KSU EDCI 718-Learning Technology

Wild Card Assignment #1

Cong-Kai Jin

Grant Purpose
To create a blending learning experience, fund requested is for procuring equipment
of the small-group pilot program in our school on bringing Flipped Classroom concept
to foreign language education. Pilot program students will be able to learn foreign
language online both inside and outside their classroom. Using application software
such as Nearpod, teachers will be able to engage students with real-time instructions,
tests, feedbacks, and evaluations, offering more personalized guidance and interaction
with students regardless their locations as long as they are connected to the internet.
Item Requested
Six units of ASUS Google tablet computer (7-Inch, 32GB)
Cost
USD$881.70 total ($146.95/unit)
Professional/Student Use
Instructors will be able to create interactive language-training presentations that can
be shared with students across their devices and track their activity in real-time.
Students will use tablet computers to assess to the learning materials, interact and
submit responses so the instructors can monitor and measure student results on an
individual and aggregate basis.
California World Language Content standard (K-12)
Stage I (Formulaic): Learners understand and produce signs, words, and phrases.
Stage II (Created): Learners understand and produce sentences and strings of
sentences.
Stage III (Planned): Learners understand and produce paragraphs and strings of
paragraphs.
Stage IV (Extended): Learners understand and produce cohesive texts composed of
multiple paragraphs.
The Language Learning Continuum also includes Stage V (Tailored) proficiency, which
represents performance typically achieved through university-level study.
Student ISTE NETS performance indicator
ISTE NETS S. 2. Communication and collaboration
Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and contribute to
the learning of others:
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of
digital environments and media;
b. Communicate information and ideas effectively to multiple audiences using a variety
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KSU EDCI 718-Learning Technology

Wild Card Assignment #1

Cong-Kai Jin

of media and formats;

c. Develop cultural understanding and global awareness by engaging with learners of
other cultures;
d. Contribute to project teams to produce original works or solve problems.
Teacher ISTE NETS performance indicator
ISTE NETS T. 2. Design and develop digital age learning experiences and assessments
Teachers design, develop, and evaluate authentic learning experiences and
assessments incorporating contemporary tools and resources to maximize content
learning in context and to develop the knowledge, skills, and attitudes identified in the
StandardsS:
a. Design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity;
b. Develop technology-enriched learning environments that enable all students to
pursue their individual curiosities and become active participants in setting their own
educational goals, managing their own learning, and assessing their own progress;
c. Customize and personalize learning activities to address students diverse learning
styles, working strategies, and abilities using digital tools and resources;
d. Provide students with multiple and varied formative and summative assessments
aligned with content and technology standards, and use resulting data to inform
learning and teaching.
Research Support
Dr. Kim and others argue in Students Perceptions and Experiences of Mobile
Learning (Language Learning & Technology, 2013) with the findings that:
1. Mobile technologies have the potential to provide new learning experiences. In these
experiences, students can engage more frequently in learning activities outside of
class, providing them with more learning opportunities in their community of practice.
2. The use of mobile technologies in classes opens up new avenues for interaction and
learning. The participants became more willing to adopt new technologies into their
own lives;
3. The t-test results indicated statistically significant changes in participants views
towards mobile technology. While changes in views do not necessarily result in
immediate changes in behavior, this experience may have given the participants the
impetus they need to adopt mobile technologies more fully in their own classrooms;
4. Increased participation in a community of practice should result in greater proficiency
in language and other content areas.

KSU EDCI 718-Learning Technology

Wild Card Assignment #1

Cong-Kai Jin

Reference:
Kim, D., Rueckert, D., Kim, D., & Seo, D. (2013). Students Perceptions and Experiences
of Mobile Learning. Language Learning & Technology, 17(3), 52-73. Retrieved from
http://llt.msu.edu/issues/october2013/kimetal.pdf

KSU EDCI 718-Learning Technology

Wild Card Assignment #1

Cong-Kai Jin

I really like the innovative educational ideas such as blended learning and flipped
classroom, for I believe mobile learning and online learning will be definitely the trend
for future education. It would be a great learning experience if instructors and learners
could engage learning content, exchange responses and feedbacks, in a technologyenabled interactive environment.
Dr. Kim and others argue in Students Perceptions and Experiences of Mobile
Learning (Language Learning & Technology, 2013) that although many educators and
teachers already use technology in class, they should consider modifying existing class
activities to make them more practical and meaningful for language learning when using
mobile technologies.
Now with internet, mobile devices like smart phone and tablet computer, and
powerful application software like Nearpod, it is possible now for instructors and learners
to engage more practical and meaningful educational activities both inside and out side
their classroom, regardless their physical whereabouts. These kinds of technology
developments could very likely change our perception and existing practices on
traditional classroom education.
Reference:
Kim, D., Rueckert, D., Kim, D., & Seo, D. (2013). Students Perceptions and Experiences
of Mobile Learning. Language Learning & Technology, 17(3), 52-73. Retrieved from
http://llt.msu.edu/issues/october2013/kimetal.pdf