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Language & Technology

The Syllabus is similar to the syllabus for a course. It is your primary reference for information regarding the module. The online capability of the module allows you to access information directly from Levels II and III of the module, but selected elements of those levels also appear in the syllabus to give you a single source for key information. You may find it helpful to have a hard copy of the syllabus available for reference.



Module Overview:

There are seven major goals for this module.

  1. Promote universal access to learning and communication through technology.


  2. Explore research on technology alternatives that address students' communication needs across all subject matter areas and all K-12 levels.


  3. Illuminate the importance of the interaction as the group's "classroom culture" commingles with individuals' learning characteristics in language, culture, and disabilities.


  4. Differentiate "interactive technology" (learner-to-content) from "communicative technology" (learner-to-another person).


  5. Support "assistive technology" in both interactive and communicative settings.


  6. Enable learners who have "language differences" and "language disabilities" to benefit from advances in communications technology.


  7. Provide a selective research review that assists teachers as they reach out to all their culturally and linguistically diverse students, some of whom have disabilities.

Content Map: The content map below provides an overview of the subject matter that will be covered within the Academy's Technology in Education modules.
space Module number one space
spaceModule spaceLearning & Technology
  1. Human Learning
  2. Implications & Vision
  1. Infusion & Web-Based Cases
space Module number two space
spaceModule spaceWriting & Technology
  1. Recursive & Collaborative Process
  2. Prewrite, Compose, & Edit
  1. Design, Present, & Publish
space Module number three space
spaceModule spaceReading & Technology
  1. Reading Difficulties & the Role of Technology
  2. Technology as a Tool to Develop Reading Skills
  1. Supplementing Reading Instruction & Compensating for Reading Problems
space Module number four space
spaceModule spaceLanguage & Technology
  1. Interactive Technology & Second Language Learning
  2. Communicative Technology & Second Language Learning
  1. Augmentative and Alternative Communication

space Module number five space
spaceModule spaceMathematics & Technology
  1. Math Content
  2. Math Processes
  1. Math Application
space Module number six space
spaceModule spaceData-Driven Instructional Decision Making
  1. Social/Eco-Behavioral Assessment
  2. Social/Eco-Behavioral Applications
  1. Classwide Academic Assessment
space Module number seven space
spaceModule spaceExceptionality & Technology
  1. Technology Basic Concepts
  2. A Model to Guide Technology Decision Making
  1. Applications of Technology in Special Education

Outline:

The Content Outlines are specific to lessons in this module. They allow you to preview the content to be covered in each lesson and to note how the content for the several lessons combines at the module level to meet the goals for the module. You will also find that the Content Outlines will serve as a useful review feature. Later when you have completed the module and wish to review what was covered in the individual lessons you can return to the Content Outlines.

Language & Technology

  1. Interactive Technology & Second Language Learning
    1. Scenario: Technology Supports Individualization
    2. Scenario: Technology Supports Collaboration
    3. Computer-Assisted Language Learning (CALL)
    4. Computer-Assisted Language Learning (CALL) Research
      1. Overview
      2. Meta-analyses
      3. Grammar study
      4. Action research

    5. Claims Made for Computer-Assisted Language Learning (CALL)
      1. Individualized learning
      2. Instant feedback
      3. Improved comprehension and retention
      4. Increased technology skills

    6. Types of Computer-Assisted Language Learning (CALL)
      1. Instructional software and websites
        1. Language instruction software programs
        2. Authorable software programs
        3. English as a second language (ESL) site on the Internet
      2. Worldware
        1. Word processing
        2. Student Internet publishing
        3. Internet research
        4. WWW authentic language resources
        5. "TrackStar"
        6. Online dictionaries and vocabulary tools

    7. Implementation of New Technology
      1. Major barriers
      2. Positive trends
      3. Teacher experiences
      4. Guidelines

    8. Conclusion

  2. Communicative Technology & Second Language Learning
    1. Introduction
      1. Language learners
      2. Diverse populations and classroom culture
      3. Types of language use and language learning
      4. Second-language instruction
      5. Factors influencing perceptions of success

    2. A Virtual Language Learning Community
      1. Network-based language teaching (NBLT)
      2. Relevance and meaningful activities
      3. Sociocognitive language teaching approach
      4. Applied research focus on adults vs. children
      5. Acronyms in the research literature

    3. Asynchronous Communities
      1. Email, keypals, e-journals or dialogue journals
      2. Listserv
      3. Bulletin board and newsgroups

    4. Synchronous Communities
      1. Chatlist, chatroom, and discussion forum
      2. MOO and MUD
      3. IRC

    5. Research Findings
      1. Individual learning behaviors and attitudes
      2. Social implications
      3. Content and discourse features
      4. Grammatical features

    6. Conclusion

  3. Augmentative and Alternative Communication
    1. Basics of AAC
      1. AAC in AT
      2. Definitions
      3. General and Special Education Students
      4. Principles of AAC

    2. Types of AAC
      1. No Tech, Light Tech, and High Tech
      2. Unaided, Aided, and Voice Output Systems

    3. Functional Assessment in AAC
      1. Data-Gathering Models
      2. Ruling AAC "In" or "Out"
      3. Designing the Appropriate System
      4. Choosing Devices by Specifications
      5. Selecting Vocabulary for Systems/Devices
      6. Extended Trial Period

    4. Strategies for AAC in the Classroom
      1. Concerns in Perspective
      2. Functional Language Instruction
      3. Classroom Culture for AAC

    5. System-Changing Research & Development
    6. Conclusion


Readings: Research Readings

Hanson, M., Wolfberg, P., Zercher, C., Morgan, M., Gutierrez, S., Barnwell, D., & Beckman, P. (1998). The culture of inclusion: Recognizing diversity at multiple levels. Early Childhood Research Quarterly, 13(1), 185-209.

