SWOT Analysis of Cool Tool: Duolingo

Duolingo is a great resource for blended learning in a foreign language classroom.

Duolingo has various strengths such as being able to be accessed through the use of a
computer or through downloading their APP. This allows students to engage with Duolingo
through a BYOT/BYOD policy as well as at home. Duolingo can be accessed with or without an
account. You have access to numerous languages and students are able to learn through
various activities and games. As a teacher, you can decide to make a teacher account and host
a classroom to track your student's progress. A weakness of Duolingo in terms of foreign
language instruction is losing the gestural and facial expressions needed to fully comprehend
and understand a foreign language. However, as a tool to reinforce vocabulary and basic
terms, it is successful.
Duolingo provides opportunities for healthy competition through gamification
strategies. The student interacts with Duolingo as if it was a game; moving up levels as he or
she improves skills. This can act as a motivator for the individual or can span across a class to
gauge progress. There aren't any real threats to using Duolingo as a supplemental tool for
foreign language instruction. My only concern would be managing how students access
Duolingo while in school and properly monitoring the student to ensure they are not using the
internet or their personal device inappropriately.

Even though my content area is art, foreign language is still an important aspect of an
art career. In order to study art history one needs to be fluent in more than one language in
order to do proper research in the arts of other countries. By having students be aware of
possible careers in art around foreign language students can build a connection between the
two disciplines.
STANDARDS
MODERN LANGUAGES MLI.IP1 The students exchange simple spoken and written
information in the target language, utilizing cultural references where appropriate. The
students:
A. Use basic greetings, farewells, and expressions of courtesy, in both oral and written forms.
B. Express likes, dislikes, emotions, agreement and disagreement.
C. Make simple requests.
D. Ask for clarification.
E. Give simple descriptions.
F. Comprehend basic directions.
G. Ask questions and provide responses based on topics such as self, family, school, etc.
H. Use sequenced information, such as the alphabet, days of the week, months, seasons, and
numbers 0 to 100 in context.
STUDENT ISTE STANDARDS 3. RESEACH AND INFORMATION FLUENCY
Students apply digital tools to gather, evaluate, and use information.
c. Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
d. Process data and report results.

TEACHER ISTE STANDARDS 2. DESIGN AND DEVELOP DIGITAL AGE LEARNING

EXPERIENCES AND ASSESSMENTS
Teachers design, develop, and evaluate authentic learning experiences and
assessments incorporating contemporary tools and resources to maximize content learning in
context and to develop the knowledge, skills, and attitudes indentified in the Standards.
c. Customize and personalize learning activities to address students' diverse learning
styles, working strategies, and abilities using digital tools and resources.
TOOL & RESOURCES
WEBSITE: https://www.duolingo.com/
HELP: https://schools.duolingo.com/help
SCHOOL ACCOUNT: https://schools.duolingo.com/
YOUTUBE: https://www.youtube.com/user/duolingo