Optional Post for C&J Chapters 7 and 8

PODCASTING PROJECT

Please provide a brief description (one to two paragraphs) of your podcast in the comment box below. Please include your target students, short description of the lesson, and goals/objectives.

Decide on your topic and plan your podcast. Again, you could choose any ESL/EFL/ELL topics intended for a particular group of students (e.g., IEP students, high school English students in Mexico or Turkey, or professional “business English students,” etc.).

Think about the relevance of this chosen topic in relation to your goals as you incorporate the use of mobile and iTunes technology to supplement language teaching and learning. What are the differences between an in-class lecture and a podcast that your students could listen to while working out or preparing for a test, for example? What are the items you would like to include here?

Organize your presentation and write a draft of your script. You will be the main person talking on your project but consider including other recorded data (e.g., you could include audio clips recorded online, short interviews of students or other speakers, etc.) that can relate to your presentation.

Listen to sample ESL podcasts available online (class presenters have provided links to related language-based podcast; get ideas from PODCAST ALLEY: http://www.podcastalley.com/ or ESL PODCAST ENGLISH CAFÉ: http://www.eslpod.com/website/index_new.html# -- provided by Paco).

Practice and record your audio file. Create your file using Audacity or any podcasting software you prefer. Once you have downloaded Audacity, you will need a microphone to record your audio file. Audacity is very easy to use with numerous tutorials available on YouTube (type “Audacity Tutorials” at the YouTube search box).

Listen, edit, and finalize your podcast.

Upload your file to iTunesU.

BLOG POST 4

DUE WEEK 7, February 26: BLOG POST 4 -- Please write about the teaching and research applications of CLICKERS in the language classroom. If you can, provide research questions/sample activities or briefly discuss the advantages and/or limitations of this device related to ESL and SLA constructs. You could also write about how to further develop this technology to match particular skills and strategies that are necessary in language teaching (or to address learner personality factors in the classroom).

We have mentioned in the class how important it is to conduct empirical research on the measurable benefits of clickers (or, in general, CALL-TELL) for ESL/EFL. Would it be possible for you to use clickers for your own classroom-based research in the future? How would you design this study?

BLOG POST 3

DUE WEEK 6, February 16 to February 19: BLOG POST 3 -- Evaluation of CALL Software/Websites for Teaching Listening and Speaking.

Link to the eInstruction Website

[Click here to access eInstruction] http://www.einstruction.com/

What are Clickers?

Introduction to CPS clickers from Northern Illinois University

BLOG POST 2

DUE WEEK 4, February 2 to February 5: BLOG POST 2 -- Evaluation of Sample CALL Software/Websites for Teaching Reading and Writing.

Thanks for your very interesting comments and suggestions about CALL Vocabulary and Grammar software/websites in our Blog Post 1! I hope you will read all the other posts by members of the class. I'm looking forward to reading your next posts.

The Connected Classroom

Perspectives from "corporate educators" (a term some have used to describe people or companies primarily focusing on selling equipment and teaching materials) in integrating technology into the classroom. Below are two infomercials from Dell:







Practical? Sustainable? Your comments are welcome!

Paco's List of Online Resources

Click Here for Paco's Online Resources

Working as a language lab coordinator back home in Mexico, Paco has put together a list of free-access online resources that he shares with us in the class. You can access this site by clicking on the link above. Check out these links especially if they are related to your topics/presentations and let us know what you think. Thanks Paco!

Welcome to AL 8620: Technology and Language Teaching

This is the designated blog for our class. You will use this blog site to post your comments and evaluations of CALL software/websites featured in our text (Tips for Teaching CALL: Practical Approaches to Computer-Assisted Language Learning, Chapelle and Jamieson, 2008). For Week 1 (01.11.10), we will have course introductions, reading assignments, and discussion of projects and due dates. I hope you are already familiar with blogging, especially in using this FREE blog platform from BLOGGER.COM. In the first few weeks of the semester, you will have to create your own blog for the class which will serve as your AL 8620 online portfolio. I'm looking forward to a great semester with all of you!

BLOG POST 1

DUE WEEK 3, January 26 to 29: BLOG POST 1 -- Evaluation of Sample CALL Software for Vocabulary and Grammar Teaching.

Education 3.0: Shift Happens

Course Description

This course provides an overview of computer-based and technology-enhanced language learning and teaching. The main purposes of the course are to (1) explore a working theory of technology and language learning environments, (2) use and discuss existing and potential applications of technology (including corpus tools and approaches) in the language classroom, and (3) create teaching materials to use and test knowledge gained through reading studies, discussion of current technology, and hands-on experience.

This course surveys literature and discusses a range of research related to the use of technology in language teaching. Participants will be involved in the design and creation of technology-based lessons, communicate and collaborate using web-based applications, and evaluate software/websites or language learning tasks. Teaching methods and techniques appropriate to second/foreign language classrooms will be integrated into class sessions, as will distance learning approaches, and the focus will be on building a collaborative learning community among participants.

With the focal point on theories and applications of technology and computer-assisted language teaching, the participants in this course will be able to:

1. Create appropriate contexts and materials in which language learners interact and negotiate meaning in the technology-assisted classroom (e.g., through Classroom Performance System technologies like clickers and interwrite pads, PowerPoint presentations, teacher-produced video lessons and podcasts, etc.).
2. Understand how to integrate current internet technology (e.g., Facebook, Twitter, blogs) into language learning environments.
3. Effectively evaluate software and technology-based projects and activities for use in their own language classrooms.
4. Develop web-based lessons through GSU’s uLearn or similar applications and use existing computer-based tasks to suit the needs of learners.
5. Understand the importance of on-going assessment in the technology-enhanced language classroom.