Hello, Blog! Today I want to share what I learned in my digital learning class. I’d like to focus on one topic that really caught my attention: artificial intelligence (AI) and how this new tool can be very valuable in improving teaching and learning, especially when it comes to foreign languages like English.

At first, I thought that using AI in the classroom was something far away, almost futuristic. But as I learned more about its applications, I realized how powerful it can be in helping teach foreign languages. As a future English teacher, I’ve learned how to use these technologies in the classroom in a more effective and engaging way.

One of the most interesting things we learned about was how to create interactive games. These games make learning fun and motivating, and they allow students to practice their language skills in a relaxed, playful environment. AI helps create these games in ways that make students more engaged, while improving their English. The best part is that students can learn and make mistakes in a safe environment, without the pressure of a traditional classroom.

Another tool I found fascinating was the use of chatbots in teaching English. These AI-powered bots give students the chance to practice speaking English in a constant and accessible way. The chatbots simulate real-life conversations, which helps students improve their fluency and confidence. This is particularly helpful for children, as it allows them to feel more comfortable making mistakes and trying new sentence structures without the fear of being judged. This kind of interaction creates a relaxed atmosphere, which helps their language development in a natural way.

One of the most useful aspects of AI is the immediate feedback that students can get. Thanks to AI, feedback is available 24/7, which means students can keep learning outside of school hours and resolve doubts or improve specific areas at any time. This instant feedback helps reinforce learning and keeps students motivated, as they can immediately see their progress and correct mistakes quickly.

In summary, this course showed me that AI is not just a helpful tool, but an essential part of transforming the teaching and learning process. It offers great benefits for both students, by making learning more accessible and personalized, and for teachers, who can use these technologies to optimize classroom work. I’m really excited about using these tools in my future teaching career!

TPACK Statements:

1. TPACK stands for Technological Pedagogical Content Knowledge. (True)
2. TPACK emphasizes the importance of knowing technology in isolation from content and pedagogy. (False)
3. A teacher with high TPACK can effectively integrate technology into their teaching practices. (True)
4. TPACK does not include considerations about student learning styles. (False)
5. The model was developed to support teachers in using technology in meaningful ways. (True)
6. Technological Pedagogical Knowledge (TPK) focuses on how technology can be used to enhance teaching methods. (True)
7. TPACK is only applicable to higher education settings. (False)
8. Effective use of TPACK can lead to improved student engagement and learning outcomes. (True)

SARM Statements:

1. SAMR is a framework for analyzing learning resources. (True)
2. The SAMR model prioritizes the evaluation of digital resources over traditional ones. (False)
3. SAMR helps educators align learning resources with curriculum objectives. (True)
4. The focus of SAMR is solely on the content being taught, ignoring pedagogical strategies. (False)
5. SAMR can assist in identifying gaps in available learning resources. (True)
6. SAMR is designed to enhance the effectiveness of resource selection in teaching. (True)
7. SAMR does not take into account the diverse needs of students. (False)
8. Using SAMR can lead to more informed decisions about resource implementation in the classroom. (True)

 learnhip.com/boardgames/game.php?w=2f8ad0a8

Activity: “Future Plans with Technology”

1. Content Knowledge (CK):

• Focus: Simple Future Tense
• Key Concept: Forming sentences using “will” or “be going to” for future intentions or predictions.

2. Pedagogical Knowledge (PK):

• Approach: Communicative Language Teaching
• Method: Pair or group work to encourage collaboration and speaking practice.
• Assessment: Informal assessment through observation and feedback during group discussions.

3. Technological Knowledge (TK):

• Tools: Use a collaborative platform like Google Slides or Padlet.
• Interactive Elements: Incorporate online quizzes (e.g., Kahoot or Quizizz) for practice.

