 
Teaching with Technology 2014: Language Educators Talking Tech

Written By Alison Vold, Merih Sumpter, Nancy Elsobkey, Joseph Leibson, Alison Dykman, Laureen Davison & Allison Comer

Edited By Dustin De Felice

Copyright 2014 Allison Comer, Laureen Davison, Dustin De Felice, Alison Dykman, Nancy Elsobkey, Joseph Leibson, Merih Sumpter & Alison Vold

Cover Design by Alison Vold

Smashwords Edition, License Notes

Thank you for downloading this eBook. This book remains the copyrighted property of the authors, and may not be redistributed to others for commercial or non-commercial purposes. If you enjoyed this book, please encourage your friends to download their own copy from their favorite authorized retailer.

Thank you for your support!

The work within this text originated in a course on teaching with technology at Michigan State University. This course is offered yearly as part of the Master of Arts in Foreign Language Teaching (MAFLT) degree, which is supported by the Center for Language Teaching Advancement (CeLTA). For more information, please visit <http://maflt.cal.msu.edu/> or <http://celta.msu.edu/>

The opinions expressed here are the views of the writers and do not necessarily reflect the views and opinions of Michigan State University.

# Table of Contents

Introduction

Digital storytelling: Benefits and disadvantages in the World Language classroom. By Allison Comer

Technology – to use or not to use in the classroom. By Laureen Davison

Bring your own device: The evolution of technology in education. By Alison Dykman

Effectiveness of discussion boards in learning and teaching. By Nancy Elsobkey

Benefits of supplying foreign language classrooms with laptops or tablets. By Joseph Leibson

Are students engaged in learning on online educational platforms? Edmodo as a Web 2.0 educational platform. By Merih Sumpter

One to one technology implementation plans in a foreign language classroom. By Alison Vold

Ideal Tech Infused Classrooms

An ideal tech infused classroom rooted in 21st Century skills. By Allison Comer

My ideal technology-infused classroom. By Alison Dykman

The ideal technology-infused classroom for foreign language learners. By Nancy Elsobkey

The ideal technology infused foreign language classroom. By Joseph Leibson

Talking Tech, Reviews by Educators

Tech & Creativity

Review of "Infographics: A visual link to learning."

Review of "Developing autonomous learning for oral proficiency using digital storytelling."

Tech & Ted-Ed

Review of "How TED-Ed is helping to amplify instruction."

Review of "Customising videos for schools."

Additional Review of "Customising videos for schools."

Tech & Language Learning

Review of "Be an EdTech superhero – Wow your students."

Review of "Technologies for foreign language learning: A review of technology types and their effectiveness."

Review of "Tools for achieving oral fluency."

Additional Review of "Tools for achieving oral fluency."

Tech & Online Teaching

Review of "Continuing the classroom community: Suggestions for using online discussion boards."

Review of "The truth about flipped learning."

Review of "7 student myths of the online classroom."

Tech & Apple

Review of "iMovie for iPad."

Review of "Apple TV in the classroom – the new smart board."

Tech & Tools

Review of "Teachers' perspectives on interactive whiteboards as instructional tools in four Jordanian schools."

Review of "Using mobile technologies in French immersion classrooms: Enriching Second Language Acquisition."

Review of "Blogging to learn and learning to blog."

Review of "In the Google Age, information literacy is crucial."

Review of "Product review: Storyboard That."

Tech & Twitter

Review of "Energizing your career and classroom in 140 characters."

Review of "How Twitter can be used as a powerful educational tool."

Concluding with Teaching with Technology

About the Authors

About the Editor

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# Introduction

By Dustin De Felice

Teaching is full of challenges, hurdles and surprises. Helping students become better learners brings out many of these challenges, hurdles and surprises. One area ripe for concern and development is the intersection between teaching and technology. In a short period of time, there has been an explosion in apps, programs and tools to help students meet their needs and wants. In this volume, you'll read the words and stories of educators adapting to and working with technology in ways that make their classrooms, whether virtual or traditional, better places for all stakeholders. These professionals work in unique situations and they have needs and perspectives that show through in their technology choices. In fact, one of the most lasting and enduring features of this tech explosion is the ability to personalize or individualize one's experience with electronic devices from computers to tablets to Smartphones. As an educator, I had the distinct pleasure of working with a small group of dedicated professionals who were interested in discussing, experimenting and critiquing technology use in their classroom as well as in classrooms-at-large. The final result of this time spent together is contained in this volume where each individual educator talks about his or her preferences, experiences and, ultimately, classroom practices. We organized our work into four sections beginning with persuasive essays on specific topics within technology and classroom use and ending with reviews of tech talk.

In the first section, you'll find persuasive arguments for specific tech tools or specific approaches to classroom use as it relates to technology. **Allison Comer** starts us off with a discussion on Digital Storytelling and its benefits and advantages in the World Language classroom. She is especially keen on this particular strategy because it allows teachers to move their tried-and-true familiar practice into a new domain. **Laureen Davison** continues the discussion with a nod toward caution when using technology. With the seemingly constant push for more and more tech in the classroom, Laureen asks us to take a step back and reevaluate our tech use to ensure we are using it in appropriate and necessary ways. **Alison Dykman** moves us in the direction of answering the challenge present in having so many devices available to students. She discusses the benefits of bring your own device (BYOD) policies in a classroom. She explains how BYOD offers a simple solution to shrinking school budgets, the fragmentation of devices and the wide-spread availability of personally owned devices. **Nancy ElSobkey** looks into the effectiveness of discussion boards in learning and teaching. Her discussion is particularly topical as more user-friendly platforms have arrived. She also brings to light the benefits to such discussion boards within an online classroom environment. **Joseph Leibson** focuses on the benefits of having either a laptop or tablet in a language classroom as we move farther away from a pencil-and-paper society. He points out the challenges with supplying schools with the appropriate technology by highlighting the possible avenues for making devices more prevalent in the classroom. **Merih Sumpter** looks into student engagement through educational platforms like Edmodo. She discusses the way recent developments in educational platforms have made it easier for students to engage in learning through them. As she aptly states, today's tools are all part of the 'socializing for education' in online worlds. **Alison Vold** argues for a one-to-one technology implementation plan in language classrooms and points to the necessity of tech tools in the education of a global citizen. Much like a pencil for every student, Alison calls for the same level of accessibility in order to meet the growing demands of a student needing to leave the educational system with a full background in 21st Century skills. This focus on skills (now commonly referred to as 21st Century skills) is an underlying theme for all of the work in this volume on Teaching with Technology: Teachers Talking Tech!

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# Digital Storytelling: Benefits and Disadvantages in the World Language Classroom.

By Allison Comer

With the world constantly becoming more globalized, the integration of technology in the classroom has become imperative. Current language learning students have access to more technology and authentic materials than ever before. Teachers right now are looking for ways to incorporate technology into their old activities in order to enhance the learning. With digital storytelling, teachers can take a topic that will always have a place in the language classroom, storytelling, and enhance it with technology. The advantages of digital story telling vs. traditional storytelling techniques are numerous. Student motivation is higher when technology is involved. Students can bring more of their own interests, express themselves at a higher level, learn a new technological tool and give the learner more of a voice. There are so many options for digital storytelling and language learners will have a great opportunity to use the language to its fullest potential. With digital storytelling however, comes some tribulations for the learners. Within groups, the load of the work might fall on certain students while others do not contribute as much. This becomes an issue that the educator must work out ahead of time with strategic planning.

Motivation, Creativity, Feedback and Engagement with Digital Storytelling

One reason Carmen Gregori-Signes argues for digital storytelling in the language classroom is that it helps student motivation. For many students, digital storytelling is new. With more technology access, students can create their very own digital stories. Tablets such as iPads, Smartphones, and laptops all make this possible. Within each of these devices, more possibilities await. Comic Maker, Keynote, Pages and Notability can assist with the story boarding and brainstorming aspect. With the app Comic Maker, students can create a digital comic with various characters, backgrounds and props. Keynote, Pages and Notability are different apps that can be used to story board or create conversations. They can then be brought to life with iMovie and Movie Maker. They can also edit the videos. They can then be uploaded to YouTube or Vimeo and shared with more language classrooms across the world. This type of information is appealing to the students (Green, 2013). Before, storytelling consisted of writing a story or maybe creating a comic strip with paper and a writing utensil. The student will have more motivation to create a digital story because it is more attractive (Gregori-Signes, 2008). It is also more motivating to create because of how personalized it can be (Green, 2013). One last reason motivation plays a big part of digital storytelling is that it lowers the learner's anxiety that they might possess. This is also the learner's affective filter. A student's affective filter is how much of the input is being learned by the student. This could be based on a number of factors, such as motivation, attitude, anxiety, self-confidence and more (Du, 2009). This is because the student will potentially have the opportunity to practice the story telling numerous times, perfecting what need be. This will help relax them and learning the language becomes less anxious and more positive. There is time created by the teacher that is for editing and correcting. When video or audio recording, the student can always edit or record something a second time. When the student has the opportunity to repeat the vocabulary many times, the vocabulary is learned more successfully.

According to Gregori-Signes, creativity is another reason digital storytelling has a positive influence in the language classroom. This leads to different ways of learning and teaching the language (Gregori-Signes, 2008). This is creativity by the teacher. The teacher has a multitude of ways to teach language through digital storytelling. The biggest advantage of this is that most of the tools are available to educators and are simple to learn to use. iMovie, for example, is one great tool to use digital storytelling with students. The teacher can create samples with iMovie and use them to teach concepts to the students.

Besides creativity for the teacher, it also allows the students to get creative with how they learn the language. They can incorporate their own thinking and personality into their stories. The teacher can get to know the students' on a different level. Because students get to be themselves more, this motivates them to create work that is at a high level. According to Ohler, one of the most important aspects of digital storytelling is that the media production requires students to synthesize imagination, creativity, research, and critical thinking in order to translate their ideas into some form of media-based expression. While this is happening, personal growth amongst the students themselves is growing (Ohler, 2013). Besides the story itself that the learner is telling, the learner can incorporate images, music and their own voices. This can help express emotions that are unseen or understood in written stories. Anger, disagreement, happiness and more can be heard better and understood. This is how an old written story differs from a modernized version of digital storytelling (Gregori-Signes, 2008). This makes the language learning process fun and more enjoyable for everyone involved.

Another positive aspect of digital storytelling is the continuous feedback that can be offered to the students. It is up to the teacher to handle the feedback in a timely manner, but there are many advantages for the teacher to do this. As mentioned earlier, it makes the student feel less anxious because they feel more confident in their speaking when they final version comes around. Students should be allowed to edit and revise their work numerous times before the final. Because small groups work well with digital storytelling, peer conversations and edits is another positive feedback tool.

During the process of the story telling though, many steps need to be followed that include pre-production, production, post-production and distribution. Within Pre-production, it can be broken down into some important aspects of the entirety of digital storytelling like developing a scenario, gathering background information, developing scripts, rehearsing oral storytelling, and storyboarding and mapping. (Green, 2013).

Production is broken down into students actually recording their video. Post-production is the student is when the learner is editing the video. These two steps could be done numerous times with the students with the editing and reviewing between peers and from the teacher. Distribution is the student turning in the assignment as well as submitting it to other websites, such as YouTube, Vimeo, Twitter or any other social media website.

Early on, stories should be shared with students so they see examples. The teacher can show sample digital stories from other students work or from another source. The teacher should demonstrate early on how to use the equipment. If students are not comfortable with the tools, they will not produce the work and feel unprepared. In Green's situation, the students took part of a workshop with the librarian. Here, the students learned about the technology that they were integrating and worked out issues that might arise during the process of using it. They also watched as a sample was modeled before them, demonstrating to the students how to use the technological tool to their advantage. This is an important part of incorporating any new technological tool into the classroom.

Within each of these steps, it is vital that the educator provides feedback for the learners, as well as allow for peer edits and peer feedback. This is another advantage of digital storytelling. Before, storytelling was developed in one manner and feedback was no provided until the end. In this way, learners can correct and edit all the feedback when it is given to them. The end product is something to be proud of for the learner and something they can feel confident about.

Student engagement is a huge part of students learning the language that they are studying. Engagement is paramount to learning success (Herrington, 2003 as cited by Sadik, 2008). If the students are not engaged, learning will probably not be taking place. With an activity such as digital storytelling, students are engaged working kinesthetically to learn the language and content. Digital storytelling allows students to be engaged with content and language learning while experiencing lower levels of anxiety and embarrassment, (Reyes & Vallone, 2008 as cited by Green, 2013). Digital storytelling provides a different element of learning and the students often embrace it. It also is just a good way to engage students in both a traditional and innovative ways of telling a story and includes student learning some technological tool

Workload and Digital Storytelling

The counter to digital storytelling in the classroom is how certain students sit back and do not include themselves in the group. This could result in only one or two students in a small group actually working and completing the assignment and in a sense, learning (Huffman, 2012). The work usually falls on the dedicated students while the others fall to the wayside and do not end up engaged or understanding. One way to alleviate this issue according to Green and Gregori-Signes is to organize the groups ahead of time and assign roles to different members of the group. One thing that Green did that stood out was to set a kitchen timer and change roles often (Green, 2013). This way, each student learned all of the tools necessary to create a digital story for their assignment. No one single student was shouldered with all of the work. This is a great way to encourage group members to work together collaboratively with an end goal.

Why Choose Digital Storytelling

Digital storytelling is an excellent tool for the language classroom. It takes a traditional process and enhances it with 21st Century Learning skills such as collaboration and technology. It increases student motivation and decreases anxiety. Students enjoy seeing an end product, and with digital story telling that is possible. They can even take that final product and publish it and share it with the world if they want. The possibilities are endless. Students can use their creativity and incorporate their own interests into their digital stories, making it even more their own. The small downfall of Digital Storytelling is when students do not share the workload. The teacher managing this situation carefully and monitoring can prevent this from being an issue. The constant feedback makes students feel confident with their final work and creates less anxiety. With the endless possibilities of how to use digital storytelling in the classroom, and students craving that engagement in the classroom, this is a great tool for teachers to have to enhance learning of the language and content.

References

Du, X., (2009). The affective filter in second language teaching. Asian Social Science, 5(8), 162 165. Retrieved from file:///Users/comerall/Downloads/3457-10402-1-PB%20(1).pdf.pdf)

Green, L.S., (2013). Language learning through a lens: The case for digital storytelling in the Second language classroom. School Libraries Worldwide, 19(2), 23-36.

Gregori-Signes, C., (2008). Integrating the old and the new: Digital storytelling in the EFL classroom. At University, 43-49.

Huffman, E., (2012). The pros and cons of digital storytelling for k-12 classrooms. Weebly. Retrieved from  http://emilyhuffman.weebly.com/1/post/2012/03/the-pros-and-cons-of-digital-storytelling-for-k-12-classrooms.html

Sadik, A., (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Tech Research Dev, 447-506. Retrieved from  http://www.u.arizona.edu/~mbuckner/LRC560/Annotatated%20Bib/B_DS_01.pdf

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# Technology – to use or not to use in the classroom

By Laureen Davison

Technology is all the rage – every year there is a new gadget added to the never-ending "must have" list, and it seems that schools are buying into that ideology as well – technology and new gadgets are the answer. At this point, it is almost difficult to define what does not fall under the term of technology for the classroom – computers, smartphones, handheld devices, tablets, overhead projectors, and yes, the Smartboard – and whatever else exists, but missed this list. Of course, that list grows (exponentially?) when one considers the addition of all of the software programs, websites, e-mail, instant messaging, video chats YouTube, et al, and apps that add to the usability of all of those devices. Gone are the days when the big thrill was to have a movie shown on the projector vs. a mere filmstrip with a corresponding recording (complete with a notification bell!). From today's standards it is hard to believe that the "invention" of the blackboard in the early 1800 by either James Pillans, of Edinburg, Scotland or George Baron at West Point (both have been credited), was so amazing. Until that time students wrote on individual slate, however this invention was still a game changer – the teacher, in the front of the classroom, could write whatever they chose for all of the students to see at one time (The History of the Classroom Blackboard, 2012). Yes, it is duly noted that a blackboard can hardly be termed as a piece of technology – unless you are talking about a Smartboard.

There is no lack of material which states that classrooms need a daily supplement of technology – we are told how to use it for purposes varying from: The Five Benefits of Adding Gamification to Classrooms, to Fun Smartboard Activities for Kindergarten Math to allowing students to hire the services of a language tutor from a native speaker who still is living in their native country to science simulations. (Reference Material, 2014). We are told why we need it – so that we can better compete with test scores of Asian countries – Korea and China use technology far more often in the classroom than it is used in U.S. classrooms, and after all the tests scores of American students are trailing most other countries. (Lepi, 2013; Dalporto, South Korea's School Success, 2014) According to a report that was published by Brain Track, we are led to believe that the major reason we do not use it is that we are afraid of it and/or that we lack training. (Lepi, 2013)

Looking at technology from another angle, there are sources who question the benefits of technology in the classroom. Those sources ask questions about the overuse of technology as contributing to the increased levels of ADHD (Richardson, 2010). Two studies mentioned in the report cited in the same article mentioned: 1) the viewing habits of over one-thousand children in third, fourth, and fifth grades over thirteen months "found that children who spent more than two hours a day in front of a screen, either playing video games or watching TV, were 1.6 to 2.1 times more likely to have attention problems.; 2) college students' "screen media" is associated with attention deficits in college age student. (Aldeman, 2010) It is also worth noting that the American Association of Pediatrics recommends that children not spend more than one to two hours a day in front of a screen. (Aldeman, 2010). If this is a recommendation by the AAP, should there be any consideration of teachers to also limit the use of technology to that which is most beneficial?

With regard to the claims that we are far behind our international counterparts in the use of technology in the classroom for the advancement of our students, there is a part of the story which is often omitted. The initial report about China's use of technology covered by Tech In Asia, delivered in a rather impressive infographic by Brain Track creates the illusion that lack of technology in the classroom is a great disservice to the student. After further evaluation, one realizes that the survey was conducted by Dell. Yes, it could be considered that there is no "conflict of interest" – for a technologically-based company to survey the usage of technology in the classroom of any particular country. In further investigation, it is realized that the survey took place only in major cities, which while the cities are larger, those cities only account for four percent of the whole population of China. (Custer, 2013) Maybe it could be considered factual or true that our city schools lack in adequate usage of technology in the classroom, but to compare the countries as a whole is rather misleading.

