2. Josie Fischer, Thompson Rivers University Whetting the students’ appetite for learning Spanish: Using apps in the classroom to teach grammar and demonstrate learning.

3. Purpose of presentation  This presentation describes the integration and use of various apps to teach grammar points in a 1 st year university course.  Explains how other apps are used to encourage students to demonstrate their understanding of a grammar point.

4. Why use apps in the classroom?  The goal of using apps is to engage as many students as possible through technology.  Language teaching and learning has shifted away from text-based workbooks to online learning tools.  Students needs for taking Spanish differ; some are interested in learning for themselves, most are fulfilling a language requirement, so engagement is important.

5. Selecting the apps  Some considerations: What is the grammatical item being taught? What is the skill being measured?  Each instructor must do their own research for appropriate apps.  Look for apps that are interesting and have potential for new ways of teaching and learning.  Look for apps that are easy to use for both instructor and students.

6. Apps used These are the apps I used in my classes this semester.

7. Example 1 audioboom assignment

8. Example 2 audioboom assignment

9. Makebeliefscomix 1 http:www.MakeBeliefsComixs.com/Comixhttp:www.MakeBeliefsComixs.com/Comix This comic strip was generated at http://www.MakeBeliefsComix.com. Used by permission of author and site creator Bill Zimmerman.http://www.MakeBeliefsComix.com

10. Makebeliefscomix 2  http:www.MakeBeliefsComixs.com/Comix This comic strip was generated at http://www.MakeBeliefsComix.com. Used by permission of author and site creator Bill Zimmerman. http:www.MakeBeliefsComixs.com/Comixhttp://www.MakeBeliefsComix.com

11. How to use the apps  First download to your own device and learn how they work.  Next, ask students to download to their own devices.  Some apps can be used for independent study outside of class and producing assignments.  Some apps can be used to create quizzes to pre- test students in class.

12. Impact on instructor  Can initially be challenging to learn how to use the apps.  Remembering to use the apps in the classroom.  Apps change and evolve. Sometimes an updated version is not as easy to use.  Assignments are more interesting to read, listen to or watch.

13. Impact on student  Generally working with technology that is familiar to them.  Interesting and engaging.  Not all students have iPhones or Smartphones and so cannot download the apps.  Not all students are as tech savvy as is widely believed.

14. Results  High level of participation from students.  Creative and engaging assignments that clearly demonstrate the students’ understanding of a grammar point.  Students actively engaged in pre-test exercises created and completed on apps.

15. Conclusions  Using apps seemed to make learning Spanish more accessible to more students by allowing them to reproduce the use of the grammar in ways that are meaningful and relevant to them.  More engaging than traditional hard copy workbooks.  Use of apps in the classroom can and does change teaching and learning.