each group of verbs change; past tense agreements with pronouns/gender and use of auxiliary (avoir, être with sepcific verbs); expressions of time to identify tenses to be used; modal verbs and their use; conditional clauses and how the tenses vary according to a conditional clause; sequence of tenses; special meaning and uses of certain verbs and expressions, negation and the list goes on.... |||| - The one area I need to regularly check with verbs is when dealing with irregular ones - particularly the spelling when the verbs have accent marks or those with spelling changes.
 * ** 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 ||
 * - Engage in casual conversation with other speakers of French including non-native speakers
 * ** Explicit knowledge of the linguistic system ** ||
 * Language
 * - Features of the verb system

- Another area I need to focus on is to maintain up-to-date with changes and variations in spelling in French. |||| - Probaly create my own acronym or ways to remember the ones with exceptions or changes. For e.g. MRS VANDERTRAMP is my acromyn to remember all verbs that use the être=to be verb as auxiliary in the past tense. - Similarly I uses the acronym BAGS and ATAQ to remind students of the positioning and placement of particular adjectives before nouns. (BAGS - Beauty, age, goodness, size; ATAQ - Apparence, Taille, Age, Qualites) all these categories refer to adjectives that are placed before nouns. - There has been some updates last year sent out by the VCAA / AFTV and Alliance Francaise in confirmation to these changes - I need to keep myself informed. || Feature |||| What I know about it |||| What I need to learn about it |||| Possible Ways to Address Gap || - The use of formal and informal forms - The use and purpose of various text-types for specific audiences |||| - There are certain differences in verb tenses and their appropriate use in spoken and written French. (For e.g. perfect tense/ passé composé is used for converstional French, whereas the literary past tense/ passé simple is more appropriate to recount events for written French. - The differences between use of formal/informal forms and comparison with the promoun "On" which can mean us, one person, a categorised group of people or others in general. |||| - Similarly to English, students have to learn about all kinds of writing (informative, personal, creative, persuasive an devaluative) as well as use various text-types (recipe, advertisement, letter, report, announcement, email, editorial, newsletter, article, review, diary entry, script, etc...). I often have to refer to my text-types resource book to ensure that I am explaining the correct structure/format, language style, register, appropriate grammar use to students. |||| - I can probably create some display posters or dot points form of structure to place in the classroom for us to use. I can also continue with asking students to produce one written piece every week based on the one we introduced in class to maintain practice. I can also write one piece of my own as a reference for myself to compare with those of the students. This will help me to gain more confidence in this area. || Feature |||| What I know about it |||| What I need to learn about it |||| Possible Ways to Address Gap || - Expose learners to comtemporary issues and new developments in French language and cultures as well as encourage comparisions with traditional societies and past history or influences. |||| - I come from one part of the Francophonie world; French traditions, cultures, values and beliefs vary from country to country/society to society. I get my students to investigate about how the language and culture differ within French speaking communitites in various part of the world. - I have travelled to France twice on school trips with students; I have plans to travel to New Caledonia for self-learning. These trips have given me diverse insights into the cultural signifiance and aspects of the language. |||| I need to enrich my knowledge of other French societies besides the ones I know to familiarise myself with the cultural values they offer. This will allow ne to integrate more of the cultrual knowledge and values into my teaching practices. |||| - Travel to other francophone places I haven't yet visited. - Read books, watch documentaries and keep myself informed through various ways (internet, sharing ideas from other teachers, etc...). - With my plans to travel to New Caledonia, I intend to develop a sister-school relationship with a school in Noumea to maintain an on-going support for my students. ||
 * ** Explicit knowledge of language use ** ||
 * Language
 * - Understanding the difference between colloquial/ and written French
 * ** Attitudes, Values, Cultural & Linguistic Practices ** ||
 * Language
 * - Awareness of connections between languages and cultures in the Francophonie world.
 * ** Personal Professional Learning Program **
 * Ø Goals, objectives & timeline for future learning ||
 * - Hopefully, I'm looking at getting started at my planning for a new school trip to New Caledonia for Term 3 holidays (September-October 2013). I tried late last year, but I was not able to generate enough interests from parents, although the kids were very keen. ||

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): ||