A different article also cited that the United States needed to step up their usage of technology because we are trailing behind Korea in the PISA (the Programme for International Student Assessment by the Organisation for Economic Co operation and Development), but a companion article cited where the United States also trails behind Finland (Dalporto, 2014). On a side note, the interesting aspect of these articles is that in the areas of reading and math, the difference in the scores is negligible, less than a five point spread; in the area of science, Finland has better than a fifteen point lead. All of that may be overlooked, but with regards to computers and computer usage in the classroom – "one computer per five Finnish students in schools (note: In the U.S., that ratio is almost one to one)"; "only 27 percent say they use computers at least once a week." (Emma, 2014) As far as teachers "using education technology for at least 25 percent of lessons in the EU is higher than in Finland for fourth and eighth grades. In grade four, overall EU usage is at 29 percent, while Finland falls at 20 percent. In grade eight, EU usage is at 32 percent while Finland is at 29 percent. For teachers using education technology in more than 25 percent of lessons, Finland ranks at the bottom in a group of countries for grade eight, at 29 percent." (Emma, 2014) The conclusion that can be drawn is that technology is not the driving force for better academic results.

Although it is often suggested and stated that technology must be used in the classroom, it is truly only an opinion, not yet proven. They have not been proven in the way that the merits of reading aloud to children have been.

It is true, that we do have many opportunities to utilize a lot of incredible tools of technology. These tools are helpful in so many ways such as: projecting actual street view vs. merely showing a "flat" pictures of a house to make a story come alive; skyping students in other countries, or "merely" allowing the students to use technology to create a video to retell a story, or using an internet video of an authentic cultural group vs. playing a record. All of these technology based applications can be extremely enjoyable to the instructor and to the student. But as was stated by Mr. Blake "teachers need to plot out how the introduction of a given technological tool and accompanying tasks will empower students to take control of their own learning process and, consequently, stimulate a more student-centered classroom." (Blake, 2008, p. 150) Sometimes the most important purpose can be left out of the classroom and of the lesson plan– the purpose of learning, of having our students learn. (Johnson, 2014) If we lose track of our primary goal, to teach, to impart knowledge – whether through drill and kill or task-based information, or any other form of pedagogy, then we will not teach but merely entertain (or bore) leaving them empty-handed in our subject area.

References

Aldeman, L. (2010, August 31). Does technology cause ADHD? Everyday Health. Retrieved from  http://www.everydayhealth.com/adhd-awareness/does-technology-cause-adhd.aspx

Alliance, U. (2014, October 30). How to integrate technology in the classroom. UScranton. Retrieved from  http://www.uscranton.com/resources/teaching-tips/how-to-integrate-technology-in-the-classroom/#.VFaVLvnF-So

Blake, R. J. (2008). Brave new digital classroom. Washington, D.C.: Georgetown University Press.

Custer, C. (2013, January 13). Are Chinese schools beating the US in technology integration? Tech in Asia. Retrieved from  https://www.techinasia.com/chinese-schools-beating-technology-integration/

Dalporto, D. (2014, October 30). Finland's A+ schools. Weareteachers. Retrieved from:  http://www.weareteachers.com/hot-topics/special-reports/teaching-around-the-world/finlands-a-plus-schools

Dalporto, D. (2014, October 30). South Korea's school success. Weareteachers. Retrieved from  http://www.weareteachers.com/hot-topics/special-reports/teaching-around-the-world/south-koreas-school-success

Emma, C. (2014, May 27). Finns beat U.S. with low-tech take on school. Politico. Retrieved from <http://politi.co/1gz6zFe>

Johnson, B. (2014, March 14). Too much technology and not enough learning? Edutopia. Web log]. Retrieved from [ http://www.edutopia.org/blog/too-much-tech-not-enough-learning-ben-johnson?webSyncID=09297647-3394-8159-1879-e3dd3ee33116&sessionGUID=ad43e8c8-49aa-053a-a5c8-39174718bb6c#

Lepi, K. (2013, January 28). How U.S. and Chinese classrooms use education technology. Edudemic connecting Education and Technology. Retrieved from <http://infographiccommons.com/view/china-us-edtech.html>

Reference Material. (2014, October 30). Retrieved from  http://education.cu-portland.edu/category/blog/reference-material/

Richardson, S. K. (2010, October 14). RSA edge lecture with Sir Ken Robinson - Changing paradigms. Retrieved from <http://www.thersa.org/events/video/archive/sir-ken-robinson>

The history of the classroom blackboard. (2012, November 8). Concordia Online Education. Retrieved from  http://education.cu-portland.edu/blog/reference-material/the-history-of-the-classroom-blackboard/

Thomas, M. &. (2012). Task-based language learning and teaching with technology. London: Continuum International Publishing Group.

Williams, L. B. (2009). Electronic discourse in language learning and language teaching. Philadelphia: John Benjamins Publishing Co.

Wujick, A. (2013, May 29). How much is too much classroom technology? We Are Teachers. Retrieved from  http://www.weareteachers.com/blogs/post/2013/05/29/how-much-is-too-much-classroom

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# Bring your own device: The evolution of technology in education

By Alison Dykman

The world is changing and growing into an ever more mobile and digital world. The economy is improving and technology is becoming more affordable to more people. At the same time, school budgets are remaining tight, while more and more is expected of them. It is increasingly a school's job to instruct their students in how to navigate this new terrain before they join the job market. As technology costs lower and more of our students are able to invest in personal laptops, tablets and smartphones at the secondary level, while at the same time districts are often unable to provide technology to each individual student, Bring your own Device (BYOD) policies are the next and best logical step for districts wanting to embrace the near-boundless capabilities of technology in the classroom.

Financial Considerations

BYOD is an idea that is relatively new in schools simply because the reality of readily available technology in the hands of a sufficient number of students is relatively new. It is gaining traction as schools are finding they are unable financially to keep the newest and best technology in the hands of their students. In higher-income districts, 70% of teachers say their district provides adequate resources, while in lower-income districts only half say the same. ("The Realities of BYOD," 2014) As the economy improves and more people are able to afford technology in all schools, districts are able to ask students to bring devices to supplement their education.

Given the financial constraints in public schools, they are generally unable to provide to all learners. However, most are finding they are able to provide enough to fill the gaps with school resources for those who do not have their own device to bring. (Nielsen, 2011) In Douglas County, Colorado, Rocky Heights Middle School this fall recommended a specific device for students – a Chromebook. (Robles, 2014) District officials cut family contributions in other ways – not asking for classroom supply donations – and recommended that families invest in this device instead. At the start of the school year, 80% of students came to school with the device. Those who did not or could not provide their own have been able to borrow from the district.

Districts are hesitant to mandate, but they are finding ways to supplement even outside of the school day. Forsyth County in suburban Atlanta has partnered with businesses around the county to advertise free Wi-Fi. This allows those in the community without Internet connectivity at home to easily find Wi-Fi for their child near their homes. (Flannigan, 2013)

Technology Considerations

One of the first things to consider when beginning a BYOD policy in a school is whether a school's wireless network can handle the increased traffic. Very few years ago, schools were concerned about their wireless networks simply covering their entire school. With BYOD, schools are now beefing up their systems to handle the number of devices demanding bandwidth. Some schools are going so far as to offer separate wireless networks – one for students and one for staff. This ensures bandwidth is available for staff when needed and that sensitive data, such as payroll and human resources data, is not accessible by students. (Raths, 2012) In Alvarado, Texas, the executive director of technology in 2011 planned to segment their wireless network to function much as a network does at a hotel. Students would be asked if they would like to logon and the network would verify if student computers had required virus software and other specifications before allowing connection. (Ullman, 2011) Districts such as these that work ahead of the curve with wireless issues, avoid problems down the road with teachers, students and parents becoming frustrated and giving up on this promising and essential next step in education.

At such an early stage in the trials of BYOD, there remains an issue in what Norris and Solloway call "heterogeneity." (2011) By this they mean that students have devices of various shapes and sizes across several different platforms. Issues will come up that will require schools to be a bit creative until all software developers catch up to the true potential of BYOD and develop all software to be useful across all platforms. As it stands, districts can work on network neutral software, such as Google Apps, that function the same on any network, regardless of provider.

Even after that is no longer an issue, there remains the matter of cost. With pay applications on mobile devices owned by students, who pays for those apps? There are great applications with costs attached, but districts certainly may have to answer that question or work simply with free applications. These are questions most districts have not yet had to address in this burgeoning area of technology in education.

Student-Centric BYOD Policymaking

An argument against BYOD can be made that when students are allowed access to personal devices they will be distracted and engage in personal activities on their devices rather than their academics. To combat these very real issues, classrooms may need to adjust and need to be student-centric. Rather than the "sit and get," students should be involved in their learning, using their devices as tools to collaborate, to seek out knowledge in a way that prepares them for a world and a workforce that will expect them to be able to do all of these things when they leave their classrooms. (Norris & Soloway, 2011) BYOD is only part of a transformation that must be happening in classrooms in 2014 and beyond, preparing students to become seekers, not just receivers, of knowledge.

Beyond remolding classroom structures, some school districts are going a step beyond to ensure students are responsible for their device usage during the school day. Some are incorporating technology agreements for BYOD, much as they would for district-owned technology. Fayette County Schools in Fayetteville, Georgia has students and parents sign a two-page agreement that has families agree to things as broad as adhering to the school's code of conduct, but as specific as "Personal technology must be charged prior to bringing it to school and runs off its own battery." (Protocol for the Use, n.d.) At George C. Marshall High School, in Fairfax County, Virginia, the district has a color-coded system set up that all students know divides the school into device use zones, where green means free device use at any time, blue for teacher directed device use in the classroom and red for testing time where devices are forbidden. (Flannigan, 2013) Both of these systems give hesitant school districts options when giving students more broad access to devices in the school day.

Other BYOD proponents advocate for more open policies for device usage, involving students in the policymaking process. Nielsen encourages involving students in the discussion of how and when to best use their devices. (2011) This, she argues, allows students to learn the abilities of the tool they are using, beyond the socializing most use it for now, and how best to use it for their education. This is part of the responsibility of a school, to teach students about digital citizenship, their digital footprint. Lenny Schad, former chief information officer for Kady Schools in Texas, understands that there is risk involved but encourages schools to move forward. According to Schad,

We focus on the fact that these are learning opportunities to help our children understand what it means to live in this digital world they're going to live in for the rest of their lives. Yes, it's risky, but I think it's riskier for us not to do this and then have kids try to figure it all out on their own. (Flannigan, 2013)

Change isn't Coming, It is Here

An article written on the subject of BYOD a mere three years ago, stated, "While today 99 percent of schools ban cell phones and other mobile devices from the classroom, there will be a 180-degree turnaround within four years. This coming shift is inevitable." (Norris & Soloway, 2011) They were absolutely right. In my own high school in Haslett, Michigan, even last year there was never a broad conversation about allowing cell phones in the hallway or cafeteria, let alone a classroom. Some teachers used them in classrooms but to a very limited degree, without any conversation with other staff or administration. Beyond that, they were to be put away at all times or confiscated. At the start of the 2014-2015 school year, we have begun a conversation about a school-wide policy on cell phone and other device usage in classrooms. It was a shift that could not be avoided, a battle that could not be won. It is no longer feasible to fight the fight. Principal Jay Pearson in Fairfax County has found the same thing in his high school. He says that their BYOD system has, "freed us from a whole lot of energy that was going into suppressing devices, taking them away, and applying consequences." (Flannigan, 2013)

My Experiences with BYOD

In 2010, I applied for and was granted five classroom iPod Touch devices. The idea was to use them for in-class activities. I found great applications, such as StoryKit, that allowed students to create using the target language using mobile devices. When I actually began to use the devices in my classroom, I ran into a couple of problems. To begin with, not enough students had their own devices, so my five devices did not make up any gaps. In classes of 20-30 learners, we were constantly working with at least three students to a device. Secondly, we did not have a wireless network over the entire building, so student work could not be sent to me directly from a device. If work was not done on one of my classroom devices, I had to grade work on a student owned device, which was far from ideal for anyone involved. Eventually, these problems led me to abandon my use of the iPods in my classes.

Now that wireless is a reality in my building, ninety percent of my student body comes to class every day with a device, and my building is on its way to a more concrete policy, full implementation of BYOD may be a reality in my building soon. This is only going to benefit our students, as we fully embrace the lessons of digital citizenship and engage them in the conversation as we all start on this new way of teaching and learning together.

References

Flannigan, R. L. (2013, February 7). Schools Set Boundaries for Use of Students' Digital Devices [Electronic version]. Education Week, 6(2), 37-39.

Nielsen, L. (2011, November 9). 7 Myths about BYOD Debunked. Transforming Education Through Technology.

Norris, C., & Soloway, E. (2011, May). From Banning to BYOD [Electronic version]. District Administration.

Protocol for the Use of Personal Technology: Fayette County Schools B.Y.O.T Pilot Program. (n.d.).

Raths, D. (2012, May). Are you ready for BYOD: Advice from the trenches on how to prepare your wireless network for the bring-your-own-device movement [Electronic version]. T H E Journal (Technological Horizons In Education), 39(4), 28.

Robles, Y. (2014, August 30). Colorado schools finding ways to bring digital devices into classrooms. The Denver Post.

The Realities of BYOD (2014, September 9). [Electronic version]. Tech & Learning, 35(2), 12.

Ullman, E. (2011, March). BYOD and Security [Electronic version]. Tech & Learning, 31(8), 32-34, 36.

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# Effectiveness of discussion boards in learning and teaching

By Nancy ElSobkey

It is undoubted that technology has become an indispensable part of teaching and learning process presently. Computer Mediated Communication (CMC) has been widely used in teaching these days, but are they really effective? Do they help to improve learning and to cope with the new generations' pace, lifestyle and thinking? Here, I am going to discuss several issues for using "discussion boards" or "forums" (e.g. in the past they used to be called "bulletin boards" or "message boards" (Suler, 2004) in education. Discussion boards are spaces online where someone can post a message and another person can read and/or reply to it. This reply is usually referred to as a thread. Such threads are useful for groups of people to communicate using this tool.

Although using discussion boards in teaching has a great positive effect on learners and teachers, some people have doubted their effectiveness! It has been thought that, these discussion boards are a big disadvantage for students with poor writing skills (Morgan-Rallis & Shannon, 2006)., as they find it difficult to express their opinions, ideas and their points of view with the same quality and fluency as the higher level students. Also, the asynchronous nature of this learning environment may lead to misunderstanding (ex. Students may misunderstand an assignment, and the instructor does not read the discussion until after students have headed off in the wrong direction). In addition to that, they argue that, the non-verbal and tone in spoken words may be lost, i.e. the absence of body language and facial expression during communication may lead to misunderstanding among students (Morgan-Rallis & Shannon, 2006). Moreover, some students may use these boards in an inappropriate way. For example they can get off topic; they can bully others; or give sarcastic comments to their peers. Some of these actions can highly threaten the safety in this environment. Some people think that discussion boards focus mainly on writing communication (Morgan-Rallis & Shannon, 2006). Others think that students are reluctant to participate, while some people worry about confidentiality and privacy in this environment. This concern is especially true because, discussion board, unlike in- person conversations, is a semi-permanent record that people can read, analyze, save, print, and forward to others. (Suler, 2004) For example, within a closed group, any issue can be discussed, that includes personal information about one's family or relationships, interests, thoughts or opinions (as a part of language learning program). Others believe that this environment is impersonal and the relationship among peers is week.

While there are many criticisms against discussion board use, these tools have been shown to facilitate the learning process. Student use has shown to highly increase their critical thinking. It gives them more time to think more deeply about the topic of the course, to research more about it, to read what other colleagues have already contributed to the discussion, to get new information and to share their own. Research has found that students do take that extra step to research further before making a comment because they do not want to sound unintelligent in front of their peers (Al-Shalci, 2009). If we took the same point of view, we find that, learners with poor writing skills can do extra practice and research before they post their messages in order to cope with their peers. This simple consideration can positively and indirectly help them improve their writing. In addition, participants in discussion boards can give them an equal opportunity to participate in discussions that they might not get in the face-to-face environment whether their reasons are because they are shy or do not like to speak. (Al-Shalci, 2009).

According to (Suler,2004), discussion boards use can be effective and successful, if we consider some simple rules and practices. One such practice is to model text-talk, or in other words, expressive or creative keyboarding techniques, which include the use of emotions like a smiley face :-), a frown, :-(, or a winking face ;-). Users can incorporate text language like LOL to respond to something funny. Users can also use caps to *EMPHASIZE* a particular word and they can use parenthetical expressions that convey body language like: sighs, feelings, or uncertainty.

We can see here that it is possible to overcome the absence of face-to-face cues, emotion and facial expressions by using such techniques. Suler also suggested other useful tips in his article to create effective discussion boards. He emphasized the role of instructors in controlling the board wisely. This instructor presence is very essential to encourage students to keep posting and communicating. Instructors can act as facilitators who guides students and keeps them on the right track. They can also post links for students to search, instead of posting answers directly. In some cases, instructors may need to alter their teaching style according to different situations (e.g. being more (or less) Socratic, humorous, casual or personal). Students may be more interested to participate if they feel the presence of instructor.

You may ask, what happens if no student posts appear? The instructor can invite students to participate using humorous prompts like "Hey where is everyone?" or "Come on in, the water is fine!" or "Tap . . . Tap . . . . Is this thing working?" From my experience as a student using one of the discussion boards, sometimes we have an instructor who always appears in the discussion, even by leaving a little comment. I feel that the instructor is always there and my participation is continuously evaluated and considered. I feel very happy and motivated when he/she gives me a feedback. Furthermore, we all feel encouraged and interested in the discussion when we find him/her posting interesting links or personal experiences that are related to the topic discussed. On the other hand, when another instructor rarely appears to the discussion board, rarely gives feedback or engages in the discussion, we find that most of students wait until the last moment (which is usually before the due date) to participate. Such moves reflect their reluctance to participate. This means the instructor's role is really paramount in order to motivate and encourage students to post. We should also mention the so-called "on line disinhibition effect" where students feel free to express opinions or personal issues that they normally would not share in a face-to-face class. A moderate dis-inhibition effect is usually expected, but it sometimes exceeds the limits. As such, some people can behave angrily, critically, in a rude or even threatening way. To avoid that, the instructor should explicitly state that helpful and friendly behavior is expected. (Suler, 2004).

Both Suler and Al-Shalchi agreed that the instructor must provide clear rules and directions for online discussions. They agreed that these directions should be simple, direct to the point and do not cause any confusion. This way, learners know what is exactly expected from them. For example, an instructor should explicitly state that he/she is expecting 200-300 words in the students' responses or that there should be two responses per post due on a specific date. Such deadlines should be stated clearly and reminders should be sent frequently. Through these techniques, instructor can ensure that all assignments are clear and students are not confused or struggling to understand it. Furthermore, instructor can create a separate space (room) for practical questions like asking about due date, tests or to clarify points in the course. Instructors should clearly inform learners that this is the designated area to ask such questions and not in other discussion posts. In addition, instructor must motivate students to participate in the discussion board. This can be done by grading these discussions as a part of student's final grade. In this case, the grade should be set clearly and a rubric could be provided for the criteria that learners are assessed for. This is how we can prevent confusion or misunderstanding.

