1. Essays about teaching and Learning

Instructional Technology and Interactive Multimedia
Marlon Marmolejo
Materials Development for Foreign Language Classrooms
Professor: Marinella Garatti

The field of materials development for foreign language teaching and learning has radically changed with the advance and influence of technology. Therefore, it is up to teachers to make use of technology wisely and to make the necessary changes to adapt it, and bring it to the classroom so students can be safely exposed to its limitless benefits.
However, as it is said “with great power comes a great responsibility” so as educators, we must be prepared to face such responsibilities. It is my goal to deal specifically with the use of interactive multimedia and the internet as great technological resources for language teaching and at the same time to show how to evaluate their effectiveness. I firmly believe that technology not only facilitates the emphasis on The Standards for Foreign Language Teaching (The 5 C’s), but also allows more room for creativity. If we use technology as a teaching tool, we must also consider technology-based assessment as well as other ways to make our regular textbooks more technologically oriented, for example, through activities that incorporate the use of computer programs and web sources like the internet. Finally, through the illustration of a simple activity, students will be able to use web-based information and exercises to enhance their textbooks technologically.
Educators more than ever are being presented with the opportunity to enhance and
improve their teaching resources with the new discoveries in the field of technological science. Recent technological developments now allow us to use instructional technology and interactive multimedia to create motivating and contextualized learning environments for students (Gardner, Wissick, Schweder, & Canter, 2003). It becomes also a priority to integrate these resources into the curriculum since “Interactive multimedia link text, sound, animation, video, and graphics present information to students in a non-linear, instantaneous fashion that promotes critical thinking and social interactions. These technologies can be integrated across the curriculum to differentiate instruction and allow students to be more actively involved in directing their learning” (Salend, 2005).
One of the most important benefits of technology is that it facilitates the emphasis on the Standards for Foreign Language Learning ( 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).
The use of technology in the classroom doesn’t end here nor does its benefits. “We can supplement and individualize teaching by using computer-based instruction. Computers can help us individualize instruction and assessment by directing students to items related to their skill levels and allowing them to work at their own pace. Computers can also help us differentiate instruction by providing students with access to drill-and- practice, instructional games, tutorials, and problem solving”. (Salend, 2005).
This could be achieved more easily if every student from every district had access to his or her own computer, but it could take decades before this happens. However, this doesn’t mean that we cannot make the necessary adjustments to make up for its deficits. I think it is up to the teacher’s resourcefulness to figure out what to do with this kind of technology and adapt it to exploit its pedagogical benefits.
On the other hand, “the effectiveness of computer-based instruction and any other technological tool (computer language programs, websites, search engines, electronic tutorials, etc.) used in the classroom depend on the software program used. Many are open to criticism and others are not; therefore, we should carefully evaluate the ones we use”. (Baker, 2003). Forms for evaluating software programs and other web sources have been developed by K. Higgins, R. Boone, and D.L. Williams, 2000.
If you are currently using a software language program or a web-based instruction or considering using one, I would suggest you run them first through the following forms:
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

COMPONENTS YES NO
Software Options and Design
o Adequate prompts
o Allows use of alternate input services
o Minimal keyboarding skills required
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
COMPONENTS YES NO
o Provides for cumulative review
o Provides for overlearning
o Opportunities to review concepts
o Option for competition
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. 109-115.
Taken from: “Creating Inclusive Classrooms- Effective and Reflective Practices for all Students”, Spencer J. Salend, 2005.

“The internet provides teachers and students with access to an endless electronic library of lesson plans, learning activities, resources, pictorial, and databases containing information about virtually every subject and content area and in every language.” (Smith & Smith, 2002). I think that the use of this technological resource has benefited language teachers and language learners the most; it has taken language learning and instruction beyond any boundary we could have ever imagined.
“Internet connections allow teachers and students to examine and browse through electronic documents. Students can visit and access information from museums, use streaming audio and video and video technology to watch or hear live or prerecorded broadcasts of events occurring throughout the world.” (Salend, 2005).
However, with the creation and development of new technologies to solve problems, we are also creating new ones. When we bring web-based information for instruction to the classroom, we are also bringing along some potential problems that must be foreseen in order to be prevented. It is not only our responsibility as educators to prepare material to enhance our instruction, but also to make sure it is adequate and safe in terms of appropriateness.
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. 64-73.
Taken from: “Creating Inclusive Classrooms - Effective and Reflective Practices for all Students”, Spencer J. Salend, 2005.