Healey, D., & Johnson, M. (1997/98). A place to start in selecting software. CAELL Journal , 8 (1). Retrieved September 18, 2000, from the World Wide Web: http://ucs.orst.edu/~healeyd/cj_software_selection.html

National Institute on Disability and Rehabilitation Research (NIDRR). (1998a). Technical Assistance Project Library Accomplishment Series 1998: Tech Act Projects creating systems change through policies, practices, laws, regulations, procedures, and organizational structures. Washington, DC: Office of Special Education and Rehabilitative Services. Retrieved September 18, 2000, from the World Wide Web: http://www.resna.org/taproject/library/accomplish/acomp98.html

Okolo, C. M., & Ferretti, R. P. (1998, Sept/Oct). Multimedia design projects in an inclusive social studies classroom. The Council for Exceptional Children, 50-57.

Sierra, J. (1999, March). Real linguistic experiences using chat sessions or videoconferencing. The Internet TESL Journal, 5(3). Retrieved September 18, 2000, from the World Wide Web: http://www.aitech.ac.jp/~iteslj/Articles/Sierra-chat.html

Venkatagiri, H. S. (1995). Techniques for enhancing communication productivity in AAC: A review of research. American Journal of Speech-Language Pathology, 4(4), 36-45.

Warschauer, M. (1997). The Internet for English teaching: Guidelines for teachers. TESL Reporter , 30(1). Retrieved September 18, 2000, from the World Wide Web: http://www.aitech.ac.jp/~iteslj/Articles/Warschauer-Internet.html

Warschauer, M. (2000). On-line learning in second language classrooms: An ethnographic study. In M.Warschauer & R. Kern. (Eds.) Network-based language teaching: Concepts and practices (pp. 41-58). Cambridge, UK: Cambridge University Press.

Additional Readings

Egbert, J., & Hanson-Smith, E. (Eds.). (1999). CALL environments: Research, practice, and critical issues. Alexandria, VA: TESOL.

Gu, P. & Xu, Z. (1999). Improving EFL learning environment through networking. In R. Debski & M.Levy (Eds.),World CALL: Global perspectives on computer-assisted language learning (pp. 169 - 184). Lisse, The Netherlands: Swets & Zeitlinger.

Liao, C. (1999, March). E-mailing to improve EFL learners' reading and writing abilities: Taiwan experience. The Internet TESL Journal, 5(3). Retrieved September 18, 2000, from the World Wide Web: http://www.aitech.ac.jp/~iteslj/Articles/Liao-Emailing.html

Nagel, P. S. (1999, July). E-mail in the virtual ESL/EFL classroom. The Internet TESL Journal, 5(7). Retrieved September 18, 2000, from the World Wide Web: http://www.aitech.ac.jp/~iteslj/Articles/Nagel-Email.html

National Council on Disability. (1993). Study on the financing of assistive technology devices and services for individual with disabilities: A report to the President and the Congress of the United States. Washington, DC: Author. Retrieved September 18, 2000, from the World Wide Web: http://www.ncd.gov/newsroom/publications/assistive.html

National Institute on Disability and Rehabilitation Research (NIDRR). (1998b). Technical Assistance Project Library Accomplishment Series 1998: Tech Act Projects improving access, provision, and funding for assistive technology devices and services. Washington, DC: Office of Special Education and Rehabilitative Services. Retrieved September 18, 2000, from the World Wide Web: http://www.resna.org/taproject/library/accomplish/acomp98.html

Ryan, K. (Ed.). (2000). Recipes for wired teachers. Tokyo: Japan Association for Language Teaching.

Time Estimates: The amount of time required to complete this module will vary. Some students will have more background on the content of the module and thus may work more rapidly on the activities and assessments. Others may require more time to complete the required readings. Some students may prefer to review the presentations more than once or to spend more time on activities. We estimate that the time for completing all lessons and features, including the readings, will average about six hours per module. There are no qualitative performance expectations attached to the amount of time you devote to completing this module. The time you spend in completing lessons and modules is not reported. This is merely an estimate to assist you in planning your time.


Navigation: Pages in this module are organized in a logical sequence from the first to the last page. Use the forward and back arrow in the top right of the menubar to move through the logical sequence of pages. You may also click "ToC" in the top right of the menubar to access the Table of Contents. Menus for each level and lesson appear in the center of the menubar. Access any level menu by clicking the level titles in the center of the menubar.


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