It is true that discussion boards can focus mainly on writing skills, but it is not the only skill that can be developed through discussion boards. Most discussion boards allow any type of digital file to be uploaded, so the instructor can ask students to create a video of themselves regarding the discussion topic. For example, Dr. De Felice, who taught us a summer course in the MAFLT program at Michigan University, asked us to create a video of ourselves teaching a mini lesson. This video not only developed our speaking and listening skills, but it also made it more realistic, as students could see and listen to each other, which made the course more lively. Instructors can create an ice breaking activity in the beginning of the course where each student can introduce him/herself, provide information about his/her interests or objectives in order to increase socialization among students. It is worth mentioning that this activity should also be graded in order to motivate students to take part in it.

In order to protect confidentiality and privacy within the discussion board, one person from the group, the instructor most likely, should control the access of people from outside class to the discussion group (Suler, 2004). That access should be for an academic purpose and for a limited time. For example, the instructor of a second language can invite a native speaker or an expert in a specific topic like calligraphy or something else, to communicate with the class through discussion boards. Of course these interactions should be limited and controllable.

At the end, we can say that, discussion boards and face-to-face classes can be integrated. Topics can be carried easily from classroom to discussion board, in order to give students a better chance for communication, socialization, critically and deeply thinking on the course's topics. Within discussion boards, each student can feel that his/her opinion counts.

References:

Al-Shalchi,O.(March1, 2009). The effectiveness and development of online discussions. _Merlot Journal of Online Learning and Teaching, 5_ (1). Retrieved from <http://jolt.merlot.org/vol5no1/al-shalchi_0309.htm>

Mongan-Rallis,H & Shannon,T. (May 23, 2006). Presentation to classrooms of the future: Critical reflections on technology: Asynchronous discussion forums. University of Minnesota Duluth. Retrieved from  http://www.d.umn.edu/~hrallis/professional/presentations/cotfsp06/indiv_tools/async_disc.htm

Suler, J. (November7,2004). In class and online: using discussion boards in teaching. Cyberpsychology & Behavior, 7(4). Retrieved from  http://www.csupueblo.edu/RAGE/Documents/Discussion_boards_online.pdf

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# Benefits of supplying foreign language classrooms with laptops or tablets

By Joseph Leibson

To state that we are moving away from a hard copy, pencil-and-paper society and toward a digital and virtual future is neither groundbreaking nor controversial. Companies and individuals are increasingly reliant on technology and are reducing their use of printed materials every day. However, in the realm of education, the question of how to most effectively make the digital transition is complicated. Cash-strapped school districts can be hesitant to invest heavily in a particular technology out of fear that it will be rendered obsolete in a few years, impacts of technology on student learning can be difficult to measure, and some teachers may not utilize available technology due to lack of training or a reluctance to change the way they do their jobs. If districts or individual schools do decide that technological investment is necessary, it can be challenging to choose which plan to implement (each student having their own device, classrooms housing technology carts, computer labs, a hybrid of some or all of these, etc). Sometimes these choices are made without much input from teachers, and too often the result is that teachers who desire to use technology and understand how to apply it are unable to implement the programs they would like to because their students do not have access to the required hardware. This tends to be true especially for teachers of "non-core" subjects, such as foreign languages, since schools are generally evaluated by state governments based on their performance in reading and math, and those areas are where the resources tend to be provided first and foremost. Despite all of these obstacles, and for reasons I will expound upon in this paper, I will argue that students of foreign languages should have access to tablets and/or laptops to facilitate classroom instruction.

One current trend in education, particularly in the elementary grades, is the move toward standards-based grading systems. While there are no statistics available about the number of schools making this shift nationally, it is somewhat inevitable as schools look to evaluate whether or not their students are measuring up to state and national standards (Tyre, 2010). It is no longer sufficient to give a student a "B" because they work hard, do their homework, and do enough extra credit to accumulate a necessary point total. Teachers are now responsible for reporting what their students know or are able to do with regard to the content standards for their particular subject and grade level. In order to do this effectively and legitimately, teachers must collect quite a bit of data from each student. This is extremely challenging, especially in the case of classes that do not meet very often. For example, in the 3rd-8th grade school where I teach, students in 3rd-6th grades only have their co-curricular classes (Spanish, art, PE, music) once or twice per week for 45 minutes per class period.

Here is where technology can be a powerful tool in the foreign language classroom, as there are many ways in which tablets or laptops can be utilized for data collection. For example, using free web-based presentation apps such as Nearpod and Classflow, teachers can create slideshows in which they embed all kinds of questions and activities. Students can sign in and follow along on their own devices, answering the questions when it is time to do so. This not only gives the teacher instant feedback on which students are understanding the concepts being taught in real time, it also gives them something to refer back to when considering whether or not a student has demonstrated mastery of that particular content. Furthermore, this type of lesson can replace the old "raise your hand" model, in which confident students tend to dominate the conversation and less confident or shy students never give feedback about what they are learning. Using these apps, every student answers the question, and the teacher can even show the class a slide that a student has created or interacted with during the lesson. Many language teachers already use slideshows to assist them in providing comprehensible input to their students, but these apps make the slideshows much more interactive and engaging. However, without the hardware in place to allow each student to log in and participate on their own, the data collection piece is no longer as effective. And while not all foreign language teachers will use these types of presentation software, there are many other ways in which tablets and laptops are useful tools for collecting data. For example, students can record themselves having a conversation or responding to prompts in the target language and email those recordings to the teacher or post them on a blog or wiki. They could complete listening activities by playing a recording and answering questions posted to a web-based platform such as Quia or Quizlet, or respond to writing prompts and get feedback from the teacher and/or their peers in real time. All of these methods and more can be integrated into lesson plans so that each student is providing information about where they are with regard to mastering the standards, in ways that are much more engaging, meaningful and valuable than traditional paper tests.

Beyond collecting data, tablets and laptops provide a wealth of resources to students via their connection to the World Wide Web. There are a constantly evolving series of web applications such as online translators, dictionaries, grammar assistants and discussion boards to assist students with reading and writing in the target language. Search engines and Google-assisted language learning (GALL) have "been identified as being especially beneficial for language learning" (Saqlain, 2012, p. search engines, para. 1). According to education technology publication The Journal, "web-based instruction has proved to be an important factor in enhancing the writing quality of low-ability English as a foreign language (EFL) students," and, describing an email exchange between a college level beginning Spanish class in the U.S. and Mexican students in an intermediate ESL class who corresponded weekly for a semester, "survey results revealed this student-centered endeavor had the potential to change cultural attitudes, increase knowledge and awareness of other cultures, foster language acquisition, as well as boost student interest and motivation in language and cultural studies" (Wang, 2005, background studies, para. 2).

Students also can access online newspapers, videos, movie clips, magazines, pictures, books and a host of other "authentic examples of the target culture" (ACTFL, n.d., para. 1). Finally, students can connect with native speakers of the target language through the use of Skype, Facetime and other peer-to-peer communication software. Ultimately, this access to so many resources does what the foreign language teacher was never able to do effectively before, which is to provide an endless library of materials to support language learning, as well as a direct connection to the cultures and communities in which the target language is spoken. The teacher no longer has to be the source of all information, but can rather facilitate student learning by guiding them to available resources and assisting them in constructing their own understanding.

Having explained all of these benefits, we have not yet truly arrived at the reasons that the foreign language classroom should have its own computing devices. After all, many schools have invested heavily in language labs, and many more have general computer labs available to all teachers and students. However, "the costs involved with a full-fledged language lab are enormous" and "many teachers of other disciplines manage to use" them (Dacey, 2013, Oh, and cost-effective, too (cheap), para. 2). With the ever-more ubiquitous use of computer-based standardized tests, computer labs can often be unavailable to teachers for weeks at a time as schools are forced to administer exams within established testing windows. There is also much competition for lab time, and as stated earlier, core subjects generally are given priority over elective courses. Using labs forces the teacher to take students out of the classroom environment, and thus away from other available classroom resources. Also, language labs or other standard computer labs generally use desktop computers, which are stationary and do not allow for the type of collaborative grouping available through the use of portable technologies. In a lab environment, with its usual arrangement of computers in long rows, it is difficult to have more than two students working together on a task. Portable technologies allow for more collaboration, as well as allowing students to travel to different parts of the school building or even outside. This can be important for activities like recording a conversation, which necessitate a quiet environment to be accomplished effectively.

The school where I currently teach has a "bring your own device" (BYOD) policy, allowing students to bring whichever mobile technology they have access to from home. The obvious advantage to this is that the school does not have to invest in devices for all students. However, the disadvantages are numerous. First of all, obviously not all students have their own devices, and parents can be hesitant to send their children to school with expensive computers, particularly elementary age children. Then, even if most or all of the students in a given class had their own portable devices, they would have a variety of different platforms which would not all function in the same manner. This could lead to delays or problems with compatibility with certain software and apps. It also forces the teacher to become, if not an expert, then at least conversant with a plethora of different devices. Furthermore, it has been my experience that students who bring their own devices frequently use them at inappropriate times, play games which would not be available on a school device, and often bring them to class with a drained battery, rendering the equipment unusable for the day's lesson. Being able to house a laptop or tablet cart/charging station within the foreign language classroom would eliminate these problems completely.

The obvious counter-argument to what I am proposing is that it would cost too much money. It is hard to refute this claim. After all, if "the United States government would want to implement iPads in education, and give one to every student in America, the cost would be an astounding $27 billion, which is enough to pay for a yearly salary for about 675,000 teachers" (Yep, 2012, para. 7). However, I am not arguing that each student should have their own device, but rather that foreign language classrooms should be outfitted with enough devices for each student in a given class period. That would mean about 27 devices in my classroom, which would be used to serve almost 250 different students every week.

Another critique of schools investing in technology has to do with the pace at which technology changes, and the fear of investing in hardware that will become obsolete in a few years time. While this makes sense, it is hardly an excuse for not doing anything at all. School districts can set schedules for when they will invest in updating technological infrastructure, and budget accordingly. And it is unlikely that tablets and laptops (or hybrids such as Microsoft's Surface) will become completely obsolete within the next few years. More likely, ever better versions of them will hit the market, and school districts will have to look very carefully at the features of these devices in order to choose which ones best fit the needs of their teachers and students.

One last criticism levied against technological investment in education is that it does not guarantee improved learning outcomes. There are conflicting studies with regard to this issue, but some consistent patterns appear. It is vital that teachers receive training and support in implementing new technology. The use of technology should be tied to specific learning goals and not become a goal in and of itself (ACTFL). Students often report increased levels of comfort, enjoyment and confidence through the use of technology, particularly when tasks are "clearly tied to learning objectives" (Carr, 2010, para. 1). These goals can be accomplished by having administrators work closely with teachers to assess the technological needs of a particular department, which would allow teachers to clearly articulate what they need for their programs. This step would avoid the typical top down approach in which teachers end up being supplied with technology they do not want or know how to use. There is no guarantee that any educational resource will produce desired results, but allowing teachers to give input and make the case for technological investment would go a long way in ensuring that as many students succeed as possible.

The obstacles to implementing the proposal of outfitting all foreign language classrooms with laptops or tablets are enormous, mainly due to the lack of available funds. Even in our globalized society, foreign language education is still not a priority in the American education system. Here in Michigan, legislative attempts are being made to roll back a recently passed requirement that each student receives two credits in a foreign language prior to graduation. But as I have shown, for a foreign language teacher to truly reach all students, assess their progress, and give them access to the resources and authentic materials that make language learning possible, it is absolutely necessary to provide them with dynamic and portable technological tools.

References

ACTFL position statement on the role of technology in language learning. Retrieved from  http://www.actfl.org/news/position-statements/role-technology-language-learning

Carr, N.T., Crocco, K., Eyring, J.L., & Gallego, J.C. (2010). Perceived benefits of technology enhanced language learning in beginning language classes. International Association for Language Learning Technology Journal, 41(1). Retrieved from  http://www.iallt.org/iallt_journal/perceived_benefits_of_technology_enhanced_language_learning_in_beginning_language_clas

Dacey, R., & De Sousa, D. (2013, November 5). A computer/foreign language teacher's quest for a mobile language lab solution. Blog in the New World. Retrieved from  https://bloginthenewworld.wordpress.com/tag/foreign-language-classroom/

Saqlain, N. (2012). Technology and foreign language pedagogy: What the literature says. Educause Review. Retrieved from  http://www.educause.edu/ero/article/technology-and-foreign-language-pedagogy-what-literature-says

Tyre, P. (2010, November 27). A's for good behavior. The New York Times. Retrieved from  http://www.nytimes.com/2010/11/28/weekinreview/28tyre.html?pagewanted=all&_r=0

Wang, L. (2005). The advantages of using technology in second language education. T.H.E. Journal. Retrieved from  http://thejournal.com/Articles/2005/05/01/The-Advantages-of-Using-Technology-in-Second-Language-Education.aspx

Yep, J. (2012, May 16). Technology in education \- the future, but too expensive? Jordan's Tech Stop. Retrieved from  http://jordanstechstop.com/2012/05/16/technology-in-education-the-future-but-too-expensive/

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# Are students engaged in learning on online educational platforms? Edmodo as a Web 2.0 educational platform

By Merih Sumpter

Humankind has witnessed a gush of technological improvements over the past 20 years. The internet has tossed and turned our world into a smaller one. The gap between the generations has widened. The concept of education has been reshaped. Educational tools have been altered to keep up with the recent developments in the field of technology. Traditional ways will always shed a light for the educators and inspire the developers of online learning platforms. Even if people are proud of and amazed at the hi-tech improvements in every field, they still need guidance to achieve tasks when making use of hi-tech devices. Simplicity and easy to apply or convenient are still the adjectives we want to hear when people want to try something new. Educational platforms, where people learn to learn and succeed with the help of an online instructor or a facilitator, also look for ways to offer simple (simple interfaces), easy to use (user-friendly) and convenient (with one click). Digital platforms such as Edmodo, that provide space for learners and educators, carry the responsibility of serving their customers in a beneficial way by paving their way towards obtaining larger numbers of students and educators. Given the right formula with an inclusion of interfaces for secure spaces, a fun to learn system and ease of access, such a platform will automatically attract millions of users to socialize for educational purposes. This paper will focus on Edmodo as an educational platform and discuss the learner engagement, learning benefits and effectiveness of it.

Laur in his book Instant Edmodo How-To (2013) reminds the readers that the only two things needed to sign up are the educator affiliation to an educational institution and an internet connection. One of the key factors of educators' choosing an online platform for their learners is safety. Once an account is set up by a teacher, the next step is to open a group for students. Edmodo provides the teacher with a unique group code. As suggested by the author "[s]tudents cannot create an Edmodo account without a teacher-provided group code. This adds a level of safety when students are interacting on Edmodo and that no student can join your group without the group code".(Laur, 2013, p.13) Edmodo suggests that once all students join the group the teacher should lock the group code. As Edmodo provides closed group spaces for its users, teachers do not need to be concerned about strangers joining their class. Edmodo sends a message to the owner of the group and reminds that the group is still open and that the owner needs to lock the group if it is not locked. When that happens, new members can only join the group with the consent of the owner which would appear as a message in the owner's email box or Edmodo account.

Another concern might be whether the interaction among the group members is classroom appropriate or not. Students are used to social networking and when an educational platform such as Edmodo is offered, they might carry on with their social interactions disregarding its educational purpose. The owner of the group (e.g. the teacher) is able to monitor member activities, delete posts and remove members or adjust them to read-only status. "Setting a student to a read-only status will still allow the student to access content uploaded and posted on Edmodo. That student, however, will not be able to post on Edmodo and thus, the student's interaction on the platform will cease" (Laur, 2013, p.13).

Creating assignments or quizzes are at the fingertips of the teacher. All the teacher has to do is click on 'assignment', name the assignment, describe the assignment with a few words, attach a file or a link, set a due date and send it to the group members. And for creating quizzes the steps are easy as well: first click on quiz to create a quiz, and then put a title for your quiz. The teacher is also able to set a time limit to finish it. In addition, there are types of questions to choose from depending on the teacher's needs.

"You have the option of using Multiple Choice, Short Answer, True / False, Fill in the Blank, or Matching questions. These choices are listed in the drop-down menu beside Type. However, if you create a short-answer quiz, the student responses will vary and you will not have the option to type in a response to be automatically scored by Edmodo." (Laur, 2013, p.24)

The next step is to click 'assign the quiz.' Needless to say, every detail is calculated to meet the needs of the educators and the students. Since grading is even taken care of by the platform, one can comment that it is a convenient Web 2.0 tool.

Sanders (2012) in his dissertation titled An Examination of the academic networking site Edmodo on student engagement and responsible learning gives a description of Web 2.0 by saying that it was first developed by Tim O'Reilly at the Web 2.0 summit in 2005. O'Reilly (as cited in Sanders, 2013) described Web 2.0 as not a new software, but more of like a reinvented version of how the internet was being used at the time. According to Rosen and Nelson (as cited in Sanders, 2013) "since the Web 2.0 summit the internet has become a part of daily life for most people and the many applications found on the internet are making access to information very easy". They added by saying "Two key characteristics of Web 2.0 are ease of use and the ability to share" (Rosen and Nelson as cited in Sanders, 2013, p.8). Web 2.0 tools include wikis, blogs and social networking sites. Maloney (as cited in Sanders, 2013) argued these new web applications, support our previous knowledge of good models of learning by encouraging collaboration and active engagement by the user (p.8). Rosen and Nelson (as cited in Sanders, 2013) also argued that Web 2.0 could change the nature of student learning and pave the way to a new social revolution which would support the idea that education is a social process as described by Vygotsky and his social constructionist theory (p.8).

Taranto, Dalbon, & Gaetanto (as cited in Sanders, 2013) pointed out that the academic version of social networking is an easy to promote concept for educators as the world becomes more connected. They also claimed that a combination of face-to-face instruction and online interaction would be an important asset to foster digital literacy and responsibility. In his study Sanders (2013) found that Edmodo had several promising features which would encourage student engagement and responsible learning. Responsible learning was observed when students needed help and they had to explain their own reasons (p.72). His study looked at two college preparatory chemistry classes in a suburban neighborhood in southeastern USA. The results suggested that student engagement and responsible learning can be positively impacted by Edmodo, although certain strategies produced more positive results while other features of Edmodo were not viewed positively by the students. Sanders (2013) summed it up by saying "Edmodo is part of a wave of information and communication technologies that is becoming more prevalent in classrooms for those teachers looking to have a more student- centered pedagogy" (p.72).

