1. Learner-centered Ideas for Using
Technology in the Language
Classroom
Jonathan Smart

2. Before we begin…
Please take this quick, 2
question survey for the
presentation…
goo.gl/bl0Aq

3. Overview
 Adopting 2.0 tools in the classroom
 Using an integrated infrastructure
(i.e., Google)
 Blogs
 Wikis
 Google Drive/Docs
 Google Hangouts

4. Technology in language learning
 Traditionally Computer-Assisted Language Learning
focused on computer-based tutorials and learning
programs.
 Computers deliver content and activities, users interact
with the program (simulated language use limited by
parameters of software)

5. Trends in Language Learning
 Language learning: emerging popularity of
Communicative Language Teaching and Task-Based
Language Teaching.
 Socio-cultural model of language learning: learning
occurs through meaningful interaction and use of the
language.

6. Internet evolution
 Web 1.0 – static websites and destinations. Users access
information only.
 Web 2.0 – dynamic web destinations, social
networking, collaborative development of content.

7. Web 2.0 & Language learning
 Technology does not cause language learning.
Technology may facilitate approaches to language
learning (Wang & Vasquez, 2012).
 2.0 tools allow for sharing, collaborating, practicing
speaking and writing with real
audiences, communicating with native speakers.

8. Technical limitations of CALL
 Access to software and hardware
 Training necessary to understand multiple systems/tools
(and instructions challenging)
For 2.0 tools
 Multiple logins
 Privacy concerns for learners.
 Traditional computer labs may be inadequate
(microphones, webcams)

9. Practical idea(s) for technology
How to limit the practical hurdles that can overwhelm
the adoption of technology in the language
classroom.
Google suite of tools and applications
 One login and password for everything
 Free and accessible via computers AND mobile
devices.
 Integration across tools
 Privacy, setting, collaborative tools.

10. Blogs
 Blogger (part of Google)
 Privacy settings available
 Forum for writing and reading…but also listening
and speaking.
 Course participants have real audience for their
language use
 Some empirical support for using blogs and wikis
(Wang & Vasquez, 2012).

11. Blogs
 What can you do with a blog?
 Teacher –
 Forum for announcements, discussions, students
can comment.
 Students –
 Submission form for projects (class can subscribe
to one another’s blogs)
 Reflection form/discussion

12. Other things to do with blogs
 Blogs are not limited to writing.
 Students can record videos of themselves
(e.g., giving presentations) and embed in their
blogs.
 Students can practice speaking and embed in their
blog:
 Vocaroo – Record short audio and send via
email, create mp3 or link, no account necessary.

13. Wikis
 A wiki is a collaborative website where users can
edit and modify the content of the site.
 Wikis used in education for project-based learning.
Learners create a wiki as an informative website on
a particular topic.
 Create data-base of information covered in a
course (useful for students reviewing for tests)

14. Wikis at Google
 Google Sites is a user-friendly interface for building
and hosting websites.
 With a Google account you can create
multiple, free websites.
 Pages are edited in a browser. You can add
multimedia from a local computer or from your
Google Drive*

15. Wikis at Google
 Here’s how a website at Google works as a Wiki:
 Google’s application infrastructure is built around
sharing and collaboration.
 You can share editing privileges for each page
within your website with students (or anyone with a
Gmail account).
 A quick tutorial.

16. Wikis at Google
 A class can work together to develop a website on
any topic
 To set up a Google wiki, you must…
1. Design/decide on a topic that relates/reinforces
content in the course.
2. Create the Google Site and create subpages for
each subtopic.
3. Assign subtopics to small groups of students and
share editing privileges with them.

17. Google Drive
 Google Drive
 Three key components:
1. Free software for editing and collaborating
on common document types (i.e., Google
Docs)
2. Cloud-based storage of your documents.
3. An easy way to share your documents
publically.

18. Google Docs
 Google Docs is a free suite of software offered that
matches the functionality of Microsoft
Office, OpenOffice, or iWork.
 Google Docs is web-based (requires internet
connection, accessed through a browser).
 Google docs are collaborative. Once you create a
new document, you can share editing or viewing
privileges.
 Allows for simultaneous editing of documents with
revision history, commenting, and chatting.

19. Google Docs Applications
1. Spreadsheet: Very similar to
Excel/Numbers/etc.
2. Presentation: PowerPoint/Keynote
3. Forms: Easy, very powerful survey tool.
4. Drawing: Create flowcharts, mind-maps, etc.
5. Documents: Similar to Microsoft
Word/Pages/etc.

20. Google Forms
 Create quick surveys that can be accessed via any
web browser (including smart phones)
 Multiple question types possible. Answers
anonymous or not. Branching responses.
 Responses collected in a spreadsheet.
 With learners, use to get their answers on the
board, use to respond to in-class tasks (i.e., in group
work, the group can submit their ideas here).
 Use for quick assessments or surveys in or out of
class.

21. Our survey
Survey Form: goo.gl/bl0Aq
Survey Results: goo.gl/Yx1BR

22. Google Drawings

23. Google Document

24. Google Document
composing
 Revision history: see
all previous
iterations of
document, see who
contributed to the
document.
 Also chat available
for collaborators.

25. Google Drive
 Upload your own documents to Google Drive.
 Any document on your drive can be shared
publically (to view) or you can share it with
collaborators (to edit)
 You can link or embed Google Docs onto your
blog, wiki, or website.

26. Google Hangout
 Free videoconferencing (up to 10 people)
 Allows for App Sharing (share
documents, presentations, videos) and Screen
Sharing.
 Collaborate on Google Documents at the same
time.
 Can also do a video broadcast to larger audience
(who can comment and interact)
 Live, interesting, and interactive broadcasts for
learners to watch and participate in.

27. Learner-centered ideas
Reduce hurdles to using technology: focus on
language use, not on tech training.
 Integrated tools
 One login, one password
 Ability to control privacy.
 Encourage collaboration and negotiation of
meaning.
 Facilitate task-based learning.

28. Questions?
Wang, S. & Vasquez, C. (2012). Web 2.0 and
second language learning: What does the
research tell us? CALICO Journal 29(3),
412-430.