Book+Outline

toc The book will be divided into two parts. The first three chapters will explore technology into foreign language education from a conceptual point of view. The second part of the book will be divided into 6 chapters/topics. For each topic, several free Web 2.0 tools will be presented and compared. For each tool, the author will include a description, visual step-by-step tutorial and discuss strategies and practical suggestions for classroom use. The author will also indicate the specific ACTFL and NETS standards addressed by every activity suggested. At the end of each chapter, the author will reference to the studies and classroom activities possibly analyzed within the chapter. 

 =**1) DIGITAL NATIVES, DIGITAL CITIZENS **= This unit will introduce the definition of Digital Natives vs. Digital Immigrants to stress the evident gap between students' new learning styles and teachers' traditional teaching techniques. The chapter will also consider the skills necessary for students to succeed into the 21st century, and it will examine the issue of accessibility and security when it comes to use technology with students. Concluding, an overview of the doctrine of Copyright and a look at the guidelines of Fair Use will be presented to enable teachers to understand the legal implications of using graphics and multimedia in classroom projects. · Digital Natives and Digital Immigrants · 21st-Century Skills · Digital Access and Digital Security · Copyright and Fair Use

 =**2) 21ST-CENTURY FOREIGN LANGUAGE EDUCATION **=

. This chapter will analyze the revised ACTFL content standards for foreign language education in America and the National Education Technology Standards for students, which define the expectations of what students today need to know and should be able to do with technology to be better prepared for a rapidly changing digital world. The goal of the chapter is to analyze what foreign languages classroom should actually teach to students in the 21st-century. The overall aim for this chapter is to provide a reflection on the actual pedagogical goals that teachers must follow when creating technology-enriched language lessons and activities. · ACTFL National Standards · NETS standards for students and teachers

 =**3) AN INTRODUCTION TO COMPUTER-ASSISTED LANGUAGE LEARNING **=

. This chapter will overview the field of Computer-Assisted Language Learning and will provide information regarding academic and professional development opportunities for teachers to further their knowledge of computing for foreign language teaching. · Definition · Classification of computer software · Benefits · History · Barriers and challenges · Opportunities for Professional Development in CALL

=**4) DIGITAL STORYTELLING **= . This chapter will present and compare online Web 2.0 programs that allow students to create stories using computer-based images, text, recorded audio narration, video clips and music. Digital storytelling will be presented as an instrument for students to communicate in the target language and convey information and ideas about foreign cultures using a variety of media. Some of the classroom uses suggested will aim to use digital storytelling in the target language also as a way to further students' cross-cultural competence and in some cases their knowledge of other disciplines. Digital Storytelling will be overall presented as a tool that enhances students’ creativity, communication and innovation using technology. · VoiceThread · Animoto · Capzles

 =**5) AVATARS IN LANGUAGE EDUCATION **=

<span style="color: black; font-family: 'Trebuchet MS','sans-serif'; font-size: 10pt;">. This chapter will present applications that support the practice and assessment of communication skills in the target language through the use of speaking avatars. Classroom uses will focus in using avatars to engage students in conversations, expression of feelings, emotions and opinions in the target language. Avatars will also be suggested as a way for students to convey cultural knowledge and understanding of cultural concepts. Some classroom uses will aim to stimulate students to work collectively and create original individual or group work from existing knowledge using digital media. · Voki · Xtranormal · Blabberize or Crazy Talk

<span style="color: black; font-family: 'Trebuchet MS','sans-serif'; font-size: 10pt;"> =**<span style="color: black; font-family: 'Trebuchet MS','sans-serif'; font-size: 10pt;">6) COMICS STRIP GENERATORS IN THE CLASSROOM **= <span style="color: black; font-family: 'Trebuchet MS','sans-serif'; font-size: 10pt;">. This chapter will introduce and compare comics strip generators as an effective and engaging way to enhance writing and reading skills. Activities included in this chapter will support the use of comics to make students exercise role-plays activities that enhance the acquisition of vocabulary in context and reading comprehension through visual input. Comic strips generators will be suggested as a means to support students' collaborative work and to use technology to reproduce simulation of real life circumstances and have students explore alternative solutions to colloquial language. · Make Belief Comix · GoAnimate

<span style="color: black; font-family: 'Trebuchet MS','sans-serif'; font-size: 10pt;"> =**<span style="color: black; font-family: 'Trebuchet MS','sans-serif'; font-size: 10pt;">7) ONLINE PRESENTATION SOFTWARE **= <span style="color: black; font-family: 'Trebuchet MS','sans-serif'; font-size: 10pt;">. Online presentation software will be presented as a means for students to practice writing and reading skills and let them convey information and ideas digitally. Additionally, the practice of Screencasting PowerPoint presentation via Slideshare will also be explored. Examples of classroom applications will aim to use presentation software to reinforce grammar lectures and enhance students' linguistic and cultural knowledge. This unit will also expand the discussion to the topics of Digital Citizenship and Research and Information Fluency to suggest proper ways for teachers to train students to conduct proper online research and accurately report the results through online presentations. · Prezi · Glogster · Slideshare

<span style="color: black; font-family: 'Trebuchet MS','sans-serif'; font-size: 10pt;"> =**<span style="color: black; font-family: 'Trebuchet MS','sans-serif'; font-size: 10pt;">8) VIRTUAL TOURS and VIRTUAL FRIENDS **= <span style="color: black; font-family: 'Trebuchet MS','sans-serif'; font-size: 10pt;">. This chapter will cover a variety of online tools that allow students to use the target language and explore foreign cultures within and outside the school settings for both academic and personal enrichment and to make them participate in multilingual communities. Most of the applications presented in this chapter develop all linguistics abilities: listening, speaking, reading and writing. Moreover the programs and activities included in this unit will tend to promote students' cultural understanding and global awareness through the use of technology, and they will make students contribute to project teams that enhance both individual and collective learning. · Skype language partners · Facebook · Vlogging on YouTube · Google Earth Interactive Maps

<span style="color: black; font-family: 'Trebuchet MS','sans-serif'; font-size: 10pt;"> =**<span style="color: black; font-family: 'Trebuchet MS','sans-serif'; font-size: 10pt;">9) MOBILE-ASSISTED LANGUAGE LEARNING **= <span style="color: black; font-family: 'Trebuchet MS','sans-serif'; font-size: 10pt; line-height: 115%;">. This last chapter will overview the field of MALL and will present Web 2.0 tools that can be used to promote linguistic and cultural skills both within and outside the classroom through the use of a cell phone. The pedagogical uses included in this unit will aim to further teachers and students' understanding of mobile technology systems and operations, and they will show teachers how to make students successfully use mobile technology to access language learning materials and communicate with their teachers and peers at anytime, anywhere. · Polleverywhere · Drop.io or Cinch · Shozu · Molv · Translation software