4:00 pm -4:45 pm Latest and Greatest Software Programs I will demonstrate programs which have been released in
the last year. Which programs will be shown will depend on
the interest of the participants. We have software for
elementary school children to adult in many languages, from
beginning level to advanced and business. Recent releases
include: Standard Deviants Spanish, Antidote MP in French,
ROME - Caesar's Will, Exercise Generator Plus, Harry Potter
CD-ROM in French, German and Spanish, New Version of the
Grammar Tutor - now in French, Spanish, German, Latin and
English for Spanish Speakers, New Version of the Diccionario
del Uso de EspaÒol de Maria Moliner and Ser/Estar y
El Futuro, to name a few. The objective will be to give at
least a brief overview of as many programs as possible, time
permitting. Cindy Shapiro Tracy, President, World of Reading,
Ltd. 4:45 pm -5:10 pm INTERNEF.and French cultural programming This session is mainly designed for French instructors
and lab directors. We will present a selection of
educational and cultural programming from France available
free of charge through the AV bureau of the French Cultural
Services in New Orleans. These programs are relayed by over
40 educational and PBS stations, and are available for use
in the classroom. Hundreds of teachers across the U.S. have
participated in workshops to create classroom exercises for
these programs. Detailed descriptions of these shows, as
well as related teacher exercises and details on how TV
stations can relay these programs, are available on the
French Cultural Services website:
www.frenchculture.org/education/teaching In addition we will present the resources available to
French teachers through the web site INTERNEF. Karine Larcher, Attaché Linguistique, The
French Consulate in Atlanta & Marc Mallet, Lab Director,
The Lovett School 4:00- 4:50 Does Technology Enhance Learning? Is technology necessary in today's classroom? What can
you do with it? The presentation will show how two
instructors deliver worksheets, vocabulary activities,
games, self tests, and PowerPoint presentations through
WebCT, a course delivery system, and Quia, a Web site that
allows one to create their own activities, quizzes, and Web
pages without having to take a single technology workshop.
Students have responded favorably to accessing classroom
material from any computer terminal to prepare for tests and
quizzes. Preliminary indications are that those students who
consistently use these materials tend to do better than
those who do not use the materials afforded to them on the
Web. Georgia Schlau, Director of the Language Resource
Center, and Karen Berg, Instructor, The College of
Charleston 6:00-7:00 Reception in the Board Room, followed by dinner in a
local restaurant
Saturday April 6, 2002
8:00-8:50 Riding Together, or Sharing the Wheel
instead of Re-inventing it Once in a while, a language teacher walks into my office
and says, "I want to do something really cutting edge and
cool with technology." He or she has perhaps heard of a
PowerPoint presentation done by a professor in the Business
School, or an interactive software program being used for
the introductory math course. There are, of course, two
problems inherent in this statement. First, the assumption
that technology used for its own sake is useful or "cool."
It surely goes without saying here that this is not the
case. Second, the assumption that what works for math or
business will work just as well for language teaching is
just as false. Yet there are lessons to be learned from what is being
used across campus or across the hallway. And many of us do
not have (or take) the time to tap into resources and ideas
from across our institutions. In this presentation I will
discuss specific ways to research, evaluate, and implement
ideas and technologies from across my institution for
language teaching and learning. It is my hope that what I
present can act as a model for the SEALL audience. Gamin Bartle, University of Alabama 9:00-9:50 Online Lab Orientations On-line Lab Orientations One of the most time-consuming and intrusive activities
that are undertaken in Labs each semester are the
orientations sessions for new students on how to use the Lab
services .and facilities. At the University of Miami we use
to have to close the Lab for about four weeks at the
beginning of each semester in order to conduct orientation
sessions to the various language classes. We have now
created an on-line orientation program which can be accessed
individually by students, either at the Lab or remotely, and
which precludes the need to close the Lab during orientation
sessions. The program consists of web-pages that contain
information, instructions and screen captures on the various
available programs. Students click for their specific
courses and are guided through all the material that are
available for that course. User surveys show a strong
overall favorable reaction to the program but have also
identified certain problem areas which we can now
correct. Rachida Salama Primov, University of Miami 10:00-10:50 Music for the Spanish Classroom These web pages and the accompanying audio CD were made
possible by a grant from Middlebury College's Center for
Educational Technology Project 2001. During the fall of
2000, 400 surveys were sent to Spanish faculty at the 62
participating institutions. The response rate was 25%. It
was found that music is a common element of elementary and
intermediate Spanish courses: 90% of the respondents use
music at least once per semester as a course supplement. The 25-track audio CD is an original, amateur recording
by Professor Fisher. Each song has a link to a page with
lyrics, cultural notes, and recommended versions.There are
also links t0 suggested grammar topics with interactive
JavaScript exercises. A limited number of audio CD's (500)
are available at cost from the author. I hope that you and
your students find these pages and this music anthology to
be helpful and interesting. Karl W. Fisher, University of the South in Sewanee,
Tennessee. 11:00-11:50 Using video on the web to promote
cross-cultural understanding This presentation will show how the use of students'
created videos can promote cross-cultural understanding. I
will recount the pitfalls and successes I encountered as I
conducted a web based video project between the students of
the university of Niigata in Japan and Middle School
students at The Lovett School. I will discuss some of the
technical aspects of the video editing process using i-movie
as well as the educational objectives of the project. Marc Mallet, Lab Director, The Lovett School 12:00-1:00 SEALL business
meeting
ASC Lab Orientation This presentation will
be held at
the
Westminster Schools This session will showcase The
Westminster Schools' new language lab. Gone are the days of
toting cassettes to and from school. We will discuss how a
fully digitalized lab has made life easier for our teachers
and students, and we will explore how second language
acquisition is enhanced by digital technology. Kristen Terbeche, The Westminster Schools 2:00-2:50 Fun with Your New Tandberg
Lab The University of Florida recently acquired a digital
language lab to replace the old Sony audiocassette system.
Deciding on a system, installing it without disturbing users
(much), and getting it going as a venue for testing and
classes has been a series of political and pedagogical
adventures. This paper will recount some of the obstacles,
compromises, pleasant surprises, and triumphs of the UF
lab. Judy Shoaf, University of Florida 3:00-3:50 "Inclusive Technology: Lessons from a
Heritage Student-Centered Learning Environment" This session will present (1) the implications of
teaching Spanish for the heritage speaker with different
levels of language skills, (2) the implementation of
relevant material using technology to create an inclusive,
interactive, and dynamic course, (3) teaching activities to
be used in a "smart classroom" as well as a computer lab
setting, (4) designing an interactive web page using
Microsoft FrontPage 2000, (5) creative writing through the
use of threaded discussion boards, (6) reading updated
authentic material, (6) creating digital audio clips of
music, poetry, and phonetics lessons, (7) creating digital
video clips for written or oral narration or discussion, (8)
using a constructivist -based approach to promote writing,
reading, and oral communication in a Spanish for the
heritage speaker class, (9) utilizing digital photography to
take pictures during class field trips, (10) establishing a
class list-serv and posting student and professor email
addresses to encourage communication outside of class, (11)
using web-based forms to distribute and collect student
quizzes, (12) using desktop scanners to convert printed
material to electronic format, (13) maintaining a list of
additional web resources for students to visit. Tulia Jimenez-Vergara, College of New Jersey
1:00-1:30