French Immersion Audio Pod-cast ProjectAbbotsford School District #34

British Columbia, Canada

French Immersion Audio Pod-cast ProjectAbbotsford School District #34

British Columbia, Canada

presented by: Julie Rousseau

District VP Modern Languages

presented by: Julie Rousseau

District VP Modern Languages

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Description of the projectDescription of the project

Who are the participants?

What was their common concern?

What is the French Immersion

Audio project?

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Here is one of our teachers recording an audio pod-cast that she will updload on her class website for her French students to listen to.

Here is one of our teachers recording an audio pod-cast that she will updload on her class website for her French students to listen to.

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How will students use this program?How will students use this program?

Students access the class website either at home or at school.

They can:– read a French story along with the teacher– practice pronunciation of French words– listen to the weekly dictée and spell words– sing along with the teacher– listen to a class recording QuickTime™ and a

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How was the project successfully implemented in the district?

How was the project successfully implemented in the district?

By addressing what Michael Fullan describes as the “change forces”.

Moral Purpose

Building capacity– what infrastures?– what resources?– what type of training, skills and competencies?

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How did I address these issues?How did I address these issues?

Technology experts: Mr. Gary Toews, Ginny Munro– identify necessary skills

Instructional support– time– ongoing training

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Building Capacity cont’d: Resources and funding for the project

Building Capacity cont’d: Resources and funding for the project

In order to build capacity, it was imperative that all teachers have access to the same resources. All teachers obtained:

– a refurbished G3 Mac laptop– updated RAM, new batteries– airport card– mouse, headset, headphone and

carrying case

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The 3rd change force addressed: Understanding change and addressing obstacles

The 3rd change force addressed: Understanding change and addressing obstacles

The goal was not to innovate the most, but to innovate with coherence.

Some difficulties included:– varying level of technological expertise – technological glitches– more time needed

– implementation dip QuickTime™ and a

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The 4th change force: Building a collaborative culture.

The 4th change force: Building a collaborative culture.

“a relationship that fosters leadership is characterized by mutual openness, trust and affirmation. People enter into it

freely and consensually; if they are coerced, the relationship is not leadership but bureaucratic contract or

authoritarianism” (Donaldson Jr., 2001)

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Teachers shared their ideas and learned from one another. Here the group is viewing someone’s website

during a sharing session.

Teachers shared their ideas and learned from one another. Here the group is viewing someone’s website

during a sharing session.

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5th Change force:Cultures of evaluation 5th Change force:Cultures of evaluation

Focus was on student learning.

We believed that if we focused on meaningful

and relevant student learning,

student achievement would follow.

Parental response to survey asking them how they felt about this project.

Parental response to survey asking them how they felt about this project.

“I’m so happy that my child can practice her weekly spelling test..I can’t say the words properly in French.”“Every day when my child takes a bath, he listens and sings along with the teacher”“I wish we had access to a program like this with my two older children. It would have been really helpful for them too.”“I enjoy practicing my French

pronunciation with my child.”My child loves reading along with her teacher.

6th Force: Change knowledge/adaptations 6th Force: Change knowledge/adaptations

We split the group in two:– Techno-natives

– Techno-immigrants QuickTime™ and aTIFF (Uncompressed) decompressor

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Sustainability of The ProjectSustainability of The Project

At least 2 teachers in each school

They become leaders for other

colleagues.

What was the number 1 barrier to successful implementation of this project?

What was the number 1 barrier to successful implementation of this project?

It was not…– lack of time– lack of resources

It was…– lack of technological expertise

However…

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Unexpected benefits from this project.Unexpected benefits from this project.

T-Lite program

Teachers joined START

1 teacher: video pod-casts in LFI

Abbotsford Modern Languages website

http://www.abbynet.sd34.bc.ca/modernlanguages/

ConclusionConclusion

This project can be adapted for:– any language– at any grade level– ESL implications

Students can extend their second

language learning at home.

Valuable instructional support for

teachers, students and parents.

Students are familiar with technology

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