TECNOLOGY AND INTERACTIVE MULTIMEDIA Mark Marmolejo -Technology and the standards of foreign language teaching: the 5 C’s. -Guidelines for evaluating computer software and websites. -Making traditional textbooks computer friendly

Technology and the standards for foreign language teaching The field of materials development and for foreign language teaching has radically changed with the advance and influence of technology. One of the most important benefits of technology is that it facilitates the emphasis on the standards for foreign language teaching and learning.

One of the most important benefits of technology is that it facilitates the emphasis on the Standards for Foreign Language Learning or known as “The five C’s”. For example, through the use of Interactive Multimedia and the World Wide Web we can emphasize “what students can do with language” rather than “what they know about the language”: Communication. Students can develop a better understanding and appreciation of other cultures and the relationship between language and culture and respect for other people’s points of view: Cultures. Teachers can also connect language instruction with other subject areas through lessons developed around limitless themes: Connections. Students can easily compare and contrast languages and cultures by discovering patterns, making predictions and analyzing similarities and differences: Comparisons. And finally, students have the opportunity to be exposed to a language that goes beyond the classroom in a multicultural community that emphasizes life in a global society: Communities.

 Computer Software Evaluation Form COMPONENTS YES NO Students Needs o Communicates relevant features of a task o Does not require teacher monitoring o High attention level o Provides tutorial for using the software o Requires students to respond before moving to next task o Manual dexterity not considered an important skill o Simple directions Teacher Options o Adjustable reading level o Allows teacher to individualized to learner needs o Content and activities can be modified o Content and activities can be added Software Options and Design o Adequate prompts o Allows use of alternate input services o Minimal keyboarding skills required

COMPONENTS YES NO o Uncluttered screen o Tasks presented in alternate formats Screen Design o Includes animation o Includes color-cuing o Underlines important points or concepts o Nondistracting graphics o Doubled-spaced text o Unambiguous typeface o On-screen directions o Text that is not complex o Written in active voice Appropriate Instructional Options o Built-in learning guidance for complex tasks o Consistent screen design features (student can predict) o Hints o Includes optional game format o Identical navigational elements on every screen o Readability of software corresponds to identified users

Sound o Can be disable o Speech capabilities o Utilizes appropriate sound o Verbal directions have corresponding on-screen text Feedback o Consistent o Provides corrective feedback o Immediate o Appropriate duration o Obvious and overt o Relevant to input/task Instructional and Screen Design o Errorless learning o Input is not automatic entry o Multiple-choice answers o Opportunity for ample practice to reach mastery o Provides for overlearning o Opportunities to review concepts o Option for competition

COMPONENTS YES NO o Provides for cumulative review o Small instructional sets o Software keeps score o Software records students work o Math problems are in vertical form o Information presented in multiple media (print and spoken) o Content and material can be modified o Provision for alternative means of expression and control. Source: From “Evaluating Educational Software for Special Education,” by K. Higgins, R. Boone, And D.L. Williams, 2000, Intervention in School and Clinic, 36, pp Taken from: “Creating Inclusive Classrooms,” Effective and Reflective Practices for all Students, Spencer J. Salend, 2005.

Guidelines for Evaluating Websites and Web-based Information/Instruction Credibility o Who produces the information? o Is contact information for the creator(s) available? o Did the creator provide the sources of the information? Are the sources credible? o Are the credentials of the creators provided? o Is there evidence of revisions to the site? Content o How current and accurate is the information? o Are the purposes and objectives for the site clearly stated? o Does the title of the site reflect the content? o Is the language of the site free of biases? o Is the site readable by the students at the appropriate grade level? o Is the information at the site properly organized? o How relevant is the information? o Were links provided to a variety of sites? o Are links appropriate and helpful?

Design and Navigability o Is the site free of errors? o Is the site welcoming and user friendly? o Does the site load quickly and clearly? o Is navigation of the site logical and clear? o Are links clearly labeled? Accessibility for Individuals with Disabilities o Are options available for individuals with disabilities? o Does the site offer a text only option? o Does the site offer link to support software designed especially for individuals with disabilities? Source: From “Using the Internet to Improve Homework Communication and Completion,” by S. J. Salend, D. Duhaney, D. J. Anderson ands C. Gottschalk, 2004, Teaching Exceptional Children, 36 (3) pp Taken from: “Creating Inclusive Classrooms,” Effective and Reflective Practices for all Students, Spencer J. Salend, 2005.

Making traditional textbooks more technically friendly Following the following 6 steps and with a little of extra work, you’ll be able to make your traditional textbooks more computer friendly. Step 1. Character assignment. Step 2. Dossier assignment. Step 3. Character development. Step 4. Virtual information. Step 5. making virtual friends. Step 6. Final presentation. I firmly believe that this activity will exploit your regular textbook by providing it with a technological dimension that your students will not only enjoy, but learn from.

conclusion Bringing technology to our classrooms and incorporating it into our curriculum can produce limitless benefits. However it demands more preparation and responsibility when making use of it. I think the benefits outweigh the potential dangers of misuse of technology. Dr. Cubillos has stated that “ The focus must not be on what to do with technology but rather how valid its introduction is into the communicative foreign language classroom of today.” I certainly agree on the importance of the pedagogical value of technology in the foreign language classroom, but I also think that it must be up to the educator to figure out what to do with technology and how to adapt it to teaching and learning. And that’s what I have intended to show throughout this essay.