After reading this week's articles, I am full aware of such technological richness there is in the realm of audio communication in regards to language learning. First of all, the potential that an RSS feed with Podcasts in the target language have (either by an authentic source like a radio program in the L2 or created by the professor via such audio editing programs like Audacity), creates such a new outlet that students and teachers can use alike to enhance L2 listening skills. The article "There's Something in the Air" paints the picture of a student (in this case, Jenny), who is clearly dependent on listening to the poscasts from her various classes to motivate and inhance her performance academically. Even if she doesn't have time in her dorm (or whatever place of residence), she can listen to such programs/audio files via her MP3 player. This idea sounds perfect for the student on the run; the student who needs such stimulation; the student who enjoys working with technological devices and intergrates them into his/her own personal life. The only problem that I have with these ideas is that (1) not all students have this technology available for financial reasons (so how can we as educators make these poscasts mandatory), (2) students might not be motivated by such forms of media, since we know that students respond to and maintain different "intelligences", and (3)technological difficulties that both student and teacher alike could face might prevent the successful use of poscasts.
With all of those doubts out of the way, I do uphold the stance of the authors of this week's reads: that these new, "emerging" technologies can definitely be of an advantageous nature in the L2 classroom. Students can listen to poscasts in the L2; professors can make original podcasts tailored to the class' needs; students themselves could make poscasts in order to fulfill requirements for a project. There are virtually endless possibilities to poscasting in the L2, which in turn makes our lives as professors a bit more complicated (but not in a negative manner). We need to educate ourselves on the possibilities of these technologies that many of our studetns are now being familiar with themselves (which is what we are doing in the TIFLE classroom), and consequently, we need to test these ideas in our own L2. Again, only a well-devised poscast (lesson plan) will be of benefit, as the previously mentioned article afirmed a few times.
Additionally, the article about Skype particularly peaked my interests, since I personally use the program to talk to a friend in Argentina. It never ocurred to me to integrate the program in L2 teaching; but of course it makes complete sense. One could use the program to talk to a virtual guest, to implement video and text messaging at the same time of the virtual visit, to communicate with someone for limited costs (since Skype is free to download). It gives the L2 learner a viable option to communicate with someone in a "far away land" for virtually nothing; only the equipment that most already have (microphone and computer) are the necessary requirments. Also, one can put the recorded Skype conversation on a blog, which could be of benefit in terms of the audio content of a blog.
I think what needs to be realized here is that these technologies have numerous possibilities; but, we need to always be cognizant of what purpose these activities have for our L2 students. It's not to replace any reading or writing skills that we equally need to develop; rather it is an supplementary material to develop listening skills (as well a possible source for motivation for certain students). As long as we keep those ideas in mind, then I feel that these programs have the potential to add a great deal of richness to the L2 classroom.