Gabriela Grosseck (2009) in her conference presentation titled "To Use or Not to Use Web 2.0 in Higher Education?" discussed the advantages and disadvantages of Web 2.0 tools. She lists models of integrating Web 2.0 technologies in Higher Education as Blogging, Microblogging, Wikis, Photo / Slide Sharing, Video Sharing, Syndication of Content through RSS, Social Bookmarking, Social Networking and Other Tools (p. 480).

On the other hand, Grosseck (2009) pointed out that the alliance between the technological context and the teaching-learning process poses a series of problems. "The new technologies must be introduced in the curriculum properly and not randomly (for instance the teacher must prove that the technologies work before using them with the students). Then, as educators, we have the duty to uncover the mass of technologies, to make a selection suitable to our educational purposes because, the more things we could teach, the greater the need to make our students responsible in order to become effective and efficient partners in the teaching/learning act, active factors of their own (in) formation (we are referring to the production and diffusion of info-knowledge by exercising its most important competence -creating online content)" (Grosseck, 2009, p.481).

Based on what Grosseck (2009) pointed out that it is the educators' responsibility to find the best fitting tech tool, integrate it properly to the curriculum and discover all its features and components before it is introduced to the students. Grosseck (2009) argued that abusing Web 2.0 and its tools could block information being processed and decrease the quality of learning. She also suggested that special training sessions must be held for the teachers, administrators, librarians and people who are responsible of classroom policies. She also claimed that although there is a general agreement that the positive effects of Web 2.0 in teaching seems to overweigh the negative, there is an ignorance of educators for its adoption such as 'rejecting the new', 'technological immaturity, and 'the erosion of creativity' (Grosseck, 2009, p.481).

Grosseck (2009) lists a number of disadvantages for the general use of Web 2.0 tools on p.480. He includes such items as the requirement of an Internet connection, the Ajax foundation, which is JavaScript, among others. Among the disadvantages listed in Grosseck, Edmodo does not qualify for almost all of them. The only drawback might be the internet connection. When the systems are down or when the student/teacher does not have access to an internet connection, the problem of not completing or preparing a task arises. Since most tech tools are used asynchronously, given that the assignment/task/quiz is assigned for a certain period of time and the announcement has been made earlier enough for the task, students or teacher may not encounter any difficulties. The content is rich which can be enhanced with applications, shared with the group members and the group has a chance to have its own library including their own work uploaded by the teacher. The fact that Edmodo can be accessed through a Smartphone or an iPad makes it convenient for the owner and the members of the group. It is a user-friendly platform so that should cover the difficulties about the interface. Edmodo is a very secure platform with few security concerns. Even parents can be involved in the interaction process by entering the group code to monitor their children's work. There is the feature of archiving classes which means there is no junk building up on the platform. Signing up for Edmodo is free of charge. Payment is necessary only if the users want to purchase the paid applications. And last but not least, when compared to social networking sites, it does not offer too many features to confuse the students or lead to their being off the task.

Based on the resources evaluating Web 2.0 tech tools, the need for technology and blended learning is inevitable in the modern age. Digital platforms are important providers of space for online education. Teachers, educators, instructors are to be aware of their learners' needs and choose a platform which would accommodate their wishes. Based on my experience and millions of others, Edmodo has proven to be a well-established educational platform serving its purpose of connecting millions of educators and students from all over the world with its features. Edmodo is the definition of 'socializing for education'. As long as there is technology, there will be a market of web tools to choose from. As long as education institutions will have a demand for digital learning spaces, the market of tech tools will emerge. The bottom line is to know how to choose, what to choose and how to integrate. This should cover not only educators but a team of people to decide, educate and encourage one another. Institutions should invest in Learning Management Systems (LMS) and check their features and enhancements before adopting them. They should have a test run with their staff first to realize if they are worth integrating. Often times, these systems are integrated into the curriculum without being checked thoroughly which leads to users at the institution not being able to get accustomed to them. Once adopted and the training of the web tool is given, there would be no question marks about them since feedback must be given at the early stages of the process. And students will be engaged in learning as teachers will be engaged in facilitating.

References

Grosseck, G. (2009). To use or not to use web 2.0 in higher education? Procedia - Social and Behavioral Sciences, 1(1), 478-482. Retrieved from  http://www.sciencedirect.com/science/article/pii/S1877042809000895

Laur, D. (2013). Instant Edmodo how-to: Implement a learning management system in your classroom environment seamlessly and engage students in their own learning with Edmodo. Birmingham, England: Packet Pub.

Sanders, K. (2012). An examination of the academic networking site edmodo on student engagement and responsible learning. (Order No. 3523217, University of South Carolina). ProQuest Dissertations and Theses, 89.

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# One to one technology implementation plans in a foreign language classroom

By Alison Vold

One to one technology initiatives have the power to enhance language learning by putting a device into the hands of each student, if done correctly, these programs can lead to higher engagement, differentiated learning, and unlimited access to native speakers and authentic resources, but proper implementation plans can either make or break these initiatives. In this era of information access, raising children to be global citizens means having them learn to communicate with people and cultures both within the United States and beyond. To do this, students must also learn how to appropriately use technology and the internet for education, and educators and schools must adapt to the needs of this generation by creating curriculum which teaches these 21st century skills along with course content. In a foreign language classroom, building a curriculum with one-to-one technology access for students needs to include a holistic implementation plan which districts must prioritize and which is based on meeting national standards by using research based practices to enhance daily instruction.

Prioritizing a need for one-to-one technology programs

Access to devices that allow students to connect globally has brought the world into the student's backpacks and pockets. Within seconds students can search for information or answers to their questions and find perspectives of people in almost all countries of the world. In the foreign language classroom, students can use laptops and tablets to enhance their ability to practice and communicate in the target language and learn about the cultures of the countries they are studying all within the walls of their local school. Foreign-language educators are given a very difficult task of teaching not only a language but also cultures and perspectives of others across the globe. These educators are helping students, many of which have never left their local environment, see the world as global citizens and trying to open their eyes to a multifaceted view of the world. Use of one-to-one (1:1) technology in the 21st century classroom, can be used to increase engagement, differentiate learning and give students access to native speakers and authentic resources all simultaneously (ACTFL, 2012). In the classroom, when each student has access to the Internet, foreign-language teachers can create programs where students are given time to learn new vocabulary using online flash cards, reading authentic articles or blogs, playing games or hearing the vocabulary and grammar used by native speakers. When the students are in control of their own learning, and can move through material at their own pace, there is an increase in engagement. With this type of classroom structure, students can also receive repetition on material they did not understand or look for other explanations or examples. In this differentiated environment, students can focus on what they need individually and not be forced through material they do not yet grasp.

In a series of studies done in 2012, the Berkshire Wireless Initiative found that during a 3 year research project, even though certain aspects of 1:1 technology implementation did not change, there was evidence that types of educational access to technology led to measurable changes in student engagement, students' research skills, and student achievement. This research was based on a combination of qualitative and quantitative data that included both test results and survey responses. In many districts, the increase alone of student achievement is reason enough to begin 1:1 technology implementation but the overall costs cause many districts to shy away from having each student have a computer. Only by giving students access to their own computer can certain types of individualized differentiation occur. If students has to share with classmates their entire experience shifts from being about their learning to being about their group's learning, so with this in mind it becomes obvious to districts that 1:1 programs are the best option for increasing individual growth. To meet this need with the district's needs for decreased costs, many computer companies are now creating laptops and devices which are inexpensive for districts to buy and still give the kids access to tools that they would need for individualized instruction. Access to these less expensive forms of computers allows many more students access to information via the Internet, but there is more to a one-to-one initiative than just giving kids access to devices. Once the device is in hand it is necessary that programs are established to teach both the student and the educator how best to use the device.

Need for an implementation plan

When it comes to the implementation of 1:1 technology use, it appears many of the districts across the United States, which have had major issues or have stopped using one to one, went into the initiative without having a structured plan. One example of this is how the Los Angeles County Unified School District in Los Angeles, California spent over $1 billion dollars ($500 million for devices and $500 million for infrastructure and support) for a 1:1 program, and after a month into the new school year, reports were published calling it a "colossal disaster" (Kamentenz, 2013). The main areas of concern raised were related to the types of devices given to students, the use of them at school and at home, and the lack of training and professional development for educators. It is important that technology is not viewed as a silver bullet, cure all, but that time is spent creating a specific and strategic plan for how it is best used (Goodwin, 2011).

The types of devices selected for a foreign language classroom must reflect the skills students studying the language must show. For many foreign language classrooms, students will be using word processors, online practice games and activities, filming videos, and watching videos online. For this type of use, iPads may not be the best fit and a device that has a keyboard, camera, and pre-loaded word processing programs may be better.

The Los Angeles initiative was completed quickly because many other steps of the implementation were overlooked (Kamentenz, 2013). In this case for example, specific rules for taking the tablets home were not established prior to students each receiving their device. Consequently, students often left their devices at home or simply did not bring them on purpose to avoid doing the daily work. This lack of training for students proved to be very detrimental. In a foreign language classroom, not bringing your device would mean not being able to complete online activities, nor listen to daily material. Forgetting a device at home for more than a few days could quickly cause a drop in student achievement. Therefore it is important to have specific plans for students or discipline measures for students who do not bring their device to class. An alternative solution could be creating a system where students leave their devices at the school every day, so problems like these may be avoided.

Closely linked to the speed of implementation, the Los Angeles initiative failed to train its educators and did not hold effective professional development prior to implementation (Kamentenz, 2013). In his article, One-to-one laptops are no silver bullet, Bryan Goodwin discusses how recent research of successful 1:1 programs all included the following elements. They ensured uniform integration of technology in every class. They provided time for teacher learning and collaboration (at least monthly) and they used technology daily for student online collaboration and cooperative learning (Goodwin, 2011). Interestingly enough, these three ideas could reveal a stronger school system in general where there are district wide goals and expectations, teachers collaborate and in doing so share ideas and learn from one another and use of student collaboration which can also lead to increased student achievement is not only used but expected on a daily level. In other words, if a school is already highly organized, specific and strategic with its content then 1:1 programs become part of the daily repertoire to enhance language learning, not as a cure all, but as a ubiquitous tool.

Standards based curriculum building

Historically foreign-language classrooms have focused on the teaching of vocabulary and grammar, history, geography, and facts about foreign countries. The American Council of Foreign Language Teaching (ACTFL) now however stresses the importance of the five C's of foreign language learning where the students must pass five standards of learning including: communication, culture, connection, communities, and comparison (ACTFL, 2012). The standards reveal a need for a heightened level of curriculum planning and implementation.

These ACTFL standards include elements that support the integration of technology within the curriculum. For example, the standard titled connections includes the following requirement, "learners access and evaluate information and diverse perspectives that are available through the language and its cultures." To do this effectively, students must be given their own access to these perspectives. 1:1 programs would allow each student to look up their own example of this, and then they could discuss their findings with the class or post their findings on an online discussion board. By having them interact with each other and on a global level, they also begin to accomplish another communities standard that asks learners to "use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world" (ACTFL, 2012). In a 1:1 environment, all students could be posting their own opinions, interacting, and collaborating all at the same time. In terms of student assessment, teachers can comment and give feedback for individual answers via online programs instead of trying to accomplish this along with content instruction all within instructional class time.

The ACTFL guidelines have become the leading force for changes in foreign-language classrooms across the United States, but when most think of foreign language learning, they still think mostly about students being able to communicate in the target language. As such, the communication standard is broken down into three main modes of communication: presentational, interpretive, and interpersonally. Using 1:1 technology students can create PowerPoint presentations or videos that would show their ability to use the language in a presentational mode. Interpretive communication can include having students read and answer questions about a wide variety of topics. In this mode, students can also show language understanding by completing grammatical activities online which could give them immediate feedback and tell them whether they are correctly using the language or not. Interpersonally the students must learn to communicate with other speakers of a foreign language. Such interactions can include both informal and formal interaction. To increase this skill, students could listen and practice online conversational activities where native speakers ask them questions and they must respond.

In a correctly designed 1:1 foreign language classroom these standards must still serve as the basis for all instruction. The use of technology would be only to enhance student's ability to show and prove their ability to use the language in these modes. Backward planning could be used by educators to make sure their teaching is standards based, and just as a textbook should not replace a full curriculum nor should a computer.

Daily use of technology

Before beginning a 1:1 initiative it is important that educators are trained on what this means in their classroom. After the standards are used to develop a strong overall curriculum, educators must be trained using research based practices on how best to teach language and how these practices can drive their daily instruction. The use of devices must come with an organizational plan and strategy where the students are using the language or interacting with the culture in a purposeful and strategic manner. In the ACTFL position statement for the use of technology, they state that, "technology should never be the goal in and of itself, but rather one tool for helping language learners to use the target language in culturally appropriate ways to accomplish authentic tasks" (ACTFL, 2012) With this in mind, the day to day use of technology in the classroom should be helping students use the language in authentic, engaging ways which boost their acquisition and comprehension of the language and cultures.

Those who are weary of 1:1 initiatives worry about daily interaction of students with technology and picture 1:1 settings where students are sitting at desks silently and staring at a laptop during the entire school day. It is important that educators, students, parents and the community know that 1:1 does not mean 24/7 use of computers. Educators again only use technology to enhance learning. Students should not be staring at a computer screen all day long. The computer is a teaching tool it is not the entire program. If a teacher is using a computer program as the sole interaction in a foreign language classroom they are not using this tool correctly.

Implementing a holistic plan

When a school is deciding to adopt one to one technology programs for a foreign language classroom, they must implement the technology with a holistic plan in regard to curriculum building and daily instruction. Part of creating a successful 1:1 program in a FL classroom also includes developing a school wide technology program, a standards based FL curriculum, and teacher education and training programs which increase quality day to day instruction. The entire basis of 1:1 program is to increased individual student achievement, and with that inclusive of a goal, a well thought out and holistic plan in the only way these programs can be successful.

References

Bebell, D. (2010, January). One to one computing: A summary of the quantitative results from the Berkshire Wireless Learning Initiative. Journal of Technology, Learning, and Assessment, 9(2). Retrieved from  http://escholarship.bc.edu/cgi/viewcontent.cgi?article=1222&context=jtla

Goodwin, B. (2011, February). Educational Leadership: Teaching Screenagers: One-to-One Laptop Programs Are No Silver Bullet. Retrieved from  http://www.ascd.org/publications/educational_leadership/feb11/vol68/num05/one-to-one_laptop_programs_are_no_silver_bullet.aspx

Kamenetz, A. (2013, September). The inside story on LA schools' iPad rollout: A colossal disaster. Retrieved from  http://digital.hechingerreport.org/content/the-inside-story-on-la-schools-ipad-rollout-a-colossal-disaster_914/

National Standards for Foreign Language Education. American Council on the Teaching of Foreign Languages. (2012, March). Retrieved from  http://www.actfl.org/advocacy/discover-languages/advocacy/discover-languages/advocacy/discover-languages/resources-1?pageid=3392

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# Ideal Tech Infused Classrooms

How often do we take a moment to reflect on an ideal situation in the course of teaching? Given the demands and rapid pace of today's classroom, educators are often pressed for time and are unable to sit back and reflect on what it is they would need or like to have to ensure their students reach their objectives. In this section, you will find educators who have taken the time to reflect on their teaching and imagine an environment where they could achieve their objectives with the use of a tech-infused classroom (whether virtual or traditional). They had no limits and their imagination served them well. **Allison Comer** envisioned a Spanish language classroom that was built upon critical thinking and problem solving skills immersed with devices of all kinds (from mobile phones to traditional laptops). Her discussion is deeply rooted in the Partnership for 21st Century Skills framework, which calls for educators to create citizens ready to be a part of a global society. **Alison Dykman** designed an integrated French language classroom that would be beneficial to all students. These benefits would come from the combination of traditional classroom practice, modern language labs and progressive Bring Your Own Devices (BYOD) policies. She provides a visual representation of such a classroom that makes the most use of space allowed. **Nancy ElSobkey** frames her tech-infused classroom under the need for Arabic speakers to be able to use realistic communication once they leave her classroom. She looks to create an ideal space where her students can learn the language in a joyful and fun environment where collaboration is expected as well as encouraged. She deftly creates this environment by combining traditional with more progressive tech whereby all of her students are given the opportunity to be in control of their language acquisition. She provides a visual representation of her ideal classroom to better help us understand her vision. **Joseph Leibson** gives us an ideal classroom rooted very heavily within the limits of possibility available to him as an educator. His classroom plan calls for making the most out of the resources he has available to him while also realistically searching for ways of improving his students' experiences. Part of his plan covers time and energy spent actively looking for new opportunities through crowd-sourcing websites or finding grants online. He believes all students should have one-to-one access to devices (whether it be a laptop or a tablet) and his ideal classroom should meet this simple goal. In all of these ideal environments, the enthusiasm and passion for teaching in these educators' words is contagious. Please enjoy their musings!

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# An ideal tech infused classroom rooted in 21st Century skills

By Allison Comer

Today's language classroom has the potential to do so much more than it did just five years ago. It can reach more students and access more authentic resources. This is in large part due to the technology that can be infused in today's classrooms. From computers and laptops, to tablets and Smartphones, students can use the device to gain an edge in the educational world. A perfect tech-infused classroom would have a variety of technology devices that can interact together to assist and enhance learning. One task of today's teachers is incorporating 21st century skills. Part of the 21st century skills framework incorporates the 4Cs: critical thinking and problem solving; communication, collaboration, creativity and innovation. These skills help contribute to the students becoming a 21st century learner and becoming college and career ready.

Critical thinking and problem solving

Student's today benefit from critical thinking and problem solving. It is one way to help the students become career and college ready. With a device in the classroom, the teacher can create many lessons and activities developed around critical thinking and problem solving skills. The teacher can use the device to have students' research topics and delve into endless information. Within research however, it is necessary that the educator demonstrate proper research habits.

When it comes to critical thinking and problem solving, students will need to learn how to reason effectively through a variety of reasoning methods (the Partnership for 21st Century Skills). They will need to learn how to use critical thinking in order to analyze pieces of data and understand how they work together to produce an overall outcome in complex systems. They will come to understand how to make judgments and decisions. This is through analyzing, synthesizing, connecting, interpreting, drawing conclusions and finally reflecting critically on the learning experiences and processes. When it comes to problem solving, students will use their skills to learn how to solve different kinds of non-familiar problems in innovative ways and identify and ask questions that will lead them to even better solutions.

