Students first identify and label
objects that are important to them at
home, school, and in the classroom
using a word processor. They keep a
list and create a table of all the objects
they have labeled using a word processor or spreadsheet. They then read the
table to their teacher aloud.
Students scan images or download
digital pictures to create illustrations
accompanied by text, using drawing
and/or presentation software. With
students’ help, the teacher then compiles all the entries into a paper-based
or electronic dictionary, creating a
book. In the final phase, students
deliver presentations of their entries
orally to the class, supported by the visual aids that they created. The teacher
then assesses the presentations based
on a rubric developed in collaboration
with the students.
Note that the activity types used in
this example helped to make vocabulary learning more student centered
and active. Although the same learning goals might be met through other
activities and using different technologies, this particular combination helps
students make and reinforce connections between language and familiar
objects in multimodal ways.
Invitation for Collaboration
Given the dynamic nature of language, plus advances in curricula and
technologies available for learning, the
range of learning activity types will
change over time. We invite you to
help us expand, refine, and revise the
world-language learning activity types
taxonomy. Please visit the Learning
Activity Types Wiki and share your
ideas via the online survey.
ACTFL National Standards: www.actfl.org/i4a/
“Grounded Tech Integration,” L&L, September/
October, 2009, pp. 22–25
“Grounded Tech Integration: Math,” L&L,
November, 2009, pp. 24–26
Learning Activity Types Wiki: http://activity
“Tech Integration in Social Studies,” L&L,
September/October, 2009, pp. 26–28
Marcela van Olphen is a faculty member in the foreign languages program at the College of Educa- tion, University of South Florida in Tampa. Her teaching and research focus on teacher prepa- ration for foreign language and
English for speakers of other languages with emphasis on technology integration into the curriculum.
Mark Hofer is an associate pro- fessor of educational technology at the College of William & Mary. He works with classroom teachers to incorporate technol- ogy to support curriculum- based teaching and learning.
Judi Harris is the Pavey Family Chair in educational technology at the College of William & Mary. Her teaching and research focus on K– 12 curriculum-based technology integration, telementoring,
and teacher professional development.
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