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technology and student attitudes

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2. WHY INVESTIGATE THIS TOPIC? The integration of mobile devices(smartphones/tablets) in the language classroom isbecoming commonplace among language teachingprofessionals at all levels. When used appropriately, the use of these devices, aswell as, the use of certain onlineprograms/applications and social media sites canhave a positive impact on language learning. Still, many students and teachers remain resistant toincorporating these tools in their languagelearning/language teaching experiences. This presentation will discuss the results of a studyconducted in two lower-level Spanish courses atNorthern Arizona University where students usedmobile devices and different online programs/socialmedia to complete various activities to practicedifferent language skills. 3. TECHNOLOGY RULES! useit! 4. WHAT THE EXPERTS SAYTechnology rules!In general, perceptions are positivetoward using mobiledevices to learn & practicelanguage for some it is the preferredway Positive claims indicatefacility of access toresources, assignments,available anywhere at 5. RESEARCH QUESTIONSWhat are students attitudes and perceptions toward: using mobile devices to learn and practice language skills in theclassroom using certain web tools and social media sites to learn and practicelanguage skillsHow they perceive the use of such technology in helping themsuccessfully learn and practice specific language skills. 6. THE STUDY 44 students 18-30 years of age 2 lower-division Spanish classes (SPA102) atNorthern Arizona University 93% use a smart phone 45% use a tablet Technology use survey 4 activities2 in class; 2 outside of class Technology task survey 7. TECHNOLOGY USE SURVEYHow do you most often use yourcomputer/other mobile device?CommunicationEntertainmentCourseworkResearch57%20%20%32%Technology ProficiencyAverageAdvancedExpert18%45%34% 8. SOCIAL MEDIAWhich social media sites do youuse?FacebookTwitterInstagram64% 93%82%77% do not use socialmedia for any course 9. ACTIVITY 1Collaborative story Outside of class; homework assignment Twitter; class hashtag #nauspa102 To practice grammar, vocabulary, and writing Add a line to the story using appropriate vocabularyand grammar 10. ACTIVITY 2Animated video Outside of class; group project GoAnimate To practice speaking, pronunciation, and vocabulary Create a short animated video that incorporates at least 5 newvocabulary words from the chapter 11. ACTIVITY 3Informal evaluation/warm-up In class; done in the beginning as a warm-up/review from previousdays lesson To review the grammar topic (the imperfect) learned during theprevious class Students log in using a key and take the quiz (completion) 12. ACTIVITY 4Video dialogue In class; partners Video/recording function on mobiledevice To practice speaking and pronunciationskills Create a short video dialogue betweentwo characters in the story Una carta aDios that presents an alternateperpspective of the story 13. RESULTS4035 35400 05 54 4 4 40 01 143 43Vocabulario Gramtica Lectura Escritura ComprensinauditivaHablaTwitterDe acuerdo En desacuerdo No se aplicaFocus: Grammar, Vocabulary and Writing91% of students agreed that this activity/technology was effective inhelping practice vocabulary and writing. 80% felt it helped with grammarWhy was it effective?students are familiar with the technology, did notinvolve many steps, complicated directions, or learning new technology 14. RESULTS261918 18 18 1819 1915 15 1511 11 1125070Vocabulario Gramtica Lectura Escritura ComprensinFocus: Speaking and vocabularyauditivaMost unpopular; least effective59% disagree with its effectiveness in helping them practice vocabulary,and 57% disagree with its effectiveness in helping them practice theirspeaking and pronunciation skillsWhy was it ineffective? students were not previously familiar with thetechnology, the website offers free & premium options for creating videocausing frustration and confusion, involves many steps; some technicalissues (sound, publishing); group workHablaGoAnimateDe acuerdo En desacuerdo No se aplica 15. RESULTS233De acuerdo En desacuerdo No se aplica4Socrative1043 431 10 0211244103830Vocabulario Gramtica Lectura Escritura ComprensinauditivaHablaFocus: Grammar75% perceived this to be an effective way to practice and review grammarWhy was it effective? Students were already somewhat familiar with thetechnology, and were familiar with the format of the quiz, not many steps, clearand easy directions, the skill (grammar) was isolated making the purpose ofthe activity more clear 16. RESULTS2826Video dilogoDe acuerdo En desacuerdo No se aplica28 273640124 414 14 152 26420Vocabulario Gramtica Lectura Escritura ComprensinauditivaHablaFocus: Speaking and pronunciationMost effective; most popular91% believed it was effective in helping practice speaking skillsWhy was it effective? Students are very familiar with this technology, not newor complicated to learn/use, not many steps, clear and easy directions, notechnical issues 17. STUDENT COMMENTSI think it takes the stress offperforming in front of the class, andallows for multiple attemptsSocrative is fun and more interesting touse than a regular quizSaves paper and is good practiceI wouldnt have been as careful in mygrammar and spelling if we hadntpublished itUsing technology makes itconfusingI would have rather done it inpersonThere is no point in frustratingstudents when they can learn morecomfortably otherwiseI really do not like using technologyfor SpanishPositivesNegatives 18. RESULTS13The technology was easy toDe acuerdo En desacuerdo No se aplica38use?404431630 0 1 00GoAnimate Twitter Socrative Video dilogo13The technology was reliable?De acuerdo Endesacuerdo No se aplica403644314 440 0 00GoAnimate Twitter Socrative Video dilogo 19. RESULTS31I could have done this task better withoutthe use of technology?De acuerdo En desacuerdo No opinin4201013322333081 1GoAnimate Twitter Socrative Video dilogo 20. CONCLUSIONSThe majority of students perceived the use of technology to completethe activities as a positive and effective way to learn and practiceSpanish. (in particular using mobile devices for class activities)If the task was done during class time, or outside of class time wasnot a factor, but I believe the familiarity with the technology was afactor.The nature of the technology (technical issues, many steps, newaccounts, etc.) was also a factor 21. RECOMMENDATIONSEliminate anxiety, frustration, confusion with more practice and/ordemonstrations of how to use the technologyCall students attention to the purpose of the task, and the purpose for usingtechnologyOffer options and different opportunities to use technology to learn andpractice Spanish 22. QUESTIONSThank you!