Communication and collaboration

Communication skills are essential to a societal wellbeing. When students leave our classrooms, they need to be able to communicate with family, co-workers, strangers and more. A tech-infused classroom is a perfect way to incorporate communication in a language classroom. There are numerous ways communication takes place in this type of classroom. E-mail communication is a great way for the educator to observe written skills of the students. Students can use all types of devices for this, as long as they have a working e-mail address. Communication can happen through various interactions with other students learning the same second language, with native speakers of that language, as a whole classroom communication through social media with other classrooms, communication with classmates on message boards and many more. It is amazing the way a tech-infused classroom has brought language communication to the learners. Before communication was a slow, long process. Now it is available to students at all times, bringing the world right to them.

From the Partnership for 21st Century Skills (P21) website, communication is connected with collaboration. This is in large part because it takes at least two to have a conversation. One activity students can do with communication and collaboration is to work on a service learning project. It would be a great way to get students from different places and cultures to communicate and also learn about each other. While that learning is going on, valuable lessons can be taught, learned and expanded through a service learning activity. From the P21 website, clear communication comes from many different parts like articulating thought and ideas effectively through various forms of communication, listening effectively for understanding, communication for a range of purposes (inform, instruct, motivate and persuade), utilize multiple media and technologies and communicate effectively in diverse environments (including multi-lingual ones). Collaboration skills are expressed through demonstrating the ability to work effectively and respectfully with diverse teams, exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal and finally assume shared responsibility for collaborative work and value the individual contributions made by each team member. Each of these reasons helps learners grow in communication and collaboration skills, which will help them at all stages of their lives. Preparing students for post-high school life is a huge part of being a teacher. Having students leave the classroom with high levels of communication and collaboration is necessary.

Students can use a variety of devices, because all that is needed is an e-mail address. E-mail can be accessed from laptops, tablets or Smartphones. Quick communication can be used via applications on tablets or Smartphones. FaceTime, Skype and Google Hangouts offer video communication options. All three options are user friendly and just need a working internet connection. There are also chat options that work with other countries, such as What's App and Viber. These apps make text messages quick and easy throughout the world as long as both parties have the same app. Through experience, students seem to feel more comfortable with communication with a device. There is a level of anxiety that diminishes when there is a "virtual wall." This could help in the process of learning for the students.

Creativity and innovation

A tech-infused classroom can mold the creativity and innovation in the students. Before, creativity was shown in art projects and stories that were written by the students. That is still true today, but enhanced even more. With devices in the classroom, students can do so much more. They can create stories and bring them to life with videos and pictures on their devices. There are enough free apps offered on tablets and Smartphones that make student's stories come to life. With Comic Maker and iMovie, user-friendly programs assist student's creativity needs. After bringing their stories to life, the students can share them with virtually anyone. They can be posted to You Tube, shared through e-mail, accessible through classroom and school district websites and tweeted out or hashtagged out through social media.

Thinking creatively is noted under the P21 framework, specifically as it relates to using a wide range of ideas, creating techniques (brainstorming) and/or new and worthwhile ideas as well as in skills like elaborating, refining, analyzing and evaluating ideas in order to improve and maximize creative efforts. When working creatively with others, students will learn how to develop, implement and communicate new ideas effectively; be open and responsive to diverse perspectives, incorporate feedback into their work; demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas and finally to view failure as an opportunity to learn and that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakes. When it comes to implementing the innovations, the students learn how to act on creative ideas to help make a useful contribution to the world. The importance of creativity and innovation to students is a huge difference maker. When the students graduate high school and move onto college and a career after, it is imperative for students to be creative and innovative. There are endless amounts of high school students vying for spots at a top university and endless amounts of college graduates vying for only a few openings at top jobs. Students in this generation need to be a step above everyone else. This includes being creative and innovative. Students that have the opportunity to explain times where they were creative and innovative in the classroom makes a huge difference and gives them an edge versus other candidates going for the same opportunities. A classroom that is tech-infused offers such opportunities.

There are a lot of activities that can help hone creativity and innovation. Students can create newscasts together and share it with the school. Students can also use the device to assist with a yearbook or newsletter project, and teachers can use it to create a newsletter to send home to parents and more. Virtually any activity can be enhanced and made more creatively with a tech-infused classroom that has a variety of devices available for the students.

With a tech-infused classroom, the opportunities are endless for the teacher and students. For a perfect tech-infused classroom, students would be in small groups with desks or tables. There would be a set of tablets for each group, providing a total of one device for each student. From experience, I believe the iPad is a good device and can perform most of what students need done. I think it is unrealistic for each student to have his or her own tablet and computer. That said, each school should have computer labs or carts offered. In an ideal tech-infused classroom, all of the devices would talk to each other. With the Apple products, students could each have an iPad and/or the school could have computer carts that have Apple laptops. In computer labs, there could be Apple desktop versions. Each classroom could also have an Apple TV that is hooked up for easy mirroring capabilities for students and teachers alike. If Apple products are not desirable, there are other options. However, I do prefer how well the Apple products work together and can share information easily. Obviously not required, but most students could have Smartphones that make everything even more accessible. I would prefer if the devices that were in the school were locked so that it was a school device. It should not be used for games for the students or other things alike. It is debatable if the device (tablet) should be allowed to go home with the student. There are positives and negatives with both ways. The classroom should be set up for student-centered activities. Students should have materials available to them where they have easy access.

As far as activities to do with a tech-infused language classroom, Project Based Learning (PBL) comes to mind. Project based learning is a good way incorporating all of the P21 skills. Teachers could give a variety of activities that help students hone these skills that will translate well into career and college ready. They will help students stand out and give them unique opportunities to write and talk about with future employers and universities. Some examples are writing a storybook for children. They can even make a video of it. They can take the story or video and bring it to the local elementary school and share it with the students. Students could create the stories in Spanish, and then share the language with younger learners. It incorporates collaborating and innovation with small groups working together. It uses communication of the small group and also speaking with the younger students. It has critical thinking and problem solving when writing the story and thinking about the target audience. This can all be done on a device. The story boarding can be done and written on the device. It can then be printed and shared as a hard copy or shared via the Internet.

Another example is having students set up and create a world language day or cultural day for the school district. Many universities and some school districts already do this. Students could research other places that already hold world language days for examples and incorporate them. They could research various languages and share information about the language and the culture. They could also share why a second language is important to learn. The students could share real world examples of people who use a second language after high school and how it has benefited them. It incorporates all of the P21 skills at a high level. Students would be in small groups again, working together to find a solution.

A tech-infused classroom is a great way for students to become career and college ready. They will hone various skills that will help them later in life. They will be more marketable and have a greater arsenal of skill sets to bring to a university or a company. The teacher can use the tech-infused language classroom to enhance the learning that occurs in the classroom. Twenty-first century skills are imperative for students these days to separate themselves from others. It helps them stand out and become more unique with their experiences.

References

Framework for 21st century skills (2011). Partnership for 21st Century Skills. Massachusetts Avenue NW Suite 700, Washington, DC 20001. Retrieved from <http://www.p21.org/our-work/p21-framework>

Figure 1: Problem Solving: solve different types of problems in innovative ways, ask questions that lead to better solutions

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# My ideal technology-infused classroom

By Alison Dykman

A French classroom with properly integrated technology can be beneficial to all students. Classroom teachers have the Internet at their disposal, exposing students to the Francophone world in a way that teachers in years past simply could not provide. Monotonous grammar practice can be made less so with the use of apps and websites designed to make rote memorization a thing of the past. The speed at which tedious teacher duties can be completed by use of technology allows for just that much extra time with students each hour. With minimal financial investment, schools can put technology in the hands of all students by using devices students are already bringing into the classroom. My ideal technology-infused classroom incorporates some elements already in a conventional classroom, along with some from traditional language labs and some found in modern Bring Your Own Device (BYOD) classrooms.

Non-technological elements

Figure A

Figure A shows my thoughts for a classroom layout. For traditional class time, I would like to have students seated at tables, in groups of four, facing each other. This allows for optimal partnering during classroom activities that do not involve technology, while also saving time in the partnering process. Space around each group of four allows for maximum teacher movement during class work.

In the back of the classroom, I have sectioned off two areas for small group work. Currently, I work in a very small classroom crammed with thirty-four student desks. To have a classroom with designated areas where I can have students working on speaking activities, group projects, using iPads, and the like separate from the direct instruction space would be a perfect fit to my style of teaching. One of these sections I have lined with bookshelves with the idea that they will be filled with French-English dictionaries, French picture books and comics for my novice students, novels for my intermediate to advanced students, and anything else I may add to my collection over the years. I would like this corner to be used as a general reading corner when not in use for a designated workspace.

I have placed plenty of secure storage in the back of the room. This allows me to store standard classroom items such as markers, crayons, pencils, as well as small technological devices that need to be secured at the end of each school day. Some storage is large and far in the back of the room for general classroom materials I do not access often. Smaller shelves are easily accessible to student seating in the instructional area, as well as the group seating areas in the back corners of the room. This allows students to be self-reliant when accessing classroom technology during the instructional time.

Finally, I placed a circle rug in the front of the instructional area of the classroom to denote a presentational area. Students who are presenting skits, stories, teaching a lesson to their classmates will use this area as their presentational base. I tend to wander quite a bit as I teach and speak with my students, so the rug would likely hold a table or podium for me to hold my iPad for attendance and other paperwork as I walk around.

Technological elements

For teacher-led instruction time, I would have a ceiling-mounted projector attached to a Smart Board. This allows for immediate interaction with anything available on my computer. I have spent the last few months organizing my teacher Pinterest page to hold resources on topics that I cover in each year. Pinterest allows me to easily add links as I find them. With a Smart Board in my classroom, I can quickly pull up websites to share with students.

To the side of my traditional classroom, I would like to have a number of classroom computers. My ideal would be to encourage students to bring their own devices to school, but not to expect that every student would be able to each day. I work in a district that is relatively affluent, but by no means can every child afford to bring a laptop or tablet to class each day. With just a handful of computers in the room, I could easily develop activities for small group assignments for those who do not have devices in class each day. I would love to be able to access activities on websites such as quia.com, conjuguemos.com and quizlet.com without having to schedule a day in a computer lab.

I would prefer that my classroom computers be Macs. First, this is my own preferred operating system and the one with which I work daily. I would also like to be able to integrate all of my classroom devices. One device I would like to use with these computers would be an Apple TV attached to my classroom computer. By using the mirroring feature available on Apple devices, work being done on any Apple device in the room, be it an iPad, iPod touch or Mac, can be shared via the Smart Board.

In my ideal classroom I would also have a small collection of iPads or iPod touch devices available for classroom use. For days when activities will require devices, those students who do not have their own will be able to use a classroom device. I currently have a similar system in my classroom and it works out very well. When students are asked to seek out cultural artifacts online, to quiz from a QR code or to write a document with a partner over the weekend with a partner over Quip, I am able to loan them a device to complete the assignment.

One element that many teachers have in their classroom with which I would like to experiment is a document camera. I have never had one in classroom where I have been a teacher, but have recently seen one in use and was interested in how easily it functioned. The teacher used it seamlessly with papers and manipulatives she wanted to share with the entire class, even allowing students to share small projects with the entire class. For the three hours I was in her classroom, she did not use her Smart Board at all, instead opting to use her document camera. Given the opportunity to have my ideal classroom, I would like to have the option to experiment with the use of a document camera.

Conclusion

In general, I would like a classroom that incorporates technology already existing in schools with the technology that many students are already bringing to school with them each day. I do not believe that a state of the art language lab is the answer, simply a redesign of a standard, or perhaps larger than standard, American classroom and some ingenuity on the part of a teacher who wants to improve the lives of their students. I want my students to learn and experience the language, using the technology we have available as tools of their proficiency and understanding. In the process, I want my students to become responsible digital citizens, using the processes and technological learning we use in French class to help them in all their future learning. With some basic tools and a BYOD policy in place, my classroom can be a place where students learn to become these responsible digital citizens, as well as becoming culturally aware proficient speakers of French.

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# The ideal technology-infused classroom for foreign language learners

By Nancy ElSobkey

"Knowing how, when, and why to say what to whom" (ACTFL) is the framework for my ideal language classroom. The main features of my ideal language classroom include a focus on the deep understanding of culture, the practice of successful realistic communication in the target language blended with the joy and fun and a supportive, collaborative, comfortable and positive atmosphere. In the 21st century, technology has a crucial role in achieving this goal through the use of access to an animated, vivid world and an array of tools surrounding students. Teaching a foreign language in the traditional way, using only white board and markers, asking students to write in a traditional boring way, having a teacher–centered classroom, where the teacher is the one who is doing most of the work, is never a successful way of learning. Using technology effectively can definitely help in overcoming that.

Tools and setting

There are certain tools should be available in this classroom like a computer connected to the internet, a DVD player, a projector, and a white screen, white board, or Smartboard.

The presence of a computer connected to the internet is indispensable because it brings the world-at-large into the classroom. This connection needs a projector and a screen to present what is on the computer. That computer should contain a DVD player to allow the display of different DVDs.

A Smartboard is one of the most attractive tools nowadays; it keeps the class interactive, animated and interesting. A white board is essential for clarifying some points, but it should also be integrated with technology so that a teacher can mark or edit a projected document (e.g. a "fill in the gaps" exercise, or the correction of a writing passage.

How can we use this technology effectively?

Technology can facilitate the achievement of several ACTFL standards. For communication, students can use tools like Google Docs, blogs and Wikis. All of these tools allow students to collaborate and communicate in the target language. It gives equal opportunities to all learners and it helps them to participate beyond the classroom. It encourages shy students to communicate and express their opinions. In addition to that, using something like voicethread, these tool will additionally allow them to express their emotions and opinions while using the target language through practicing their speaking and listening skills as well as writing and reading.

Students can upload videos of their role plays using the target language on YouTube. Having students introduce these videos to the real world can benefit students from the comments on those videos, either inspiring ones or recommendations for improvement. They could create a screen cast, presenting a topic orally, without that focus on classroom tension. Additionally, more time would be available for extra practicing prior presenting it, in comparison with the time available in classroom.

Students can also create a story around a certain topic without using the traditional way of writing, which might be boring to some students. Using tools like storyboardthat.com helps students in both writing and speaking. That happens in an interesting atmosphere, as they can compose a story, create their own characters, write texts for each one using their imagination and creativity, and they can even strengthen their speaking skills through narration. Students can also comment on each other's work, which enhances communication and collaboration among them.

Students can search the web for a specific topic. For example, the teacher can provide them with varieties of authentic resources for newspapers, magazines, journals and articles, in order to expose them to authentic texts from web sites like the BBC, CNN, etc. According to Thomas and Reinders (2012) "importing a sample of world experiences into an education setting with greater degree of planning and coordination" (p.181). Then, after searching, reading and comprehension activities, students can reflect on the topic-at-hand by creating a video on Clear or Jing, or by an interesting presentation on Prezi or Glogster to express their points of view.

Furthermore, students can communicate more widely and a teacher can arrange an interview with a native speaker on Skype. For best practice, students should have previously arranged questions around a certain topic ready before they begin to interact with that person. Similarly, a teacher can arrange a virtual meeting between his/her class with another class that studies the same language, and they can communicate virtually using tools like Ning.

Cultures

With technology, students can explore and experience a culture thoroughly and amazingly. It is undeniable that watching movies, films, talk shows or even parts of them can enrich students' knowledge and enhance their abilities toward a better understanding of the culture's practices of one population. This experience differs totally from reading about a culture using a book. They can see, feel and understand body gestures, when to say certain phrases with certain tones. They can even re-create a scene from a movie using vocabulary and language knowledge they have. YouTube is a leader in providing free videos as well as Vimeo.

Students can arrange a virtual trip to one country, discover its culture, art, customs, traditions and beauty, then the teacher arranges a web quest for them to complete after searching the web. The teacher can share it with them through Google Doc or through emails. Then he/she sends them back with feedback and comments.

Communities

Using social media in learning a foreign language is very effective. Learners are widely using social media like Twitter or FaceBook in their everyday life away from classroom, therefore, using them in education, can be interesting for students. In addition, they are experts in how to use them. Through these tools, students can share photos, videos, opinions and discussions. Teachers can create a closed group for students to share all of that. The presence of a teacher in such social media with students encourages them to participate and interact, in addition to dissolving barriers that might be present.

In addition to those previous benefits, teachers can use technology to facilitate and clarify his/her lessons. Using graphic organizers such as freemind or bubbleus helps in brainstorming before writing or reading, or sometimes in speaking or listening. Beside this, technology has an essential role in organizing and keeping registers of students' names, marks and work, by using many tools like Google Drive or Google Sheets. Teacher can save useful URLs in some websites like www.delicios.com

In the end, it is clear that technology is indispensable in creating an ideal foreign language learning classroom in 21st century. It facilitates active and interactive progressive learning through multisensory stimulation and critical thinking. It plays an essential role in making the classroom enjoyable and fun. It has the power to connect learners to the real world through authentic materials. Technology is a paramount key to succeed in learning and teaching a foreign language.

References

American Council of Teaching Foreign Language. (n.d.).Inc. 700 S. Washington St., Suite 210 Alexandria, VA 22314 Retrieved from  http://www.actfl.org/sites/default/files/pdfs/public/StandardsforFLLexecsumm_rev.pdf

Blake, R. J. (2008). Putting it all together. Brave new digital classroom: Technology and foreign language learning. Washington, D.C.: Georgetown University Press.

Evans, M. (2009). Foreign language learning with digital technology. New York: Continuum International Publishing Group.

Thomas, M., & Reinders, H. (2012). Task-based language learning and teaching with technology. London: Continuum International Publishing Group.

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# The ideal technology infused foreign language classroom

By Joseph Leibson

In my eight years as a teacher, I have rarely heard more experienced teachers discuss their "ideal" classroom as it pertains to the resources they need in order to deliver the best possible instruction to their students. Instead, they tend to talk in terms of what they can realistically expect to get from their school or district, and they plan accordingly. However, with the rise of crowd sourcing websites and the ability to find grants online, it is becoming possible for teachers to raise their own funds and thus to imagine the classroom they would create if they only had the money. I have been gathering information on grants for the past couple of months in the hopes of raising enough funds to purchase a cart of tablets for my classroom. But having been asked to consider my "ideal" technology infused classroom, I realized that even I was thinking small about what is possible in foreign language teaching with regard to 21st century tools.

