Teaching Language and Culture with Computer Games (Felix Kronenberg, Pomona College)
Why game? to motivate, to provide immersion, they result in choices/decisions and active participation, repetition without being boring (Civilization I - Felix learned the term ‘irrigation ditch’ that he never would have otherwise), have great narrations, good examples of language use
to introduce new cultural aspects, […]

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(Subtitled: who will remember to put the tape in the VCR when they’re all watching Youtube?)
Harold H. Hendricks, BYU
There are lots of ways to get capure television and put it online. But there are a bunch of problems. For example: what about daily broadcasts? You don’t want to watch them a week late. So […]

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Breathing a Second Life into the L2 Curriculum: Google, Gaming, and Language Learning for the GNUbie (Douglas W. Canfield, UT-Knoxville)
A disconnect exists between the academy and what students are doing. How do we reach millenials?
By age 21, students will have spent tens of thousands of hours playing video games, sending emails, watching TV, and on […]

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Wikis, iPods, and Cervantes (Read Gilgen, UWisc)
Flashback: Hawaii 5-0, dubbed in French. HOT
Technology isn’t relegated to the geeks. Everyone can (and should) take advantage of them. Technology Enhanced Learning: emphasis on shift away from teacher-centric, to student-centric.

Homework & Tutorials:
~ online/electronic activities that replicate paper workbook. The most effective exercises, though, allow for interaction and immediate […]

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This afternoon’s presentation is (drum roll please) The Language Lab That Never Closes: Accessing Specialized Lab Software Virtually (Harold Hendricks, BYU).
The problem: students want 24-hour access to specialized language software so they can, for example, write their Chinese papers whenever they want. Is there a way to do that without hiring more employees and staying […]

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