Computerized technology, as I stated before, has added particularly to the language teaching and learning dimension. However, if we use technology-based instruction, we should also be prepared to implement technology-based testing to be in fair grounds. “Advances in technology and multimedia offer alternatives to traditional paper-and-pencil tests.” (Woodfield, 2003). I think that this kind of test benefits both teacher and students. First, it evaluates the students in the same familiar context which they have been using to learn and at the same time it provides a less distracting environment by focusing their attention. “It also allows the teacher to assess students’ responses to authentic situations and give students opportunities to use and develop their critical thinking, social and metacognitive skills.” (Moore, 2003).
Secondly, “technology-based testing allows us to tailor the administration of exams to the skill levels and scheduling needs of your students.” (Thompson, Thurlow, et al., 2002). “For example, an exam administered via the computer can be structure so that the difficulty of each question depends on how the student performed on the previous one.” (Salend, 2005).
Third, technology-based assessment has its advantages and disadvantages that we should consider when using this kind of evaluation. “Students can repeat instructions, highlight text, adjust the front, print size, color, spacing and background of the test, the pace and the number of items that appear on the screen. On the other hand, it can be tiresome to read form a computer screen, difficult to identify errors. It also limits the strategies for test taking and it might place students who do not have experience with technology at an unfair disadvantage.” (Salend, 2005).
Finally, “it is important to keep in mind that technology-based assessment employs the principles of universal design to give students choices concerning test presentation and response mode formats and the testing accommodations they want to use (Thompson et al., 2002). This kind of exam has not only greatly helped teachers prepare, administer, and score tests and quizzes electronically by use of software programs, but it has also make the learning and testing conditions of thousands of children with disabilities a lot easier and fulfilling.” (Thompson, 2002).
Technology makes me also think in terms of “What to do” Vs “How Effective” it can be. In his article “Technology: A step Forward in the Teaching of Foreign Languages”, Dr. Cubillos, from the University of Delaware, states that “ the focus must not be on what to do with the new technology that is being provided but rather on how valid its introduction is into the communicative foreign language classroom today”. I have to say in this regard that I agree on the importance of the pedagogical value of technology in the foreign language classroom, but at the same time I disagree when he says that we should not focus “on what to do with technology”. Whether we like it or not, whether we are prepared to use it or not, we cannot deny the influence of technology in every single aspect of social modern times. Consequently, I think that it is up to the teacher to figure out what to do with the new technology, how to adapt it and how to bring it safely to the classroom.
Taken this into account I want to present an activity that would benefit those of us with limited technological resources or those who are currently using what they consider an outdated textbook or a straight jacket in disguise. This can be done through the use of very simple but effective technological aids.


Making a traditional textbook more computer friendly can be a simple task. Most teachers have been using the same textbook for the last 3 or 5 five years, and they have become for better or worse accustomed to it. But unfortunately, it is not one of those that is part of a multimedia package with a CD-ROM, website companion, DVD, video, CD, etc. They have also been told that it would be very costly or take a few years before the textbooks can be changed. But still they feel compelled by students and the administration to make use of technology to maximize their lesson plans effectiveness, and to motivate students.
I have developed a simple activity that makes students use web-based information and exercises to make their textbooks evolve with the class and new topics throughout the year. The following 6 steps a little of extra work will turn your traditional textbook into a more technically oriented one.
Step 1. Character assignment
Students will be asked to create a character native to the country whose language they are being taught. This character will be given a name and basic personal information that will be kept in a dossier.
Step 2. Dossier assignment
Students will be asked to keep a dossier with the character’s personal information. This dossier will be revised at the end of every quarter. Students will be also requested to present their character orally to the teacher and the class.
Step 3. Character development.
As the year progresses, the character’s persona will begin to evolve with every single topic and lesson covered in class. For example, after studying family members and relatives’ relationships, the character will be assigned one with names and how he or she is related to the others.
Step 4. Virtual information.
Students will be asked to do web-research inherent to the character’s country of origin to provide real biographical information to their character. Some assignments will be posted on line as a way to prepare students for the undergraduate and graduate demands of college. A website must be created by the teacher since students will be cutting, pasting and printing their assignments from it. This will provide a safe link for students and a way to be monitored by the teacher every time they sign in.
Step 5. Making virtual friends.
Students will be asked to create an electronic address for his character in order to communicate via e-mail with some other student’s character as if they were e-pals (Pen Pals). This will foster written communication among students without any anxiety. Some homework assignments will consist in presenting a copy of some of those e-mails. It is very important to monitor constantly to make sure students are making progress with their assignments.
Step 6. Final presentation.
At the end of the school year students will have a final presentation where they will display and explain their character biographically.
I firmly believe that this activity will exploit a regular textbook by providing it with a technological dimension that students will not only enjoy, but will learn from. This will also give teachers the chance to pilot their own material and the chance to modify textbooks to suit the students and teachers’ needs.
If you decide to run this activity through the principles of materials development stated by Tomlinson, 1998, you might find the results quite surprising.
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.












Bibliography
Derewianca, Beverly (2003) Developing Materials for Language Teaching.
NY: Coutume. 3, 199-220.

Harper, Jane et al. (1997) The Coming of Age of the Profession “Issues and Emerging
Ideas For the teaching of Foreign Languages”.
Boston, MA: Heinle & Heinle Publishers.
“Technology a Step Forward in the Teaching of Foreign Languages”
Jorge H. Cubillos, University of Delaware. P. 37-52.

Jensen, Erick (1998) Teaching with the Brain in Mind: “Memory and Recall”
Alexandria, Virginia: ASCD Publishers. 11, 99-112.

Salend, Spencer J. (2005) Creating Inclusive Classrooms “Effective and Reflective
Practices for All Students” Fifth Edition
Upper Saddle River, New Jersey: Pearson Publishers.

Tomlinson, Brian (1998) Materials Development in Language Teaching.
Cambridge, United Kingdom: Cambridge University Press.

The 5 C’s: Communication, Culture, Connections, Comparisons, Communities
Standards for Foreign language Learning in the 21st Century (1999)
Retrieved October 26, 2005
From http://www.fll.pdx.edu/htlm

Wolfe, Patricia (2001) Brain Matters: “Using visual and Auditory Senses”
Alexandria, Virginia: ASCD Publishers. 9, 151-169.