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Features and Capabilities of Various Software Applications for the Foreign

Language Classroom

Today’s educational environment offers innumerable technologically based

opportunities to enrich the learning of our students while facilitating the teacher in both

planning and performance. Not only has the the hardware significantly improved over

the days of my post-graduate education, but the application software yields limitless

possibilities to meet the needs of our students in a format that they understand (“toys”).

According to Wikipedia (2018), “is computer software designed to perform a

group of coordinated application software functions, tasks, or activities for the

benefit of the user.” In today’s technologically advanced world, many forms of

application software are now available to foreign language teachers to give their

content areas more depth. Some examples of this include: Word Lens which

instantly translates signage from one language to another and is useful for

scavenger hunts (Zwang, 2011), Duolingo (provides learning for students who

have completed their work ahead of other students, Kahoot (permits teacher

written games for group competitions – especially useful for vocabulary practice)

and others. These forms of software “provide students with a respite from

customary classroom activities while still encouraging and reinforcing learning”

(Linder, 2018). With the generations of today, sitting and reading a book to learn

is a thing of the past. Today’s students want instant gratification, with active

visuals. Application software permits us, as teachers, to “feed” the students the
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information they need to know in a format that is more suitable to how they wish

to learn. And, because we now have ways to allow them to use their cell phones

productively in class, they are less likely to “sneak a peek” at their messenger or

Facebook. Another fantastic feature of the applications now available – mobility.

Students don’t need to carry around bulky textbooks to learn. They have access

to their textbooks, games, and other electronic learning adventures anywhere

they can carry a laptop, tablet or cell phone. This mobility encourages students

to learn, without realizing they are learning! Teachers can even use these

software appliations as “homework” and track progress and use through some of

them.

Technology integration is the use of technology resources -- computers,

mobile devices like smartphones and tablets, digital cameras, social media

platforms and networks, software applications, the Internet, etc. -- in daily

classroom practices (Edutopia, 2007). My school has recently begun to

incorporate the use of technology in our classrooms, beyond the typical

computer lab. They are beginning to purchase Chromebooks for use in our

classes, and I find that these lend to more fun activities for my students.

Unfortunately, I only have 10 of them so for a class of 30 I either need to do

“centers” or have teamwork which is challenging with a foreign language.

It seems like every day new educational technologies emerge, many more than I

can possible keep track of. However, some of the newer ones that I have recently

discovered include Google Classroom and the Flipped Classroom. Google Classroom
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gives me so many possibilities! Although I don’t foresee using it in my normal

classroom, it provides a unique opportunity to reach my homebound students as well as

a way to keep my “In School Suspension” (ISS) and Disciplinary Alternative Education

Program (DAEP) students current in their classwork. Prior to this year I had to physically

go to the location of the student and provide them with one-on-one classes during my

planning/conference period. This technology has enabled me to more wisely use my

time, while monitoring the progress and work of my “out of sight” students. Google

Classroom provides them a way to ask me questions, and I can either respond or know

that they need a one-on-one session. It also gives me a way to give them work that the

computer grades. I still have to see them for the oral portion of our classes, but my time

in travel has been greatly reduced. I am totally intrigued by the “Flipped” Classroom

which I discovered sheerly by accident during my research on emerging technologies.

Walsh (2015) mentioned it in his article as a “clear reflection of how technology truly can

be a powerful tool for educators who are inspired to do the very best by their students.”

Due to the very poor nature of my district, I cannot foresee how this will come into play

in the near future, but it is something that will definitely be part of my future resources.

To have students do the “lecture” part of learning as “homework” online and then the

“discovery” and “hands-on” work in the classroom where they can interact and

assimilate the information is almost too perfect to be a possibility. I am fascinated by

this idea and look forward to the day when I can incorporate this technology fully.

But for now I will focus on what is possible in my classroom. You ask for three

phone or computer apps that I will introduce to my students and why. The first that I’d

like to introduce is the online version of our textbook. This electronic book not only
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mimics the written text, but it also offers self-check worksheets, games and listening

activities pertinent to each chapter so that the students may individualize their learning

experience while maintaining the integrity of our focus of study in both grammar and

vocabulary and theme. The second application that I would like to incorporate is the

use of Quizlet. This would begin with the Chromebooks being set up as part of center

activities (as I only have 10). Student would rotate between reading (actual books) and

writing (pen and paper) and practicing vocabulary with Quizlet (Chromebooks) so that

they are exposed in small chunks to various forms of receiving Spanish. They could

use the Chromebooks to access authentic videos related to our unit of study.

Additionally, I would also like to set up the Chromebooks during my Spanish Study Hall

so that the students could study their vocabulary through the use of Quizlet. I haven’t

tried this before, strictly 3x5 flashcards, but with today’s technology hungry students I

believe this will be a great asset to their learning. Thirdly, I would like to more fully

incorporate the use of cell phones in my classroom. Unfortunately, my district is in a

very poor area and not all my students have cell phones, and those that do generally do

not have data. Thus, I have not used them to date. However, after reading about some

of the applications available, I believe I can incorporate the use Kahoot through a

combination of cell phones for the students that have data access in conjunction with

the limited Chromebooks I have to do games where no student will be left out. Kahoot

offers many useful tools for me to develop foreign language learning “games” and

allows me to customize the activities based on the focus of our lesson for the day.

Technological advances have yielded us tremendous opportunities to reach our

students. Each and every day new application software emerges, with something for
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everyone. Although every student nor every district can fully incorporate all that is

available, even the poorer districts, such as mine, have something available to them.

By incorporating the three applications above, and keeping in mind other applications

that may be useful in the future, I can more fully engage my students. The opportunities

are limitless.

References
Edutopia. (2007, November 5). What Is Successful Technology Integration? Retrieved
from Edutopia: https://www.edutopia.org/technology-integration-guide-description
Linder, J. (2018). 12 Incredible Apps for Organizing and Teaching Language Classes.
Retrieved from FluentU: https://www.fluentu.com/blog/educator/apps-for-
language-teachers/
Walsh, K. (2015, September 14). 12 Emerging Educational Uses of Technology That
are the Most Exciting Right Now. Retrieved from EmergingEdTech:
https://www.emergingedtech.com/2015/09/emerging-educational-uses-of-
technology-most-exciting-now/
Wikipedia contributors. (2018, November 18). Application software. Retrieved from
Wikipedia, the Free Encyclopedia:
https://en.wikipedia.org/wiki/Application_software
Zwang, J. (2011, January 7). 10 of the best apps for education. Retrieved from eSchool
News: https://www.eschoolnews.com/2011/01/07/10-of-the-best-apps-for-
education/