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Using Tablet PCs in the Second Language Classroom

            Tablet PCs are a type of laptop that can be loaded both with the same software programs as regular laptops and with a more specialized type of software known as ink-enabled applications.  Many of these more specialized programs can be downloaded for free from Microsoft and vary by both grade and subject area.  A key difference between Tablet PCs and traditional laptops is that the tablets can be manipulated with a stylus or pen input device directly on the screen.  The uniquely hinged screen can also be adjusted so that it is held like a clipboard on which notations can be made by both students and teachers. 

            In the Godsall article, several ink-enabled applications are mentioned and their use in the classroom is discussed.  For example, the author mentions Windows Journal, which allows teachers to write directly on documents, and One Note, which gives teachers the ability to organize and reuse their notes.  This knowledge of what types of applications are available to be downloaded from Microsoft is critical to integrating this type of technology into the classroom as fully a possible.  Instead of merely using Tablet PCs for note taking, students and teachers can take advantage of a wide range of opportunities where the Tablet PC will enhance student learning. 

Teachers using the Tablet PC also mentioned several key findings.  One middle school teacher discovered that Tablet PCs enabled her to better keep her students? attention because she could highlight or emphasize what she was discussing and where students needed to focus their attention.  Therefore, when I apply Tablet PCs to my own teaching, I plan to use this function during my instruction.  Knowing that many of my students are visual learners who struggle with auditory notes and learning make me realize that this application will most likely lead to an increase in student achievement with this group of learners and is therefore worth pursuing.

Finally, the article mentions that tablet users at one school met and discussed different strategies for using tablets in their classroom.  I feel that this step of teacher collaboration and discussion is the most critical element to remember when using this technology because it will lead to greater and deeper integration rather than individuals merely ?using? the item.  As a result, I would want to set aside time during our monthly department meetings during which we collaborate on lesson planning to brainstorm and share possible uses of Tablet PCs within the second language classroom.

When considering how I would apply this platform to my own teaching, I was interested in how French teachers in the article used Tablet PCs to complement students? writing assignments.  In my own classroom, I currently require my level 3 and level 4 students to complete weekly writing journals in a composition notebook.  However, I now see how I could modify my instruction with tablets to make my feedback clearer and my students? writing more personalized.  With tablets, I can access my students? work, correct it using the stylus pen and then return it electronically.  With this system, students would not be wasting paper or losing their work.  In addition, students would be able to revise their own work without the frustration of rewriting it.  They would be able to simply resubmit their work to me electronically.

I would further have students use their tablets to engage in peer editing.  With tablets, students could save their work electronically under their individual accounts in the shared folder at the school.  Afterwards, classmates could access the original document and then make comments and corrections with the stylus pen and then save the document under a new name for the writer to review and consider.  The article also makes a wonderful suggestion when if mentions the possibility of students using tablets to individualize their assignments and express themselves creatively with photos, fonts, music, etc.  This extra step would allow students to personalize their written work and would give their journals an added dimension.

I can also see many possibilities available to my students on an interdisciplinary level.  For example, the article mentions a graphic arts teacher that was able to show students new drawing techniques with the stylus pen and Adobe Photoshop.  With my own students, I would like to collaborate with the graphic arts teacher so that my French 2 students could use the Tablet PC to design their own apartment or home when we are learning the relevant vocabulary.  I currently have students conduct a Webquest when we learn this unit, but the design element with the stylus pen would enhance the current project and make it more real world to my students.

Posted at 04:29PM Sep 25, 2006 by bdbook in General  |  Comments[0]