Of course, a modern classroom of any type, but particularly a foreign language classroom, should have enough laptops or tablets for each student, which I already covered in an earlier section in this work. However, if we are talking about an ideal classroom, I would have both laptops and tablets for each student. In general, laptops would be better for writing and presentational activities (although tablets are getting more versatile all the time, and cloud-based storage eliminates the need for hard drive space to save work). Tablets are generally better for recording speaking activities and for mobile use outside of the classroom. Either way, these laptops and tablets are fairly basic aspects of an ideal language classroom.

One innovation that I think would be incredibly useful in a foreign language classroom would be a sound proof recording booth. Often, when students need to record themselves speaking in the target language, the classroom and hallway are too loud, and their recordings end up being difficult to understand due to the amount of background noise. Students are also frequently embarrassed to speak within earshot of other students, so a recording booth would make it possible for students to record themselves in a quiet, private environment. Students could also use the recording booth for having real time conversations with native speakers, which would make it easier for them to hear and be heard. Another use would be for recording sound for video projects. Obviously, this would take up some space, but my ideal classroom would be large enough to accommodate it.

Another idea would be to have a camera permanently mounted above the whiteboard/projection screen so that my students could interact virtually with native speakers and others without any setup. We would have a class Skype account and set up conversations in advance, or even spontaneously if students become interested in a particular topic and we are able to get in touch with someone who is willing to talk with us. Having participated in Skype exchanges in the past, it is often frustrating because the video quality can be poor and the person on the other end is not often able to see everyone with whom they are speaking at once, so having a high quality camera that shows most of the classroom would make a big difference. It could also be used to record lessons for my own notes as I try to improve on my teaching.

One innovation that I have seen used in other schools and would be interested in trying is Apple TV. Currently, I am tethered to my desktop computer if I want to project something onto the screen for students to view, but Apple TV would allow me to use a laptop or tablet and move freely around the room while still controlling the screen. This would be helpful in an instance where I teach a mini lesson on the screen and then go to help a small group. If another group has a question about something from earlier in the presentation, I could just go back to it without having to leave the group with whom I was working. I would also allow me to have more of a presence around the classroom during a presentation, which is important with the elementary students I teach. Students can also share their work on the screen from their own devices without having to send it to me or upload it somewhere else first, which is also key when dealing with younger students. I have spent a lot of time over the years helping students email their work to me or post it on a wiki when all we were trying to do was share it with the class on the big screen.

It is extremely difficult to imagine that I will ever teach in a classroom in which all of this technology is available to my students. Budget cuts here in Michigan have left everyone in a bind, and foreign language classrooms are not generally a high priority when districts have the opportunity to outfit classrooms with technology. I am not at all sure that I will even be able to find grant money for a classroom set of devices. However, I think it is important that teachers continue to think in terms of the ideal situation for their students, as that will perhaps lead them to finding alternative solutions. For example, I may not be able to get Apple TV, but there may be software that I can use to control my computer's desktop virtually and thus enable myself to move around the room while using the screen. I have often found similar solutions just by talking with colleagues about what I wish I was able to do. It is also a good model for students to see their teachers constantly pushing to innovate and find new ways to tackle problems, which is the ethic we are trying to engender through the use of technology in the first place.

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# Talking Tech, Reviews by Educators

The one hallmark of the information age is that there is seemingly no end to the amount of information available to us as educators. In this section, you will find reviews by educators who are finding ways to engage with technology in their classrooms. They searched the Internet to find articles that would inspire, motivate or engage them in some new outlet for making their classroom a better place to learn. Some of these articles look at the connection between technology and creativity. Other articles are focused on specific tech tools or applications (specifically social media, TedEd or Apple devices). Lastly, you'll find topics related to online teaching, language learning and specific tools like Twitter or interactive whiteboards. The one common denominator within all of these reviews is that there is a succinct overview on the usefulness of the particular article according to these seasoned educators. Take their advice and visit the original articles that capture your imagination or interest.

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# Tech & Creativity

Starting us off on this focus on creativity with technology is **Joseph Leibson** , who reviews a Bellato article on ensuring creativity through visuals using infographics. Using typically dry, text-based information, Bellato calls for presenting such information in a more visual manner. Joseph links the ideas to his Spanish language teaching practices. **Laureen Davison** reviews a Kim article on developing autonomous learning for oral proficiency. In this article, Kim calls for having students create stories using a tool like Voicethread whereby the students can use their Spanish language knowledge to participate in a more holistic activity like storytelling. In each review, there is a clear focus on utilizing technology to build creativity that is grounded in objective-driven practice with the ultimate goal being the use of higher order thinking skills.

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Bellato, Nathan. (2013). Infographics: A visual link to learning. eLearn Magazine. Retrieved from <http://elearnmag.acm.org/archive.cfm?aid=2556269>

[Review by Joseph Leibson] This article begins by defining infographics by stating that they "take typically dry, text-based information and present it in a visual manner. They are concise, easily digestible, and aesthetically appealing, incorporating clever visual elements to highlight key information." They can take on different forms, "but are most commonly found as online posters and short animated videos (usually less than five minutes)." The article then goes on to discuss the power of visuals on learning, stating that roughly 65% of learners are visual learners, and that our brains process visual information 60,000 times faster than text-based information. Finally, the article talks about ways in which infographics are beneficial for teachers and learners, including that they allow you to encapsulate key learning points and present them in entertaining ways, they can be used as a teaser to introduce a topic, they help us to remember more information at a time when we are remembering less due to our reliance on internet searches, and they are straight to the point, distilling large amounts of data down to the key points.

For my purposes, the strengths in this article are the data it provides about visual learning, as well as the examples of infographics it shows. As a Spanish teacher, I incorporate a lot of social studies and history into my lessons, and I use visual media such as PowerPoint, Prezi and Nearpod, but I sometimes struggle to present factual information in ways other than words on a screen. This article gave me some ideas for how to present information in a more entertaining and visually appealing way. However, I will add one weakness, which is that it does not include any links to tutorials or tools for actually creating your own infographics.

As I stated above, I think I would use infographics mostly as a tool for presenting factual information about Hispanic countries. However, I could see using them for certain grammar concepts as well, depending on the level of the learners. I could incorporate them into interactive slideshow presentations, or even print them to use as posters in the classroom. It might also be an interesting way for students to present information to the class themselves, like if they are doing a report on a particular Hispanic country.

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Kim, S. H. (2014, June 1). Developing autonomous learning for oral proficiency: Using digital storytelling. Retrieved from <http://llt.msu.edu/issues/june2014/action1.pdf>

[Review by Laureen Davison] This article discussed the usage of online educational technology (primarily Voicethread) as a tool for allowing students to record a story which they created. Amongst sharing the hows and whys of the assignment, the final analysis of the project, it also included two rubrics (holistic and analytic). The focus of the research was whether storytelling via an autonomous learning environment and a self-study method: 1) improves an ESL language learners oral proficiency, /or 2) does it encourage a learners' motivation and self-assessment? The conclusion of the research was a yes to both questions.

The primary area of interest to me was the discussion of motivation and self-assessment that occurred as a result of this assignment. The key statement that called my attention was "Through storytelling, participants felt that they were able to enhance their speaking ability because it required improving summarizing...." (Kim, 2014). It is always exciting to hear about a one's perceived benefit of an assignment, and almost made me skeptical of the results, as I have tried similar assignments, and the results have not always been consistently. But it was encouraging to hear that the student(s) also saw the benefit of the assignment. After further reading of the article, but more specifically in reading through the rubrics, it was easier to determine see how the author validated her findings both to her students and to herself. These rubrics allowed a greater sense of objective evaluation of the assignment.

As to whether or not I will use Voicethread in this manner, that is still up for debate (combined with the decision of whether or not to self-fund that subscription.) At this point, I am looking forward to implementing various sections of the rubrics for a similar assignment (the definitions of the levels of speaking as well as integrating a score based on sentence complexity.)

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# Tech & TedEd

Starting off this discussion on TedEd as it relates to language learning and technology, **Alison Void** reviews an eClassroom News article on TedEd and flipped classrooms where the ideas is that the best teachers in the country for each field could record lessons that can be accessed by students outside of the classroom. Within this same article, there is a brief overview of what TedEd is and a short discussion on the implications for using TedEd to flip a classroom. **Nancy ElSobkey** and **Joseph Leibson** discuss a Miller article on customizing videos for TedEd users. Nancy specifically reviews this tool's potential for Arabic language teaching while Joseph reviews the same potential for a Spanish classroom. Within both reviews, there is a detailed listing of what TedEd tools can do for any educator within their customizable lesson format. Students will enjoy using lessons created through TedEd because they will be actively engaged in watching video content.

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Eclassroomnews staff. (2012, July 12). How TED-Ed is helping to amplify instruction. eClassroom News. Retrieved from  http://www.eschoolnews.com/2012/07/19/how-ted-ed-is-helping-to-amplify-instruction/

[Review by Alison Vold] This article explains how using videos to record lessons taught by the best teachers in the country, in each field, could open up new learning techniques and opportunities for a larger number of students. Using a platform such as TED-Ed, teachers can choose from a wide variety of subject areas and topics. These videos can be assigned as homework or watched in class, and there are quizzes and interactive tools which can be completed to check for understanding. The idea with using TED-Ed is to spark student interest and to individualize the exposure each student needs to comprehend/understand/retain new information. With TED-Ed, teachers can also add titles, introductory sections to the videos, and create their own quizzes and assessments. In addition to this, educators can also share the lessons they create with each other which increases collaboration.

The article gives a brief overview of what TED-Ed is and then talks about its implications in the classroom. The article cites many different teachers' personal experiences using TED-Ed and how it has shaped their teaching. In the article, the strengths of using these lesson plans and videos are discussed and it shows that all students, with internet access, have the ability to access learning opportunities from master educators. The second benefit of using videos for instruction is that students can re-access this information as many times as they may need.

I would like to continue to use videos that expose my students to not only new material, but to master teachers, new accents, and the best content I can find online. Using a video program like TED-Ed ensures that the content is high quality and academically sound. For my students, this is one website that I can point them to where I feel confident about them finding new interests and exploring whatever type of content may be interesting to them. For my upper students, there are talks in Spanish or with Spanish subtitles. There are also talks given by famous Spanish writers. For my lower level students, I may have to use it for introductions into cultural topics. I believe I could have Spanish 1 students find new intercultural connections and think of themes that would span internationally. The ability to expose them to this new type of video and information, gives them a more global perspective.

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Miller, C. (2014,October 9th). Customising videos for schools. Language Magazine. Retrieved from <http://languagemagazine.com/?page_id=120631>

[Review by Nancy ElSobkey] This article clarifies how Ted-Ed enables teachers to turn almost any video into an engaging learning experience (Miller, 2014). The use of videos in a language classroom has a great importance, in order to enrich language and connect students to culture, but unfortunately some students are just not interested. So Ted-Ed enables students to "do'' something while watching, e.g. actively participate, answer questions, while allowing collaboration among students. This can simply be created in a few steps: 1. "Let's begin" and "Watch" is where the teacher writes an introduction. "Think" is where the teacher starts to provide multiple choice questions or short answer questions. "Dig deeper" is where the teacher can provide extra links or external articles related to the topic and "and finally" is a forum for students to discuss ideas, opinions or questions together. Students can watch Ted- Ed at home (flip learning), and it is easy to use. Students can have prior knowledge before they come to class. Because it is hard to find videos with materials that are designed for a lesson and the right level, Ted-Ed converts the situation from learners passively watching the video to an intellectual discussion and positive learning experience.

This article shows many powerful areas in teaching using Ted-Ed. It builds up a positive experience for students. It has many advantages like students can watch the video at home and come the next day to the class with prior knowledge about the topic (flip learning) which allows effective use of class time. Flipped learning gives a chance to teacher to pay more attention to individual difficulties for students. Teachers can track which concepts he/she needs to reinforce. Ted-Ed allows peers collaboration among students which enhances communication as well. It has the advantage of working online away from the four walls of the class, which reduces the stress factor of students being in classroom face-to-face with teachers and classmates. It definitely benefits absent students, or those who work better individually. There are also embedded writing and grammar practices within the discussion and conversation between students. Moreover, it is easy to navigate this site. All of these advantages can help in creating a positive environment at school.

Actually I cannot wait until I use this site in my classroom. I believe in the effectiveness of using videos in a language classroom in order to enrich both language and culture, but I have been facing the problem of negativity of some students when I do that. I think that Ted-Ed is a great solution for that. My students will learn better by doing, so Ted- Ed will give them the chance to communicate and collaborate among themselves and develop critical thinking by answering questions. It will also encourage my shy students to better communicate and freely ask, outside the walls of classroom. It is a great positive interactive experience which I am looking forward to adding to my classroom repertoire.

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Miller, C. (2014, October). Customizing videos for school. Language Magazine, 38-39. Retrieved from <http://languagemagazine.com/?page_id=120631>

[Review by Joseph Leibson] The article discusses the desire of language teachers to use videos to enrich student learning by exposing them to the culture and native speakers of the target language, but that for some students a video signifies a time to check out of the lesson. The author offers TED-Ed videos as a solution. TED-Ed is "a free online tool that allows its users to turn any video into an interactive learning experience." Users can customize lessons using the following provides sections: Let's Begin, Watch, Think, Dig Deeper, Discuss and And Finally. Each of these features allows a teacher to embed different kinds of interactive questions or activities into the experience of watching the video. After describing the tool, Miller explains different ways it can be used, such as in flipped instruction, jigsaw style collaboration and home extensions.

The strengths of using TED-Ed are clear. It allows students to actively engage with video content and holds them accountable for what they are learning, rather than just shutting off their brains when a video is turned on. A weakness of the program, and something not mentioned at all in the article, is the reliance on every student having access to a device on which to watch the video and answer the questions. Many schools, including my own, do not have a 1:1 ratio of students to devices, and that can inhibit the effectiveness of this program.

In my teaching, I already incorporate a lot of videos. They are different in nature - some have to do with cultural issues, some explain a particular grammar concept, and others might just be songs to help students remember information. I could see myself using this for the cultural videos so that they are not just a "waste of time" and I can actually assess what students are taking away from what they are watching. I could also see using it during instructional grammar videos to ask students to apply the concepts that are being introduced. Finally, and perhaps most usefully, I could use it to gauge comprehension of a video in which the subjects use the target language.

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# Tech & Language Learning

Starting off this discussion on language learning and technology, **Merih Sumpter** reviews a Brown article on becoming an EdTech superhero. In this engaging article, Brown calls for rethinking how we incorporate technology into a language classroom. She advocates for focusing on one or two tech items at a time because the journey to becoming an EdTech superhero does not happen overnight. **Joseph Leibson** covers a multi-authored article on the use of technologies in foreign language learning. As stated, this use of technology must take into account current language learning theory and be coupled with student-centered environments that include multiple points of entry for technology inclusion. One area of obvious technology inclusion is the acquisition of language through online sources. **Nancy ElSobkey** and **Laureen Davison** review an Appling-Nunez article on the tools for achieving oral fluency. Nancy reviews these tools with a focus on Arabic language learning while Laureen reviews these tools as they relate to Spanish language learning.

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Brown, P. (2014). Be an EdTech superhero – Wow your students. Tech & Learning eMagazine. Retrieved from www.techlearning.com

[Review by Merih Sumpter] In this article, Brown talks about her passion for becoming a technology superhero and how she became one. She mentions that she did not become a tech superhero overnight and that the key is to focus on one or two items at a time so that you do not to lose control of what you are trying to acquire. She also adds that once you get the joy out of becoming more familiar with technology, you will want to learn more. She suggests that to become a tech superhero you need a strong Personal Learning Network (PLN) and to be able to build that you need to share with others and learn from one other. She lists ways to achieve that. Blogging, Twitter, Remind, Bringit, Class Dojo, Pinterest-edtech Pinterest and Teachers Pay Teachers are the ones she recommends in her article.

The strengths of this article are the ways she suggests how to be a compatible teacher according to our modern day technology standards. The tools she lists are all usable and effective ways to get the attention of students and they are not hard to adapt these tools since most of us are already familiar them or with similar applications in our daily lives such as blogging, Twitter or Pinterest. She gives simple tips on how to implement them in classes or the school environment. Although they would not be applicable in my home country Remind, Bringit and Class Dojo are tools which would be useful for a teacher to contact and communicate with parents and students in a proper way. Teachers Pay Teachers would be a good resource for all teachers since it is a platform of sharing class material, projects or lesson plans.

The network which I have never thought of incorporating into my teaching is Pinterest. I never considered getting ideas for my classes from that website. After having seen the tips at Pinterest-edtech for my own studies, I now consider the option of making use of students' interests the same way. I could make use of the platform as a common ground for some of my classes such as literature where ideas can be collected, connected and shared. To achieve that goal, first I should make myself more familiar with the network, and then incorporate it into my classes to get the best of it. The article provides the teachers with practical information on how to update your assignments, teaching style and yourself as a teacher.

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Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L. & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1).

[Review by Joseph Leibson] This article does exactly what the title implies, which is to examine how well certain technologies work toward the goal of producing outcomes for language acquisition. The items reviewed are separated by categories: schoolhouse or classroom based technologies (course management system, interactive whiteboard, ePortfolio), individual study tools (corpus, electronic dictionary, electronic glosses and annotations, intelligent tutoring system, grammar checker, automatic speech recognition and computer-assisted pronunciation training) and network-based social computing technologies for both synchronous and asynchronous communication (virtual world/serious game, chat, social networking, blog, internet forum and discussion/message boards, wiki, mobile networkable devices, iPod, smartphone). The article concludes by stating that most research that has been done regarding technology use in foreign language teaching has focused on "either describing the affordances offered by particular types of technology or measuring their effects on students' affective reactions" and that, "for most technologies, actual increases in learning or proficiency have yet to be demonstrated."

I think this article serves as a good reminder not to hitch our wagons to the latest technological fad just because it seems cool, and that we should really be pushing to collect data and study the impact these technologies are having, especially when schools and districts look to invest heavily in particular devices and hardware. However, I do not think we should underestimate the affective impact that using certain technologies can have on students. In my own research and experience, I have found that students' attitudes greatly impact learning, especially with regard to foreign languages. This is an area in which many learners do not feel confident, and they may also struggle to see the relevance of studying a foreign language to their own lives. If technology can help students feel good about what they are studying or help them engage with the material in a more meaningful way, I think that will lead to better learning outcomes.

In terms of my own teaching, the implications of this article are that I need to keep in mind what learning outcomes I am trying to achieve for my students, and make sure that the technology I am using is supporting those efforts. A major reason why I frequently use technology in my classroom is that I feel it positively impacts student engagement, but just because something is fun or cool does not mean it is effective. And just as we often justify using technology to reach different kinds of learners, we also have to be mindful that not all students desire to learn using tech items and many do not have access to some of the tools we may come to rely on.

