TECFLAC Technology
Technology integration plays a major role in the TECFLAC Grant implementation. AWL foreign language teachers strive to advance language acquisition in the four critical languages (Arabic, Chinese, Japanese and Russian) by integrating the following technologies:
- Built-in classroom technology infrastructure
- LED projector
- DVD/VCR player
- Classroom presentation computer
- Instant response system
- Interactive white board
- iPod learning lab
- Mobile notebook learning lab
- Sound enhancement system
iPod Learning Lab:
AWL’s foreign language educators use iPod’s as tools to enhance learning and engage and motivate students. With iPod’s, teachers have access to commercial podcasts, can generate their own materials or have students create content. Content may include conversations, stories, poems, songs and/or vocabulary instruction in the target language. Teachers have found iPod’s to be versatile (audio, video, text and/or pictures) and easily navigable with ample storage. They are used to administer quizzes and receive oral feedback. The mobile cart provides an easy and reliable means of managing multiple iPod players at once and of bringing several units into the classroom.
Mobile Learning Lab
AWL foreign language educators use MacBooks housed in a mobile lab with an airport to provide a wireless environment as a convenient solution for increasing student access to foreign language “learning management systems”, streaming video, on-line assessments and web resources in an affordable way. Teachers create a weekly sign-up schedule coordinated to their instructional program and roll the computers into the classroom when needed to enhance their lessons. Teachers have found the units to be easy-to-use and reliable when properly configured for student and teacher login. The lab increases student access to computers, allows sharing of technology among classrooms, saves space, provides “Just-in-Time” computer access for students, allows 1 to 1 access, assures equity in access and encourages collaboration.
Instant Response System
Each AWL foreign language teacher has an Instant Response System (IRS). The IRS is used to promote active classroom learning by having students respond to items posted on a large screen via a small handheld keypad looking much like a TV remote control. The teachers are able to: integrate interactive content questions into their lessons, generate quick assessments of class weaknesses and strengths, and/or add a fun/competitive element to the classroom environment by tracking team responses. The instructors have found that the system engages students, increases attentiveness, provides immediate feedback on understanding material, stores/shares templates, allows student anonymity, increases retention, increases participation, saves time, converts some passive learners into active learners and gives students instant feedback on their own level of understanding.
Interactive White Boards (IWB)
Two mobile IWB’s are shared among AWL’s four critical language teachers. The instructors report that the interactive board’s capacity to present a range of multimedia resources helps students learn because it’s easier to accommodate a range of student learning styles. The IWB appeals to all three senses simultaneously through a variety of visual representations, sounds and the capacity to touch and interact with the board. The instant response systems can be aligned to the IWB to augment its functionality. Increased enjoyment and motivation, greater opportunities for participation and collaboration, improved personal and social skills, less need for note-taking, ability to cope with more complex concepts and increased self-confidence are all gained through the integration of an IWB in the classroom.
Infrared Audio Enhancement System and Classroom Technology Infrastructure
Each AWL foreign language classroom is equipped with a built-in: LED projector attached to a classroom computer, a DVD/VCR player and an audio enhancement system. The audio enhancement system amplifies the teacher’s voice throughout the classroom. The systems have been an invaluable asset in foreign language instruction by allowing students to hear inflections, modulations, tones and other nuances critical to acquiring a foreign language. Students use the system for classroom recitation, which permits peers to actually HEAR their classmates. The teachers have found that the systems increase attention to oral instruction, increase understanding of oral directions and reduce repetition of instructions, increase ability of all students to hear the teacher and have resulted in less distraction from outside noise. The systems have also been found to decrease teacher fatigue and encourage a calmer classroom atmosphere.
