Advanced Placement Spanish Literature says “Hola” to technology

By Duke Saunders
Staff Writer

With the incorporation of technology becoming inevitable in today’s education system, Spanish teacher Anita Rossell has turned to technology in her classroom in order to better prepare her students for the Advanced Placement exam in May.

In her AP Spanish Literature class, Rossell incorporates the library computers and iPads into her instruction. Over the course of the year, her AP students have created online blogs in which they can easily practice essay prompts for the exam.

“Although it was a little intimidating at the beginning of the year to be in a class primarily backed by technology, I have found that Miss Rossell’s incorporation of technology makes it really easy for me to turn in assignments,” junior Rubie Amaya said.

Rossell learned that through these technological methods, essay practice is more efficient and students are able to get her feedback quicker.

“By expanding the curriculum through the use of video chatting, I am sure my students will benefit from the collaborative experience,” Rossell said. “It will also allow my students to receive faster feedback on their writing skills which will overall leave them better prepared for the May exam.”

In addition to helping her students create online blogs to enhance their Spanish education, Rossell has also put an original spin on the idea of penpals. At the beginning of the second semester, her AP classes began to video chat with their new “pen pals,” who are AP Spanish literature students at the Men Lo School in Atherton, California in order to provide a collaborative experience for her students. During the Skype calls, students engage in fluent Spanish conversations in which they exchange their ideas on the major literary works and themes that are explored in depth on the AP exam.

“I decided to partake in this experience because I really feel that it provides my students with the necessary feedback they need to be successful for the exam in May,” Rossell said. “Not only does video chatting in class keep my students engaged, but it also gives them an idea of what students like them are doing in other parts of the United States to provide them with new and interesting perspectives on class works.”

Rossell plans to continue calling her colleagues in Atherton and to extend the experience to exchanging formal writing assignments and business letters between the students.

“I often find it difficult to explore new ways to engage my classes and to teach my students new and difficult topics, and Miss Rossell’s efforts truly demonstrate passion and creativity,” French teacher Timothy Hirsh said. “I hope the coming years will allow me to emulate similar activities to excite my French students.”

In the future, Rossell hopes that the incorporation of these new technological techniques will not only better equip her students for standardized testing, but also excite them for the class. Furthermore, through the use of technological class experiences like her Skype project, she also hopes that more students will enroll in the AP Spanish Literature course so she can continue to teach the subject she loves for years to come.

“I think that she is using great techniques to keep her students excited about her class, and I wish that all of my classes could partake in collaborative activities like these,” sophomore Cameron Miles said. “I will definitely consider signing up for this class for the fall of the 2015 school year because it sounds like the optimal environment for me to improve my Spanish.”