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Appling- Nunez, M. (2014 August 11th). Tools for achieving oral fluency. Language Magazine. Retrieved from <http://languagemagazine.com/?page_id=92395>

Review by Nancy ElSobkey] This article suggests using interesting technology in order to help students being more fluent. At the same time, it ensures that lessons are not boring, are not presented in traditional way and that students do not get distracted by electronic devices which they find more interesting than class. Appling-Nunez recommends two websites: [www.edu.glogster.com as a graphical blog where all the students can participate and be involved in by presenting mini lesson, book report, presenting their family tree or teaching each other, which positively affects their fluency, writing and reading. The second website is www.perzi.com in "PechaKucha" mode, where the information is presented in a visual and auditory way. In this website, a number of maximum images is presented by 20 seconds each, which allows students to speak in a reasonable time without rush, and gives them a chance to link between information and memory. According to Appling-Nunez, these tools expose students to stages of understanding, applying, evaluating, analyzing and creating.

This article is realistic, practical and extremely helpful. No one can deny the power of technology and its effect on our daily life. When dealing with students of this era, the best thing is to think their way. Using something like Prezi PechaKucha and glogster is particularly useful. It helps the teacher avoid boring traditional teaching and, at the same time, it enhances students' speaking, writing and reading skills. I think such tools can help students in practicing language efficiently instead of memorising it, and at the same time, it plays an important role in preventing student distraction which is sometimes a problem.

I will certainly use these tools in my classroom. These are great suggestions which can definitely help my students apply what they study in an interesting way. It will involve them, so they will remember words and know how to use them. I believe by applying these tools, my classroom is going to be more fun; my students will be more fluent, interactive, encouraged and less distracted. This week, my class will have some revisions, so I will let them use glogster in order to apply what we have studied so far, and to have a chance to support each other through this attractive blog, especially that we need lots of efforts to make revisions attractive. I will definitely implement these tools in the future.

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Appling-Nunez, M. (2014, August 11). Tools for achieving oral fluency. Language Magazine. Retrieved from <http://languagemagazine.com/?page_id=92395>

[Review by Laureen Davison] This article discussed various ways in which oral fluency can be developed. Most consider the traditional reading of assigned sentences, paragraphs, essays, poetry, and/or stories as key. This author highlighted less traditional ways which allow a student to practice their presentation skills by using online tools, or more specifically tools where the information is stored on the relatively accessible cloud. The two tools highlighted were glogster - an interactive "cloud" poster and prezi - a presentation tool more similar to a power point, but with a twist (no pun intended.) The suggested format for a Prezi was by using a methodology called "PechaKucha" where the idea is to present information in the form of twenty images in twenty seconds. Although not mentioned in the article - but found upon further investigation - it appears that glogsters have their own downfalls in that if one is not careful about their links, they will be creating links to information that may no longer be available.

This summer I not only learned about Prezis, but I also had a chance to create one - rather fun and challenging - sometimes more fun, sometimes more challenging; fortunately for me, using the methodology of "PechaKucha" was not part of the process. To me, the choice of a prezi or glogster will depend on the assignment. The glogster concept was relatively new to me (I heard the word, but had not taken the time to understand it.) After reading through the article and looking through various items posted to glogster.com, it seems as though its strength is with group projects, as in where there is a combined effort. Prezi's on the other hand, seem to have more of an individual feel and/or benefit. Although it was not mentioned in the article on a personal level it does seem as though there is a slight downside to a Prezi in that it can be time-consuming, however with that comes the definite upside of creating something which is extremely rewarding.

Unbeknownst to my Spanish III students, in the next two weeks, they will be working on a glogster as a culminating project of our reading of El Cid. Why? It seems as though for the small class it will allow them to pull together what they have learned from the story of El Cid. Before Christmas, my hope is to have them also create a Prezi where they can show off their family tree or self-portrait. Again, my only hesitation is that they could get lost in the creation. But, as a result of my own experience with Prezi, I completely agree with the author's claim "Students will begin to rely less on short-term memorizing for a presentation and concentrate on learning about the subject of their presentation" (Appling-Nunez, 2014). After you multiple reviews of making sure that it looks the way you want it to look, the material becomes your own, and you become much more fluid in your presentation.

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# Tech & Online Teaching

With the current push for more online education, this section of reviews highlights some of solutions available to educators making the transition. First, **Allison Comer** reviews a Jewell article on suggestions for using online discussion boards. As noted in this review, these discussion boards can go beyond normal classroom interactions and they can create conversations between students to help them form a community, improve quiz grades and equalize participation. **Laureen Davison** reviews a Sams & Bennett article on the use of flipped learning. While their use is now commonplace, Sams & Bennett have tied them to current educational practice and highlights their possible effectiveness. Finally, **Merih Sumpter** reviews Macek's 7 student myths for an online classroom. This article focuses on lessons learned while teaching online. This article covers aspects of teaching online like workloads, flexibility and communication.

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Jewell, V. (2005). Continuing the classroom community: Suggestions for using online discussion boards. English Journal, High School Edition, 94(4), 83-87. Retrieved from  http://search.proquest.com.proxy2.cl.msu.edu/docview/237296698?pq-origsite=summon

[Review by Allison Comer] In this article, Vivian Jewell depicts how online discussion boards can be used in the classroom. Jewell focuses on elevating reading discussions from the classroom, and how it enhanced her student's quiz grades. Jewell expresses how online discussion boards can be used to create conversations and discussions that go beyond the normal classroom time of 50-90 minutes; instead it creates a community of learners that keep conversion into the evening, throughout the weekend and possibly into summer break. It helps students that do not normally speak up in class, where they can feel protected by the Internet. Jewell highlights the idea of having students learn in a community instead of in isolation. She goes into the benefits of having students comment on messages and keeping the conversation going for a more extended period of time and more engaged learning.

A strength of this article is the reality of it. Many students do not enjoy classroom discussions, but as soon as you put a device in front of them, the anxiety eases. The article did an excellent job at showing how to use discussion boards within reading an article, book or novel. Another strength was the point of it raising quiz grades. Jewell discussed how she used the discussion board as a homework assignment, ensuring more of a tangible concept to look at to make sure the reading was taking place, instead of taking the student's word for it. This article did a great job at showing how discussion boards can elevate classroom discussions and create more of a community of learners within the classroom.

I am excited to incorporate more discussion boards into my classroom this year. We are using a new LMS, Schoology, and it has this feature built into it. I have thought of using it for homework help, study help, conversations in Spanish and more. This article gave me the idea of using it to incorporate current events. I do not know if I would have this be in the target language for Spanish II and III and in the native language for Spanish I. Or if I just want it all in the native language to ensure the conversation would keep going, and just have it be incorporating an element of culture and current events.

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Sams, A. & Bennett, B. (2012, May 31). The Truth about Flipped Learning. eClassroomnews.com Retrieved from  http://www.eclassroomnews.com/2012/05/31/the-truth-about-flipped-learning/3/

[Review by Laureen Davison] This article was specifically devoted to the concept of the flipped classroom. That said, there was much discussion as to how in the big picture technology is overwhelming used in a flipped classroom. The primary considerations discussed were video usage and internet access requirements.

Apart from the fact that, in my opinion the article was laid out odd – "resulting misconception" was the introduction for each new section/topic discussed – it addressed possible misconceptions: videos are a requirement; the only purpose is working through a module; homework is bad therefore a flipped classroom is also bad.

One of my biggest takeaways from this was the comment "teachers are also encouraging students to create videos to foster greater peer-to-peer learning practices." (Sams & Bennett, 2012). It is quite possible that this statement rang more true because of assignments that I have given (this year) which have been more for the benefit of peer review. Instead of assigning the traditional drill exercises as homework, those same exercises have been done in class (giving the students a few minutes to write out their answers in advance) and then giving them a chance to create something (at home), which then can reinforce that which has been done in the classroom (i.e. Powtoon, googledoc transformed into a knightslab timeline) – something not extremely difficult, but resulting in a way to present to the other students that which they have learned. A caution, of sorts, was also given in the article - just because there can be a drawback from it [a flipped classroom], does not render it useless. (Sams & Bennett, 2012). One must remember that one of the greatest benefits is that it helps to reevaluate what is done in the classroom and which will ultimately allow for a greater benefit to the student. It is a different concept – allowing a different aspect to be done in the classroom than at home, but it can also strengthen the classroom setting. The risk is not getting caught up in the "fun factors" aimlessly but helping them to use their time as wisely.

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Macek, J. (2013, January). 7 Student myths of the online classroom. Elearn Magazine. Retrieved from <http://elearnmag.acm.org/featured.cfm?aid=2429654>

[Review by Merih Sumpter] In this article Macek lists the 7 student myths of the online classroom. In other words, she talks about what students think about online education and how it really is with suggestions from a perspective of an online educator herself. As an experienced educator of both traditional and virtual settings she has the privilege to compare both as well. She begins the article by explaining the reasons for choosing to do online learning such as working, traveling or serving in the military (adding that students participating in online programs rarely have face to face meetings and that they meet and interact virtually).

All of the 7 myths in the article are striking. Being a distance learner myself, it would be negligent to accept them as facts. The first myth talks about logging in anytime you want. It is true that you can log in anytime you want for browsing, but as the author points out, you need to log in on certain dates to complete or upload your assignments and reply to posts or threads to stay in touch with the class and the syllabus. The author points out that it would not be realistic to expect responses in a short time thinking they would be in front of a computer screen 24/7. She suggests that instructors need to clarify the deadlines and rules just as they need to be clear about when they can respond to student's e-mails and questions. Another myth is that some people have the common belief that online learning is as simple as e-mailing or texting. In my opinion, due to the fact that online classes do not meet physically, they require a heavy load of work and reading to compensate which also proves why the 4th myth saying 'online learning requires less time and work' is a myth. As a solution to another myth, Macek suggests that instructors should include the help desk contact information in case students run into specific technical difficulties which instructors would not be able to help with. Although instructors are very helpful, technical difficulties are somehow expected at distance learning settings. A well-functioning help desk is necessary to take the load off instructors' shoulders and help things run smoothly. As for another myth, learners should not be shy to participate thinking they would be the only one with certain kind of background, age, etc. Online learning environments are open to anybody with diverse ethnic and cultural identities as well. The participants must also be aware that collaboration and interaction are the key elements for virtual settings and that they should leave their prejudice at the log-in button. And last but not least, the myth about online faculty not having strong background is very untrue. Macek points out the fact that the minimum qualification an online instructor has is a master's degree. A minimum of PhD degree is required to become a graduate program instructor. She advises that instructors put up their biographies including information about degrees, publications, etc. for informational purposes. In my opinion, learners with a goal tend to do an extensive, rigorous search to find the best program which would fit their needs. Faculty backgrounds are always valued and taken into consideration by prospective students.

I agree with the author that all the 7 statements are myths. The way she organized them in his article states the facts and gives the necessary suggestions. Whether people like it or not, online or distance learning will be a part of our lives for in the years to come. Like a new product being used or tested for the first couple of years, it has had many reviews both positive and negative. In my opinion, the fact that there are still myths about it demonstrates that it has not finished its test run yet. As the number of people who get educated by online learning increases we will no longer be talking about its myths. I already recommended my degree program to the vice principal at my workplace who was interested to hear about my experience to pass it onto her daughter intending to apply an online program. As the author points out through the end of the article, I told her the same thing: it is only the flexibility of location which makes it convenient; the rest is hard work with many challenges including time constraints for personal life and family.

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# Tech & Apple

One constant name in educational technology is the tech company Apple. Its products are ubiquitous in many classroom across the globe. **Allison Comer** reviews an article on using the iPad for creating movies in the classroom. This review covers educational uses in general as well as for language specific purposes. **Allison Comer** also reviews another article on the use of Apple TV in a classroom. She highlights the strengths in using this app as well as on the possibilities for its use as a vehicle for each student to work together on through the same app. Lastly, some strategies for using the mirroring function are discussed.

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Education app of the week: iMovie for iPad. (2013). Jigsaw24. Retrieved from  http://www.jigsaw24.com/news/articles/7319-education-app-of-the-week-imovie-for-ipad/

[Review by Allison Comer] In this article, Rob explains the benefits of the iPad App iMovie. It was originally built into Apple Computers and eventually made its way to iPads. It allows people to create videos and "movie trailers" without having heavy-duty editing equipment. The features included with the editing are easy for students and teachers to learn and user friendly. The video technology on the iPad is decent and will work well in the classroom. The article describes the ease of iMovie and some of its features. For example, music and sound effects can be added, you can create your own template or use iMovie's templates. According to the article, the feature of being able to add your own voice is the best. With the students, the students would be able to create short videos with screenshots and then incorporate their own voices to explain the topic.

The biggest strength in this article is that it is very straightforward about the highlights of iMovie. It comes from an article titled "Education app of the week," so it is catered to educators. Another strength was that it did not talk specifically for which subjects the app would be useful for. Instead, it was general and explained how it could be helpful. Also, it was nice that it highlighted why it is helpful, how easy it is to use and the cost. As an educator, these are important things to know. Finally, another strength was that it explained how you could use it further, such as post it to YouTube or Vimeo.

There are many ways iMovie can be incorporated into my classroom. One idea I thought of is using iMovie to explain classroom procedures and rules. On a larger scale, it can be used for school wide rules and procedures. The features on iMovie are easy to use and students could pick them up quickly. They can also be used for other topics, more language related. In the past, I have had students create comic strips, both on paper and on the iPad with an App called Comic Maker. Students can still do this, and then bring it to life with iMovie. With the bonus that students can add their own voices to it, it seems to be a great educational app. I like that there is both a trailer part and a video part. Both would excel in a language classroom and utilize the students' creativity.

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Mahaley, David. (2012). Apple TV in the classroom – the new smart board. Engaging students and enhancing learning outcomes with internet & instructional technologies. EmergingEdTech Retrieved from  http://www.emergingedtech.com/2012/02/apple-tv-in-the-classroom-the new-smart-board/

[Review by Allison Comer] In this article, David Mahaley discusses how Apple TV can be used in the classroom. Mahaley uses examples to demonstrate how Apple TV has more benefits than other devices, such as interactive whiteboards. Mahaley points out that the set up for Apple TV and iPad's could be more cost effective as well. The main points he was trying to get across is how the Apple TV can help make the teacher more effective with class time. The teacher is not tied down to anything and is free to roam throughout the room and interact with the students. Mahaley also explains how the device is also useful because of its many tools, such as Apps that can easily be screened from the iPad and the ease that students can participate interactively.

One strength of this article is that it finds a more cost effective way to move around the classroom and work with the students. The teacher is not tied down to the computer. Another strength of this article was how it did not mention the Apps that are restricted to the Apple TV Interface. Many people see Apple TV as just a way to watch Netflix, Hulu or HBO Go. This article did not refer to them. Instead it showed how the Apple TV could be used educationally. One more strength was that it pointed out how the numerous educational Apps that are available on the iPad. With the Apple TV, everyone in the class can experience it together at the same time.

In my classroom, I could use this often. I am already familiar with the Apple TV because I have one of my own. In my classroom, being able to mirror my iPad to the TV would open the doors to 21st century learning. If I was using a specific App that I wanted my students to use, I could mirror it while I demonstrated it for the students. Also, in my school, each student is equipped with their own iPad. Not only could I mirror what I was doing, but students could also mirror their own work. If we were working on making a video for example, students could take turns showing the class their work. It is friendlier for working in live time.

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# Tech & Tools

Tools go by many names and many forms (e.g. apps, software, hardware, components, etc.) and **Alison Dykman** tackles a very popular one in many of today's classrooms: the interactive white board (IWB). She discusses the strengths and weaknesses for these IWBs. Of course, the most important element for these tools is whether or not teachers have any "buy-in" once these tools appear in the classroom. **Alison Dykman** also reviews an article on mobile technology in the French classroom. This article includes possible uses of mobile technology to supplement and/or practice language skills while also promoting cross-cultural understanding. It also highlights the way communication through mobile technology can allow for authentic conversations with learners and speakers across the globe. **Alison Vold** reviews an article on learning to blog and blogging to learn. She covers the ways a blog can be used to fulfill specific purposes for communication, interaction and information. While many of the ideas are specifically geared toward a corporate setting, these ideas are very much applicable to a classroom setting as well. Even with the proliferation of graphic interfaces and touch screen technology, literacy is still an important element of technology use. **Merih Sumpter** reviews a Brown article on implementing current literacy practices in the Google Age. This focus moves the classroom from one of basic information to one of advanced information gained through searching. **Nancy ElSobkey** reviews an app called Storyboard That! This app is designed for use with creating digital storytelling projects and it features the ability to turn the projects in presentation or word processing files for ease of sharing. In all of these reviews, the focus is on how different skills are needed for success in a technology rich environment.

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Abuhmaid, A. (2014, January). Teachers' perspectives on interactive whiteboards as instructional tools in four Jordanian schools [Electronic version]. Contemporary Educational Technology, 5(1), 73-89.

[Review by Alison Dykman] Abuhmaid investigated the implementation of Interactive White Boards (IWBs) in classrooms in private schools in Jordan. Specifically, he wanted to see how teachers perceived and reacted to this technology, as well as how it was implemented and supported by their administration. He starts by discussing how IWBs are used most effectively in classrooms in general. He then addresses how technology can best be introduced to classrooms. He finds that despite many other factors, teachers and their "buy-in" really are the final decision makers on whether a technology will succeed or fail in a classroom. However, they are most often thrown at teachers without further instruction or support, discouraging teachers from embracing them. He followed with results and observations from a survey he gave them about their experience with IWBs. Not surprisingly, he found that teachers liked using IWBs, but found that they were best used when administrators supported them with additional training and mentors after implementation.

Interactive White Boards can be a great technology for teachers and are different from other technologies because they were specifically designed for teachers for use in the classroom. There is no need to make the technology fit a classroom simply for the sake of using technology. They allow for direct interaction with texts, images, videos, and the Internet. According to Abuhmaid, when used correctly, they can increase motivation and task engagement, as well as assist with scaffolding.

I have had an Interactive White Board in my classroom since December 2007. I had my first training with how to use basic features in the spring of 2008. Until this year, I have had no additional guidance on how best to use this technology in my classroom. I have made great efforts to use this technology to the best of my ability. At times, it has been easier to use it as a glorified overhead projector because using it as anything more was beyond my abilities. Finally this August, my district offered training for "advanced" Smart Board users and brought in a trainer from the manufacturer. This was very helpful and we, as a staff, are clamoring for more. A felt, much as the teachers in this study did, that mentors who really know what they are talking about with IWBs and any another new technology are crucial to successful implementation in the classroom.

