Foreign Language Teacher Conference and Technology Integration

I am looking through the program of SCOLT (Southern Conference of Language Teaching).

Organized in 1965, the Southern Conference on Language Teaching is one of five regional affiliates of the American Council on the Teaching of Foreign Languages. The fourteen affiliates in the SCOLT region are as follows: Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas, Virginia, West Virginia, and the U.S. Virgin Islands. Some of these states, because of their physical proximity to other regional organizations, are “shared” with the Northeast Conference, the Central States Conference, or the Southwest Conference.

Of course I am searching for technology related sessions. There are 11 out of 122 session. Granted that I have not gone to the sessions yet, but I already have a feeling of disappointment regarding technology integration in the foreign language classroom.

Most of these sessions are still Technology 1.0.

  • I am not reading about new tools, such as blogs, wikis, podcasts (except my session of course 🙂 )
  • I am not reading about global collaboration projects to bring authentic voices, points of view and opinions into the classroom.
  • I am not reading about using the free tools available online that will connect students to the country, culture, language and people they are studying.

Am I asking to much? Am I out of line to expect this from this kind of conference to have sessions lined up that are up to date with the newest trends and on the cutting edge?

Here the ones offered:

Beyond Questions: Assessing with Technology
This session provides all language educators with a demonstration of the BeyondQuestion software. This program enables teachers to create PowerPoint presentations with the ability to gage student comprehension and participation using a set of classroom remote controls. The slide questions/samples shown will primarily be in Spanish.
Technoconstructivist Methodology and Millenial Generation
Technoconstructivism, the blending of constructivist pedagogy with educational technology, puts students at the center and in charge of their own learning. This presentation illuminates technoconstructivist approaches to teaching foreign languages that are uniquely suited to the Millennial generation students who populate our classrooms today and in the years to come. The presentation provides examples of technoconstructivist applications and demonstrates the necessity of transforming the foreign language classroom to meet the needs of Millennial generation students.
Why reinvent the wheel? How to find and use online activities
This presentation shows participants several Web sites such as MERLOT (Multimedia Educational Resource for Learning and Online Teaching) a great resource organized by discipline and created to help faculty enhance their instruction. In addition, one of the presenters guides everyone through her own Web site study module, Ofrendas, with interactive activities. Also included is a site with 1 minute video clips that can be used to teach the difference between the preterite and imperfect.

Using technology to improve language learning outcomes (Exhibitor)
Auralog delivers not only through a revolutionary use of technology, like speech recognition exercises, but also through a number of implementation options. This flexibility allows educational institutions to implement the language learning solution that is addressing their needs most effectively. Understanding the needs of the educator has allowed Auralog to help countless educators prepare their students for a global work environment. Join us when we discuss how Auralog’s software is so successfully delivering.

Making a page of language links. How?Why?Why not?
The Web is probably more important for language teachers than for any other educational group, because of the opportunities to access authentic, current materials of all kinds: news, institutional websites, popular audio and video. Making a webpage to introduce students to appropriate resources of this type is tempting—but also a challenge. How can a teacher do this? What is the best format for such a page? What happens when the web links go away?
Class management and technology flow in the language lab
Multimedia language and computer labs offer countless opportunities to incorporate video, audio, or interactive web activities into instruction, but class management in the lab poses unique challenges. Learn how to use the powerful tools available within digital labs to keep students’ attention focused on the learning tasks. This session explores planning the multimedia class, transitioning from one activity to another in the digital environment, and sample lab activities to keep your class engaged and on-task.Creating a richer learning experience with technology (Exhibitor)
See how Before You Know It, the latest software from Transparent Language, can enrich your language curriculum with tools that students enjoy. Presenters share ideas from educators around the country for getting the most out of software. Learn about the program, the, fun learning tool that you can customize for your curriculum. A free version of the Before You Know It Educator Edition is available for each attendee

iPods, iSpeak, iSing, iListen, iLearn
iPods and other MP3 players have revolutionized the way kids listen to and purchase music. The foreign language classroom can especially benefit from the possibilities the iPod opens up, such as podcasting, video capabilities, and audio recordings. The popularity of such devices affects students’ engagement in the learning process. Participants learn ways they can easily create and distribute pronunciation guides, audio books, lectures, notes, and much more for their students.

Technology enhanced advanced organizers for listening/reading
This presentation showcases the work of foreign language educators who are using digital picture files, PowerPoint presentations and target language websites to introduce students to L2 listening/reading activities. The teachers recently completed the Georgia State University Internship in foreign language education. They planned and implemented instruction using technology as an advance organizer to introduce L2 listening/reading. The presenters discuss the benefits for students in using innovative technology to enhance L2 listening/reading instruction.

Enhancing upper level instruction through multimedia assignments
The language lab continues to play a pivotal role in language instruction evidenced by the plethora of ancillary materials published commercially; but what about upper-level instruction? This session focuses on the how-to of developing multimedia assignments for upper-level classes in culture and/or literature using the lab and/or a CMS. Current studies in CALL will form the theoretical framework, followed by development ideas and examples. Participants receive a CD with the presentation, samples, and bibliography.

Use technology and skits to demystify literature in the L2 classes
Our presentation focuses on innovative methods of introducing literature to high school and college students using technology (Web sites and interactive CD’s) as well as the visual aid of short performance skits. The participants can participate in a short skit in French and view (with bibliography provided) some of the rich materials available that provide a very accessible approach to authentic L2 texts.

[tag] SCOLT, SCOLT2007, SCOLT07 [/tag]