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Using Technology for Increasing Students’ Engagement, Collaboration & Digital Literacy in the Arabic Language Classroom
Using Technology for Increasing Students’ Engagement, Collaboration & Digital Literacy in the Arabic Language Classroom
Mohamed Ansarywww.mohamedansary.com
mansary@email.arizona.edu
School of Middle Eastern & North African Studies
The University of Arizona
mansary@email.arizona.edu
School of Middle Eastern & North African Studies
The University of Arizona
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“Socrative is very useful application for a student to make review on the topics that he/she learned. I did not know this application until my Arabic professor Mohamad Ansary introduced it to us in the class last spring. He used this app. to make review, to keep us on the track, to push us to do our homework and to take attendance. Socrative helped a lot improving my Arabic, keep myself updated, and follow the topics since as a student sometimes it sounds tempting to not do homework and not submit your paper daily. Also it makes everything easier for the instructor including taking attendance and answering the questions in the class instead of reading the papers of each student and grading as well as giving feedback.
After I knew this application, I started using it for my own classes. Las semester, I was working as a TA and leading discussion classes of Religion of Islam. I realized that my students participated more, they paid more attention to the class and they had less absences because of Socrative. Also, I got good feedbacks from my students about Socrative. Socrative led them to do weekly review before coming to class because they knew that I prepared small quiz for them.
In short, Socrative provides a good opportunity to learn and teach for students and instructors.”
Atacan Atakan
Ph.D. Student
School of Middle Eastern & North African Studies
The University of Arizona
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“Socrative is the teacher’s friendly, fun, and most effective classroom engagement
app. By utilizing this free and flexible tool, educators of all subject matters are able
to initiate formative and summative assessments in the classroom. Moreover,
by creating content-rich quizzes, bell work, and exit tickets, educators are able to
display instantly the students’ individual/and or team responses followed by feedback
to spark dynamic learning, peer-to-peer communication, team competition, and
problem- solving. I highly recommend using this instantaneous cloud-based platform.”
Nabila Hammami, Ph.D.
Arabic Instructor/World Language Department Head
Dearborn Public Schools
Fordson High School
English Instructor, Henry Ford College
“I found Socrative to be a great resource and learning tool in the study of Arabic.
The flexibility of accessing lessons via smartphone or computer at any time is wonderful.
Additionally, our instructor allowed us to access each lesson as many times as we needed
to understand the material which truly made it a learning tool and not just a testing
device. It was also nice to see how we compared (anonymously) with our classmates,
and the comparison allowed our instructor to see the areas in which we collectively
needed more instruction. I think Socrative is a great addition to a learning environment.”
Jennifer LaMoureaux
The School of Middle Eastern & North African Studies
The University of Arizona
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“The Socrative app was an excellent tool for quizzing the students grasp
of the vocabulary informally and frequently. I enjoyed seeing the results
immediately after finishing the activities.”
Anthony McGee
The School of Middle Eastern & North African Studies
The University of Arizona
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Why Socrative rather than any other tech tool?
Benefits / Pedagogical Implications
1-Providing immediate feedback
2-Taking attendance
3-Increasing the students’ digital literacy (i.e. using the Arabic keyboard)
4-Transforming the students’ homework from the traditional way to an interactive way.
5-Saving all quizzes and tasks for future use
6-Self paced learning
7- Increasing students’ autonomy
8-Visualizing students’ understanding
9- Creating supportive classroom environment
10- Types of learning: Writing – Reading – Listening
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كان وأخواتها ( أصبح – صار – مازال – ليس)
١- أصبحت مصر متقدمة في زراعة القطن.
٢- كان صديقي يدرس اللغة العربية في مصر العام الماضي.
٣- مازالت صديقتي تريد أن تسافر إلى الشرق الأوسط الصيف القادم إن شاء الله.
٤- سأصبح مترجمة في الأمم المتحدة في المستقبل.
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الترجمة
1- This weekend is better than the last one.
2- She deserves the most credit for my interest in studying Arabic.
3- I was born in 2000.
4- My book was published in 1999.
5- I drink coffee every day in the morning.
6- Are you married, Sarah?
7- I go to school 5 days per week.
8- There are 22 Arab countries.
9- There are 50 States in the USA.
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[Arabic-l] Arabic Becomes One of UA’s Newest Degree Programs
The Arabic program at the University of Arizona has been a bright star in the American Arabic studies constellation since at least the 1980s, when I began my study of Arabic there with an intensive summer program in the Emirati dialect. At the time, it was perhaps the only Arabic department in the country with a dedicated commitment to teaching any dialect of Arabic. When few or no other programs regularly offered any Arabic dialect at all, the offering and the dialect usually depending upon the availability of a graduate student to teach it, the program at The University of Arizona offered three dialects, usually two semesters of each, with members of the faculty providing the instruction. It retains that commitment to this day, now offering two semesters of Moroccan, Egyptian, and Levantine dialects, the latter with two semesters at the intermediate level. To my knowledge, that kind of commitment is rare or non-existent elsewhere.
David Wilmsen
Head, Department of Arabic and Translation Studies
American University of Sharjah
