Thoughts and ruminations on the integration of technology in German as a Foreign Language.

Colleagues often want to know why I imbed technology in teaching. Generally I like to respond with a question. Something like, Why do you use textbooks in your classes? Textbooks, chalk, computers, overhead projectors, laser disks, poster board, charts, VCRs, visuals, felt-tip pens and what ever else you might employ in instruction are nothing more than tools that help students learn. These tools usually have both advantages and disadvantages. Chalk, for example, is highly portable, but not very useful without a chalkboard. Computers provide almost instantaneous access to information but are not nearly as portable as a pocket dictionary. There are times when a pocket dictionary is a more practical tool than an on-line dictionary, just as there are times when the on-line dictionary is more useful. It seems to me that there is a tripartite relationship among the goals or objectives we have as German teachers, the way we teach, and the materials we employ to deliver instruction.

Dr. Anne Green of Carnegie Mellon University refers to these three components as goals, pedagogy and tools. Goals can include achieving "standards", communicating effectively ,and understanding and appreciating culture. Tools could include books, computers, the WWW, or the chalkboard. Pedagogy might be learner centered, contexualized and content based, problem solving in nature, and grounded in authentic linguistic and cultural input. Technology, in its tangible and intangible forms, is nothing more than one of the tools available that helps me reach my goals by means of the pedagogy in which I engage my students.

The "Five C's" of Communication, Cultures, Connections, Comparisons and Communities were established by the National Standards in Foreign Language Education Project and were published in 1996 as Standards for Foreign Language Learning: Preparing for the 21st Century. The standards encourage and specifically call for the utilization of technology so students can connect to additional bodies of knowledge. Technology is identified as one of the tools that supports both the goals of Foreign Language Learning as well as the various pedagogical approaches relevant to the teaching of Foreign Languages. Technology allows me to connect students to cultural and linguistic "raw materials" by means of the internet and the WWW. It allows me to develop the pedagogical tasks that assist the learners to process the "raw materials". Technology allows students to work interactively with German. This allows them a greater degree of independence and flexibility as they are engaged in their learning.

The Illinois Learning Standards which were adopted in 1997 specifically identify Foreign Languages as one of the seven learning areas incorporated into the Illinois Standards. The Illinois Standards reaffirm the National Standards in Foreign Language Education. The Standard recognize that technology is "helpful in locating primary sources in the target language and interacting directly with native speakers". In addition, the Illinois Standards recognize technology in the foreign language curriculum as a powerful learning tool. I was a members of the statewide Foreign Language Committee that wrote and revised the Standards for Foreign Languages in Illinois. As a member of that team, I felt it was important that the power of technology as a tool in Foreign Language learning be unequivocally expressed.

In March 1999 I was asked to submit to the International Society for Technology in Education (ISTE) a technology scenario in German for the National Educational Technology Standards (NETS). The scenario is an interactive internet project which uses technology to support learning and to guide students through the maze of information available on the topic we were studying.

Title: "Servus in Österreich"

Subject Area: German

Grade Range: Grades 9-12 or after 200 hours of instruction

Purpose: Why is the activity important?

At the end of this learning experience students will be expected to speak and write effectively about Austria in general and about the two Austrian states of Carinthia (Kärnten) and Burgenland with greater specificity. The seven internet exercises are designed to help students master vocabulary and structures which are necessary to gather information about Austria and then to effectively communicate on this particular topic. The students will learn about the practices and products of the Austrian culture; they will communicate about differences within the culture and draw comparisons between their own lives and the lives of typical Austrians. To achieve these ends students will use internet information resources that are linked to java-script exercises. These exercises will support student mastery of vocabulary and structures, as well as direct the student to the information necessary to develop an understanding and appreciation of Austrian cultural practices and products.

Description

What are the primary components that best describe the learning activity? In this integrated curricular unit, students use technology to assist in developing an understanding of why Austrians and others who visit Austria value the natural beauty of the Austrian states of Carinthia and Burgenland. Students gather information on the internet to develop an understanding of these two states, their role in Austria and the role that youth hostels and camping and tourism play in Austria. The internet resources have java-script exercises attached to them, which allow students to engage in pre-reading as well as post-reading exercises, designed to support mastery of vocabulary and structures necessary to understand and communicate effectively on this topic.