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Gaudet, G. (2013). Using mobile technologies in French immersion classrooms: Enriching Second Language Acquisition. Alberta Initiative for School Improvement, 2(2), 1-10. Retrieved from  http://www.uleth.ca/education/sites/education/files/AISI V2 2 2 Spr.pdf

[Review by Alison Dykman] Gaudet discusses the implementation of a small number of Apple devices into Canadian elementary French immersion classrooms. Teachers worked on similar projects within their classrooms and met in small groups to discuss their triumphs, difficulties and to share ideas. They also utilized Google Groups to collaborate online while in the midst of the project. Gaudet found that likelihood that teachers would collaborate and use other technology in the classroom increased due to use of the Apple devices in the classroom. Gaudet used these teacher interactions and observations of students to discuss growth in the areas of speech, formative self-assessment, and writing in emerging learners.

I love the idea of using iPods for speaking activities. As my district is pushing technology on each teacher, my opportunities for using computer lab time are dwindling. So I am looking outside of using a computer for my technology integration. Using my classroom iPods, along with their own wireless devices for speech recording, allowing students to self-assess, listen, rerecord as necessary and submit to either my Google Drive or Dropbox, would be a fantastic opportunity that would not require using the computer lab. Gaudet did mention that teachers found it lacking in helping emerging writers. My students already do a lot of writing, so my use of technology would really be in a push to increase their speech and aural comprehension. I also love the idea of being able to share student production with parents. I know that my students are much older than those in the study, but I think it would be great to be able to share with parents a recording their child made in the target language. While it probably would not be perfect, I could easily e-mail to a parent and say, "This is what your child has been working on this term."

Several years ago I applied for, and was granted, five Apple iPods for my classroom. My grand idea was that I would use these as listening stations for my class, along with student devices. What I did not plan for was the limited number of devices that my students had at that time. I used them sparingly, but they were eventually forgotten, as five was never enough without enough for everyone. This seems to be the same problem the teachers in this study ran into. This year, I applied for a grant for five new, updated iPods. With updated software, that my old iPods will not run on, these iPods, along with the 90% of students who now come to class with wireless ready devices, those 1:1 activities I had grand plans for several years ago, now can be integrated into my classes.

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Kapp, K. (2006). Blogging to learn and learning to blog. ELearn Magazine, 12. Retrieved from <http://elearnmag.acm.org/featured.cfm?aid=1190076>

[Review by Alison Vold] In this article, Kapp discusses how using blogs can be a way for a company to share expertise by using it for three specific purposes. First, a blog can be used as an online location where people can ask and respond to frequently asked questions. By using an online program, people will be able to access answers to these types of questions whenever they need and with as much repetition as they need. In a classroom setting, this type of blog may include explanations on how types of grammar are used, or common mistakes made and explanations on how to improve. Second, Kapp discusses how a blog can be used to store links to websites and other useful online sources. By placing them in a blog, the links and sources are easy for the learners to find and access. The last way Kapp discusses involves using them to post and discuss specialized information such as examples of high quality work or other types of examples which students can see stored as a collection.

This article gives the reader many ideas on how to use blogs to communicate and interact online. This article is specifically written for how to use blogs in a corporate setting, but it is easy to take the ideas and transfer them to how you could use them in the classroom. Using blogs the way they are discussed in the article can create a classroom where collaboration online can lead to higher levels of mastery and easy access to high quality material and posted links. This article does not explain how to create a blog nor does it give specific sites for creating your new blog, but it does provide examples and rationale for why blogs are worthwhile. The end of the article discusses how using blogs as an informal learning setting can help enrich expertise of both those posting the blog and those reading it.

I would like to begin using blogs for my AP students. I plan to use the LMS, Schoology.com to do this. With this system, I have posted online assessments, a class calendar, and assignments, but I have not used the blogging or discussion tool. Since I knew this was an area I wanted to expand on, I choose to review this article to try to think of new ways I could help my students use blogs. By teaching them this skill, they will not only be learning new ways to use Spanish and Spanish resources online, but increasing their own technological literacy. I am going to use this idea for my technology mini lesson and, as of now, I think I will like trying these three possible ideas. While searching for the article, I also found the following site, which is a blog my students could use listen to conversational Spanish, which, in Sheridan, Wyoming is difficult to encounter. <http://www.notesinspanish.com/category/advanced/>

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Brown, A. (2012, June). In the Google Age, information literacy is crucial. Elearn Magazine. Retrieved from <http://elearnmag.acm.org/featured.cfm?aid=2303236>

[Review by Merih Sumpter] In this article, Brown brings to light how advanced information literacy is required in our age. He discusses how students can use the online search engines, (mainly Google) to reach the data they need. He points out that many students are not capable of differentiating the good, useful information from the bad or useless and that it has to be taught in the early years of their academic life. He defines Google as a double-edged sword because students will not know about the validity of the data they come across. According to Brown, many librarians pointed out the importance of information literacy. Brown suggests that librarians need to spend the necessary time with students to guide them on the resources to go through when doing research. Another mission that librarians should take on is to teach students how to measure the quality of the information and sources. On the path to developing digital literacy among students, some librarians team up with professors to encourage students to use alternative resources other than Google. Brown adds that in modern times when e-readers, iPads and Smartphones are so popular to retrieve information from, finding trustworthy information is more challenging than ever.

I find his suggestions very enlightening. Librarians should be able to spend as much time as they can with students before they start forming habits on how to do research early during their school years. Librarians' partnering with college professors is another important step towards achieving digital literacy while keeping them motivated. As he suggests, students should not take every piece of information they find on Google for granted. Reaching good quality information is a must when conducting a research and to be able to do that, one needs to master digital research skills.

In the previous school I worked at, students took a series of courses from the head librarian to learn how to achieve good digital literacy skills. As they continued with the digital literacy classes, the quality of information which they brought to class got better in time. Teachers must also guide their students on the matter. However, librarians have the expertise to share and they should be able to contribute to the curriculum at schools. In my opinion, schools need to be aware that the training, time and money invested in libraries, staff working there and the library hours given to students will eventually reciprocate higher success rates for students going into college.

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Kapuler, D. (2014 September 8th). Product review: Storyboard That. Tech & Learning. Retrieved from  http://www.techlearning.com/product-reviews/0072/product-review-storyboard-that/55365

[Review by Nancy ElSobkey] This article talks about an online resource to create a storyboard, called Storyboard That. We can use it for digital storytelling, guided learning and for assessing students' learning on a specific topic. Both teacher and students are able to create their own storyboard and even record their voice narrating the story. The article provides some details about the best features, advantages and benefits of using this technology tool in classroom. It also discusses the quality and effectiveness of this product and its suitability in school environment.

I think this article is very helpful as it reveals advantages of this tool that teachers are interested in like: it is a COPPA compliant because a teacher can manage student accounts. Material can also be turned into PPT or PDF easily. It includes a huge number of lesson plans and teacher guides and it is easy to be turned into a slide show. I think that is brilliant. It can be used effectively from the teacher side and from the students' side as well. Most of the time, teachers face difficulties and consume much time in order to make a story by finding proper pictures, adding text and sometimes adding background or additional features like a sun to show morning or a clock to show the time of a meal, etc. For teachers, this tool helps them tailor the lesson to serve their objectives. On the other side, it helps students in writing as it makes the writing process very interesting because it combines the writing with creating all the details of the story and its characters. In addition to that, it is considered as a controllable space for students to communicate with each other and with their teacher, comment on their work, etc. It is an interesting, creative and easy tool for classroom use.

Honestly, I cannot wait until I can use this tool in my classroom. For me, this is going to save lots of time and I will be able to precisely, easily and effectively tailor my lessons. I used to spend many hours just to arrange a lesson in order to achieve the objectives clearly. I think creating a story, characters, actions, colors, events, etc. the way I want will help in making the lesson interesting, clear and easy for my students to understand. I also believe that this tool is a great help for my students in writing, expressing their feeling, and providing ideas in the target language. Moreover, they can interact with each other as a group, see and comment on each other's work, especially for those students who are too shy to participate in the classroom. In addition to that, they will be happy practicing speaking as well by narrating either the stories they created or the ones I present. In my opinion, it is a perfect tool to create an integrated learning- teaching community.

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# Tech & Twitter

The influence of social media continues to grow and their applications within classrooms are constantly begin debated. As Facebook matures, other apps are gaining in popularity. One such app that has become an additional language learning tool is Twitter. **Alison Dykman** reviews a Koning article on the importance of Twitter in learning through 140 characters. This article serves as an introduction to Twitter for new users and Koning also provides for teachers looking to utilize Twitter in their classroom. **Alison Vold** continues the focus on Twitter with a November article on using Twitter as a powerful educational tool. In this article, the benefits of using social media like Twitter are brought to the forefront because of the ease of connecting to a wider audience. Both of these reviews point to the ever-changing nature of social media and provide a good starting point for educators interested in incorporating such a tool within an online course.

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Koning, P. (2012, February). Energizing your career and classroom in 140 characters [Electronic version]. The Language Educator, 7(2), 42-25.

[Review by Alison Dykman] Koning discusses the positive aspects of using Twitter in a world language classroom. She uses examples from teachers who have embraced Twitter as a professional development tool, as well as an instrument in the classroom. For beginners to Twitter, there is a side article giving the very basic lingo and utilities of the site, allowing for functionality to be discussed without distracting more advanced users. Koning provides suggestions for users to follow, hashtags to explore, and example conversations that occur under these hashtags, allowing unfamiliar users to see what they can experience in the language teacher Twitter community. She explores management of Twitter once teachers become more entrenched in its use, suggesting applications and tools that help weed through heavy feeds to find the most pertinent information. She finishes with teachers using Twitter in their classroom, encouraging students to interact with each other, to follow those around the world who speak the language and to experience the language as it is practiced in the world.

Twitter can be a great tool. In terms of professional development, it can connect those of us in one-person departments with colleagues around the world to share in ways we may not be able to in our own buildings. We can find great ideas, support, encouragement, thoughtfulness, and humor from others in our own field. Conferences that once were thousands of miles away are immediately on a laptop. In the classroom, students can find innumerable first language speakers around the globe to follow on Twitter to experience the language in more dialects than I am able to cover in the 55 minutes per day I see them during the school year. Students can interact with each other in the target language over and above the time spent in class, using a tool they are already using. Beyond the language benefits mentioned in the article, I could see it being helpful for logistics such as homework reminders or cultural videos or websites I may find in my free time but not have class time to share.

Twitter is something that several teachers in my building have embraced using this year as my district pushes technology as their banner word for the year. Several use it simply as a reminder system, while others use it as a required response system, much like a discussion board on a classroom management system. I am a bit hesitant to jump in with too much back and forth with my students on a social media site. There are too many variables outside of my control for me to consider this kind of interaction. I think I would be more likely to embrace the use of a management system that allows for notification via Twitter, so if I were to post a cultural video or homework reminder, it would alert students via Tweet. As far as professional development goes, that is something I would like to get back into. I did follow #langchat and a few of the teachers that are leaders in that arena a year or so ago. I found that my personal feed and my language teachers were too much to keep up. I would likely create a separate twitter for language teacher information, so as to keep things a bit more organized. I find great use and materials from Pinterest, but I do not have the interaction there as I would with Twitter. I am not sure how much time I have to commit to giving it a try, but would like to make an effort to trying it again.

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November, Alan. How Twitter can be used as a powerful educational tool. November Learning, 18.  http://novemberlearning.com/educational- resources-for-educators/teaching-and-learning-articles/how-twitter-can-be-used-as-a-powerful-educational-tool/

[Review By Alison Vold] In this article, Alan November discusses 3 main points. He begins the article with a quick overview of how Twitter works and how a #hashtag is used. He cites how Egyptian citizens used #egypt on twitter in 2012 to spark political change and discussion amid turmoil. His second point follows this same example. He believes educators can and should use technology to connect their students with real life examples. He argues that this type of authentic exposure connects students to a global conversation, and he gives a few examples of how these types of conversations would promote higher-level thinking. November finishes the article by giving one last example of a math teacher who began using Twitter by posting math problems that happen in real life. For example, how much soda would fit in her cup at a baseball game and how could the students figure it out? Through this example, November finishes the article with a reflection on how teachers can serve as role models for technology use, and teach students how it can be used for more than just celebrity/personal gossip

This article shows how twitter can be used as a tool to connect teachers with their students using a technology tool which many of the students are already familiar with. It reflects on real life examples for history and math teachers, and shows how other teachers could also use it in a variety of ways. The article does offer a short review of how #hashtags are used to connect posts, but the article is not meant as a source to teach a teacher, new to twitter, how to use it. The article also does not offer ways to manage and control posts made by students. This may be one of the factors that keep educators from using twitter. The lack of control puts teachers and students at risk by making all information they post globally accessible. This turns one of the strengths of twitter, creating global conversations, into perhaps a gray area of global conversation because you cannot control what another may say.

I have been considering using twitter for a while, and chose to pick an article which discusses it, to try to learn more about how I could best implement its use in my classroom. I understand the use of #hashtags and how I could post material for students in real world situations I am in. I picture myself noticing Spanish on signs, packaging, etc. and taking a picture of it and sharing these with my students along with prompts for them to be using Spanish in their day to day lives. I have not decided on whether or not I will use twitter. My district has strict policies on teacher accountability, and I am nervous to use a tool which I do not hold full control.

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# Concluding with Teaching with Technology

As the diversity of articles, essays and tools demonstrate, there is no one answer to technology use in education. However, all of the above discussion points to three unavoidable conclusions. First, the biggest issue facing current technology use is no longer on what to use, but on how to use it. Second, there is no right answer to which tool is the most effective. In fact, a student-centered classroom would be best served by allowing multiple entry points for technology use and inclusion. Finally, technology is absolutely worthless unless the educator has taken the time to understand it, plan for it and reflect on it. Thank you taking the time to read our work. You are welcome to contact each of us or contact the editor directly. You will find that information in the following section on the authors and editor.

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Thank you for reading our work. If you enjoyed it, won't you please take a moment to leave us a review at your favorite retailer? You can also contact each of us if you have any suggestions, comments or praises!

# About the Authors

  **Alison Vold** graduated with a B.A. in Spanish and Secondary Education from the University of Montana. During her collegiate career, she also attended the Universidad de Vigo and the Universidad de Murcia in Spain. Alison is currently going into her 6th year teaching Spanish I-III at Sheridan High School in Sheridan, Wyoming. She also works as an Adjunct Professor at Sheridan College. Alison helped lead student trips to Costa Rica and Mexico. Living next to the Big Horn Mountains, she loves to ski, hike, kayak, and play with her dog. voldalis@msu.edu

  **Merih Sumpter** completed her Bachelor of Arts degree at Marmara University in Istanbul with a major in English Language Teaching. She was hired as an ESL instructor at a state university in 2001 when she graduated. She received a Fulbright Foreign Language Teaching Assistant (FLTA) Scholarship in 2004 that allowed her to study and teach at the University Texas in Austin. Consequently, combined with her training, ESL teaching experience, and teaching Turkish as a foreign language to American students, she is motivated to pursue a graduate degree in foreign language teaching. Besides teaching language and culture, she loves spending time with her family. sumpter3@msu.edu

  **Joseph Leibson** teaches 4th, 6th and 7th grade Spanish at Covington in Birmingham Public Schools. He was certified as an elementary classroom teacher at Antioch University in Santa Barbara, CA. Joe's first teaching job was as a sixth grade teacher at Escuela Internacional Sampedrana in San Pedro Sula, Honduras. He has also worked for buildOn, a nonprofit organization that builds schools in developing countries, for which he led groups of high school students on trips to Nicaragua and Mali to help with school construction in rural villages. He has been a classroom teacher and has experience teaching Spanish in grades K-12. Joe grew up in Oak Park, MI and graduated from Berkley High. He currently lives in Plymouth with his wife and two children. leibsonj@msu.edu

  **Nancy Elsobkey** was born in Kuwait, but is Egyptian and from Alexandria. She lived in Kuwait for 17 years, then moved to Egypt to get her B.Sc. in veterinary medicine. But, she realized she has a passion for languages and teaching. So she received three post graduate certificates, two in teaching, and one in teaching Arabic from The American University in Cairo. She has 10 years of teaching experience, 7 of them in teaching Arabic as a second language. Presently she is working at an Australian University in Dubai UOWD. This is her 4th year there. She loves learning languages and so is learning Chinese now. Nancy likes reading and swimming. She moved to the UAE with her husband 8 years ago. They have two girls, 3 and 8 years old, both fluent in Arabic and English. elsobkey@msu.edu

  **Alison Dykman** attended Grand Valley State University, where she received a Bachelor of Arts degree in French and Social Studies Education. While completing her degree, she lived in Nice, France and attended the Ecole France Langue. She is currently the French teacher at Haslett High School in Haslett, Michigan. She is the advisor for the French Club, Harry Potter Club and Quiz Bowl team. She has led student tours to France, Britain and Italy. dykmana1@msu.edu

  **Laureen Davison's** professional background is related to teaching and speaking Spanish in various settings over the course of many years (sometimes more then she cares to admit). Currently Laureen teaches Spanish at a Classical Christian school in New Castle, Delaware and has taught there for eight years. Although Laureen grew up in Pennsylvania, she now lives in Delaware and is married to Bruce and they have two sons, Raymond and Brian (who are post college and in college, respectively). Despite being in an empty nest stage of life, Laureen is looking forward to the learning new strategies and methodologies to incorporate into her classes. davisonl@msu.edu

  **Allison Comer** was born in Pittsburgh, Pennsylvania but was raised in Haslett, Michigan, just outside of East Lansing. She studied Spanish and English as a Second Language and Education at Michigan State University. She is currently a Spanish teacher in Schoolcraft, Michigan, just south of Kalamazoo. She taught for three years in North Carolina and is currently in her fourth year of teaching. She is a part of the technology committee at her school and enjoys learning new technology tips she can incorporate into her classroom. She enjoys watching MSU basketball and football and the Detroit Tigers. She also likes to read, run and play euchre. comerall@msu.edu

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# About the Editor

  **Dr. Dustin De Felice** has more than a decade in the fields of Adult Education, Applied Linguistics and language teaching. He has taught in East Lansing, Michigan, Tampa, Florida, Chicago, Illinois and Cuernavaca, Mexico. In his current position, he is a proud faculty member in the Master of Arts in Foreign Language Teaching program at Michigan State University (<http://maflt.cal.msu.edu/>) and is constantly amazed by the brilliance in his students and colleagues. You can find more of his work at <https://www.smashwords.com/profile/view/dustindefelice>

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