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Technology in Modern Foreign Languages

Technology in Modern Foreign Languages is a series of guest blog posts by teachers who are effectively integrating the use of new technologies into their practice. These posts will therefore focus on actual practice and will aim to encourage the use of new technologies in practical ways.

As we approach the end of 2009 and the start of a new decade, it is the ideal time to reflect on what has worked and what hasn’t, what the trusty technological companions of language teachers have been, and also what pitfalls, obstacles and setbacks we have encountered along the way in bringing language learning into the 21st century.

Many forward-thinking teachers are already exploring just what 21st century teaching actually means and they have kindly agreed to share their practice, experiences and views here on Box of Tricks, for which they have my most sincere gratitude.

This series of posts will tap a vast pool of collective knowledge and will try to bring some of that expertise together in one place, with the aim of publishing the resulting collection of articles as a free e-book.

So, whether you are looking for new tools and ideas to take away to your lessons or read about the benefits and challenges of incorporating the use of technology in language teaching and learning, I hope you find the Technology in Modern Foreign Languages series of posts useful.

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Pervasive technologies …on holiday!

eddie
This is Eddie, he’s my son and he’s 4 years old. We have just come back from our holiday in Deià, Majorca, where he has had the most fantastic time.

Prior to our departure, we were a little worried that he, being a sociable, nursery-school attending boy, would get bored with just mum and dad for ten days. No little pals with whom to explore, make things, play and fight.

We needn’t have worried. We, as a family, enjoyed a fantastic time together without the tedious, monochrome worries of life and work. Ours for ten days was a world full of joy, warmth and, as we found out, discovery.

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Eddie discovered most of all. He discovered how to use his Nikon Coolpix L1 digital camera that we gave him and proceeded to take wonderful pictures of the things that interested him, mainly cars, his feet and mum and dad getting on with routine household tasks. He opened up our grown up eyes to the world as seen from waist height, where everything looms large and where his view is constantly constricted by walls, fences, hedges and other people.

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Eddie then realised that my Canon Digital SLR camera worked by the same basic principles, so we started relying on him to take pictures of mum and dad, much to the astonishment of passers by, who were amazed by the sight of two adults posing in front of a four year old holding and successfully working the unwieldy apparatus of a digital SLR camera.

I shouldn’t be surprised really at this level of proficiency. After all, he mastered the satellite remote last year, plays with a PC at nursery and occasionally dabbles with my Macbook. Learning how to point and shoot with a camera, digital or otherwise, is not that hard.

What impresses me the most is his readiness to pick up a gadget and learn to use it by trial and error, his frustration to start with and the sheer joy in his face when he works it out. Eddie doesn’t know how these gadgets work, he just knows how to work them, not unlike my vague understanding of how diesel engines work, which does not stop me from driving my car.

I can’t help but think that Eddie is growing up in a world vastly different to mine, one in which technology is pervasive and, almost literally, part of the furniture. New technologies may be new to me, but certainly not to him.

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Of course, it was not all about gadgets and technology. Eddie also enjoyed seeing a live octopus for the first time, going to the beach and playing with the sand and the sea, discovering that seaweed can be slimy, attempting to unsuccessfully pick limpets off a rock and realising that Spanish is spoken by way more people than just daddy.

Just now I asked him what he enjoyed the most about the holidays, he replied: swimming in the sea and making sand castles. He did not say: taking pictures with a digital Canon SLR camera and playing Peggle every evening on daddy’s iPhone. But he also didn’t say: I loved the air-conditioning and the way the microwave oven heated my chocolate milk every morning.

To Eddie, a computer, a digital camera and an iPhone fall under the same category as microwaves and air-conditioning. They’ve pervaded his life in such a way that he only notices them when they’re not there.

And that it’s how it should be. What do you think?

Top language and technology blogs 2009

Top 100 Language Blogs 2009

The Top 100 Language Blogs 2009 is a competition which is hosted annually by bab.la and Lexiophiles which is “aimed at finding the best blogs related to languages and awarding language-loving bloggers”. After over 5000 votes and out of 473 nominated blogs from 26 different countries in four categories, I am was very pleased and even more incredulous to find this blog, Box of Tricks – Technology and Education, in the top 20 of the Top 100 Language blogs.

Top 100 Language Blogs 2009

Not only that, Box of Tricks came top in the Top 10 Language Technology section, which I find tremendously flattering but also hopelessly undeserving, particularly given who comes below me on that list and who has been left out altogether.

Many thanks to bab.la and Lexiophiles for running the competition. My most sincere appreciation to all those who voted for Box of Tricks and, especially, to Nik Peachy, who nominated me in the first place.

Cover photo from Flickr – ttstam

Ten tried and tested internet tools for teachers

Over the past academic year, my students and I have been experimenting with the use of a number of web based applications (often known as Web 2.0 tools). My aim has been to enhance our schemes of work by providing our students with new and exciting learning opportunities.

In my opinion, using technology effectively has clear benefits for both teaching and learning and can help to improve motivation by engaging pupils in activities which, perhaps, step out of their ordinary school experience and which show them that it is possible to teach and learn about a subject using tools similar to those they use daily outside school. In other words, we have tried to use the types of tools with which they are often already familiar.

I have written about each of these individual tools in separate posts, but I thought it would be useful to list the ten most used internet applications on one post. As ever, I aim to provide, not only a list of the web applications we have used, but also examples of practice which you may wish to follow or, indeed, improve upon.

Therefore, each of the entries below has links leading to lesson plans which have incorporated the tools as well as working examples of students’ work where appropriate. Without further ado, and in alphabetical order, my ten tried and tested internet tools for teachers are:

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Thoughts about futurity

I have been thinking a lot over this holiday, as this year draws to a close, about just what shape teachers will take in the not so distant future. I am not talking about robot teachers or a revolutionary educational utopia. Although this revolution might still happen – some would say it should happen! – I am really only thinking about the next five to ten years.

So, in five years time, will teachers still use mainly textbooks, whiteboards and dry-wipe pens to introduce and develop topics? Will students in ten years time still use pens and notebooks (that’s jotters to you Scots) to take notes during lessons and do their homework? And will schools still encourage their students to acquire their knowledge solely from printed sources?

Sadly, I think the answer is yes, they will. Inertia is too strong a force.

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