Activities/Tasks Teacher will:

Identify internet sites and write java-script exercises that support learning while interacting with the site.
Develop in-class communicative activities that allow students to utilize the information and knowledge gathered in the internet exercises. FL Standards: 1.1, 1.2, 2.1, 3.1, 3.2.

The student will:

Visit each of the seven internet sites and complete the interactive pre- and post-exercises for each of the sites. FL Standards: 1.2, 2.1, 2.2, 3.2, 4.2
Gain an awareness of the geographical features of Austria and how geography influences the culture, the economy and the social fabric by exploring selected internet sites. FL Standards: 1.2, 2.1, 2.2, 3.2, 4.2
Gain an awareness of the system of youth hostel and their function with in the culture by exploring selected internet sites. FL Standards: 1.2, 1, 2.2, 3.1, 3.2, 4.2
Learn about camping and outdoor activities that are common to Austria by exploring selected internet sites. FL Standards: 1.2, 1, 2.2, 3.1, 3.2, 4.2
Gain an awareness of the role of tourism and its relationship to the Austrian culture by exploring selected internet sites. FL Standards: 1.2, 1, 2.2, 3.1, 3.2, 4.2
Interact in contexualized learning activities to acquire the language necessary for conducting the project. FL Standards: 1.1, 1.2, 1.3, 4.1
Participate in a 10 - 15 minute video interview with teacher during which the student responds to questions about Austria. Student will explain which states s/he would like to visit, where s/he will stay and what s/he will do. FL Standards: 1.1, 1.2, 1.3, 2.1, 2.2, 4.1
Create a diary or travelogue of a one-week visit to one of the places visited in the internet exercises. The diary can include descriptions of scenery, the activities of a particular day, a poem, a new friendship, etc. FL Standards: 1.1, 1.2, 1.3, 2.1, 2.2, 4.1

Tools and Resources:

Networked computers in the language learning center, printers, video camera, web browser, software for scripting html, understanding of java-script, art materials for the diaries.

Assessment:

The video interview and the diary is evaluated based on a rubric developed for each item to be assessed. The rubric for the oral interview will include: vocabulary in context, language functions, accuracy of syntax and grammar, pronunciation, fluency, cultural accuracy and the ability to recycle previously learned language. The rubric for the written diary includes: vocabulary in context, language functions, accuracy of spelling, syntax and grammar, cultural accuracy, the ability to recycle previously learned language, neatness and originality of content, design and layout.
Sample Diary assessment.
Sample Oral Interview

Colleagues sometimes ask how I find time to prepare the technology based lessons that I integrate into my teaching. Using technology to support instruction and learning is like anything else. It requires time and commitment up front. The first time through is always the most difficult. For that reason initial projects should be small and not overly ambitious. If they accomplish the goals and support the pedagogy, they can be fine-tuned and developed further in ensuing years.

I am first and foremost a German teacher. As a user of technology to support teaching and learning, I depend on a variety of support personnel. I am neither a computer engineer, nor a computer programmer, nor a computer technician. If the technical side of what I am using doesn't work, I depend on IMSA's support staff to get me on track again. Much of what I have learned about technology, I have learned from students. I have several students who regularly work with me to develop exercises. They do scanning, html editing, java scripting and a variety of other tasks that allow me to have sufficient time to focus on the integration of language learning into the technology.

I have had a long standing interest in computer assisted language learning . One of the consequences of that interest has been my participation in a number of initiatives that have made me more aware of the potential of technology in language learning. In the early 1990's I was a member of the Technology Task Force of the American Association of Teachers of German. The deliberations of that group led to the development of a German teacher's listserv, a Web resource page for teachers maintained by the AATG and a series of technology workshops for German teachers. In June 1996 I coordinated one of the AATG Technology Workshops and in June 1998 I assisted in the coordination of an AATG Internet / JavaScript workshop. Currently I am a member of the Technology Committee of the AATG. My involvement in these initiatives have been invaluable for me because they encouraged the exchange of ideas among teachers which in turn result in more effective ways of engaging students in learning German. Whether you are an novice or a advanced user of technology, I encourage you to participate in workshops or seminars that focus on technology in instruction. Then ask yourself if and how the technology can enhance teaching and learning and then integrate the technology into your teaching. The only reason for integrating technology should be that it can help us reach our goals more effectively.