Bonjour and Guten Tag! My name is Jaime M. James and I teach French and German at North Pole High School.

Favorite Web 2.0 Tools

Here is a list of some of my favorite web 2.0 tools.
  • Blogger
  • Wikispaces for Teachers
  • VoiceThread

Web 2.0 Integration Project

Blogs (up and running / private - you must be invited to view)
  1. French I
  2. French II / III
  3. German II

Wikispace NPHS French and German (under construction)



1) To help students improve their written French / German.
2) To provide students and parents with information and resources pertaining to my classes.


1) My students in grades 9 - 12 (French and German). Include students from our pen-pal classes.
2) Students and parents

Essential Questions

1) In what ways can writing issues in a foreign language be addressed and solved? Are there / what are the differences in accuracy in using 'canned' questions vs. open-ended topics and discussions.
2) Will students / parents access and make use of information and assignments posted on the wikispace.


What are some of the content or performance standards addressed by this project? You may want to include Alaska State Standards for Technology and National Educational Technology Standards as well as standards for academic disciplines.
Alaska Technology Standards
1) convey ideas to a variety of audiences using publishing, multi-media, and communications tools;
2) use communications technology to exchange ideas and information; and
3) use technology to explore new and innovative methods for interaction with
A student should be able to communicate in two or more languages, one of which is English.
  1. understand written and oral communication in two or more languages;
  2. write and speak understandably in two or more languages;
  3. use two or more languages effectively in real life situations; and
  4. use two or more languages to learn new information in academic subjects.

A student should expand the student's knowledge of peoples and cultures through language study.
  1. understand the relationship between language and culture;
  2. learn about and experience surface characteristics of the culture, including art, cuisine, dance, dress, geography, history, music, and literature;
  3. learn about and experience deep characteristics of the culture, including folkways, mores, laws, traditions, customs, and patterns of behavior;
  4. improve the student's understanding of the student's language and culture through experiences with other languages and cultures;
  5. apply knowledge of the functions and structure of one language to the study of another language; and
  6. recognize through language study that all cultures contribute to the global society.

A student should possess the language skills and cultural knowledge necessary to participate successfully in multilingual communities and the international marketplace.
  1. interact appropriately in multilingual communities through various means, including printed and electronic media, audio and visual sources, face-to-face conversations, penpals, and travel;
  2. use experiences with language and culture to explore the student's personal interests and career options;
  3. learn how language skills and cultural knowledge enhance a person's competitiveness in the international marketplace; and
  4. apply language skills and cultural knowledge to enhance the student's intellectual and social growth and to promote life-long learning. Alaska State Content Standards for World Languages

Thinking Skills

1) Knowledge - list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where
2) Comprehension - explain, discuss, compare, extend, interpret, predict, describe, contrast, outline, restate, summarize, distinguish
3) Application - apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify
4) Analysis - analyze, explain, arrange, select, separate, connect, divide, infer, order, classify, compare, debate
5) Synthesis - combine, rearrange, create, what if?, rewrite, integrate, substitute, design, compose, prepare, modify, plan, invent, formulate, generalize
6) Evaluation - assess, grade, recommend, judge, decide, test, convince, support, rank, measure, select, conclude
Higher Order Thinking Skills Defined


My objectives are to get them reading, writing, listening and speaking the TL (target language) outside of the classroom. These tools will enable students to step away from the 'canned' textbook questions and responses which have, for a long time, defined foreign language homework.
Students will improve their language AND computer skills.
I'm quite sure the students will have ideas and creativity surpassing my own and I look forward to seeing what they can do with this technology and these tools.
My major concern is that this technology and these tools will substantially widen the gap between the 'haves' and the 'have nots'.


Weekly blog entries. Perhaps students will create their own blogs to focus on a place / topic of interest and other students can visit and comment.
Blogs and wikispace will be private, unlisted and unsearchable.
Embedding voice threads will enable students to practice listening skills. Creating voice threads of their own will demonstrate mastery of speaking skills.


Initially, blog entries will be a simple pass / fail endeavor. As we progress, accuracy in spelling and grammar will be required.