Activity Steps:

1. Introduction (10 minutes):
   • Explain the simple future tense. Provide examples on the board: “I will travel to Paris” vs. “I am going to travel to Paris.”
   • Discuss the difference between “will” and “going to.”
2. Group Activity (20 minutes):
   • Divide students into small groups and assign them a future scenario (e.g., planning a vacation, a career choice, or a new year’s resolution).
   • Each group uses Google Slides to create a presentation about their future plans. They should include at least five sentences using the simple future tense.
3. Presentation (15 minutes):
   • Groups present their slides to the class, focusing on using the simple future tense correctly.
   • Encourage classmates to ask questions, prompting further use of the future tense.
4. Interactive Practice (15 minutes):
   • Conduct an online quiz (Kahoot or Quizizz) to reinforce the grammar points covered. Include questions on the correct use of “will” and “going to.”
5. Reflection (10 minutes):
   • Have students write a short paragraph about their own future plans using the simple future tense.
   • Invite a few students to share their paragraphs with the class.

Extension:

• For homework, ask students to keep a “Future Diary” for a week, where they write daily entries about their future plans or predictions using the simple future tense.

Hi bloggg!

In teaching English as a foreign language, developing listening and speaking skills is essential. Here are a series of activities designed for B2-level students, using the SAMR model to effectively integrate technology into learning the simple past tense.

1. Substitution (S): Listening to a Simple Past Song

Tool: YouTube

Activity: Students listen to a song that uses the simple past tense. They fill in the blanks on a printed lyrics sheet as they listen. This simple activity familiarizes them with the tense in a fun way.

2. Augmentation (A): Past Tense Verb Matching Game

Tool: Quizlet

Activity: Create a Quizlet set with past tense verbs and their base forms. Students can play matching games or flashcard quizzes to reinforce their understanding of the verbs. This enhances engagement and learning through gamification.

3. Modification (M): Create a Timeline of Events

Tool: Google Slides

Activity: Students work in pairs to create a timeline of a story they read or watched. They use Google Slides to add images and write sentences in the simple past to describe each event. This encourages collaboration and creativity.

4. Redefinition (R): Record a Short Story

Tool: Flipgrid

Activity: Students record themselves telling a short story in the simple past using Flipgrid. They can share their videos with the class and provide feedback on each other’s stories. This activity allows for authentic speaking practice and peer interaction.

Hi, blog! My name is Kristell Suazo, and today I’m excited to share my experience from the international workshop I attended on Monday, September 30. I took plenty of notes, so I hope you enjoy all the new information I have to share with you! Let’s dive in!

The two-week session on the responsible use of artificial intelligence (AI) has concluded, and I’ve gained valuable insights. As future teachers, we need to use AI carefully. While it can help us organize classes, create tests, and develop rubrics, we must also be aware of the risks, such as plagiarism, misinterpretation, and incorrect information due to “hallucinations.”

I particularly enjoyed collaborating with students from universities in cities like Santiago and Concepción. Working with people I didn’t know helped me overcome my shyness, which is important since I’ll need to be confident as a teacher.

In the second session, led by Ms. Gleason, we shared our experiences, and she provided useful advice for our journey. We discussed copyright and the legal aspects of using others’ materials. Although I still have a lot to learn about these rules, her insights helped me understand the importance of being aware of legal terms.

A significant part of the class focused on using ChatGPT and other AI tools to assess student work. We learned how to evaluate our own materials and that of our students, provided we understand the limitations of these tools. Presenting our group work to Ms. Gleason and receiving feedback was enriching, marking our first experience with machine-assisted evaluation.

By the end of the lesson, Ms. Gleason encouraged us to keep developing our AI skills, highlighting that adapting to this technology is essential for our future careers. The experience was positive overall, making me realize how teaching with technology can be easier. However, we must remain aware of legal restrictions and handle AI responsibly.

My main takeaway is the motivation to continue pursuing expertise in this area. The world is changing rapidly, and technology is now a key part of our lives. This mindset should stay with us throughout our professional journeys.

Finally, I encourage everyone to take advantage of the many free courses available from various institutions. The effort and time invested will pay off, as these skills will become powerful tools for our future careers. Embracing technology is crucial, and we should all strive to be well-prepared educators.