AMLA 610: Technology for Effective Language Instruction

Fall 2015
Dr. Cassandra Glynn
Phone (work): 218.299.3857
Phone (cell): 952.212.2165
E-mail: cglynn@cord.edu
Office: 206 Old Main
Virtual office hours:
1:00 p.m. - 2:00 p.m. M, W
10:30 a.m. - 11:30 a.m. T, TH

Dr. Stephen Grollman

Phone (work): 218.299.3600
Phone (home): 218.287.4201
E-mail: grollman@cord.edu
Office: Bishop Whipple 353
Virtual office hours:
1:30 p.m. -2:30 p.m. M, W
10:30 a.m. -11:30 a.m. T, Th

Technology Support:
Joseph Kennedy, NBCT (AYA-Math, 2002-2022)
Phone (work): 218.299.4778
Phone (cell): 309.838.1219
E-mail: jkenned6@cord.edu
Office: Theatre Building ITS Workroom
Virtual Office hours: 8:00 am 4:40 pm M-F through https://jek0519.youcanbook.me/
or by appointment
Note: These are times that we are in our offices: these are good times to call, e-mail, or visit us
online. We may well be in our offices at other times so feel free to call and well answer if were
available. We request that you please do not call us at home in the evenings or on weekends unless
we made a previous arrangement to do so. Messages left at our work numbers are available to us
via email so we will see any messages, even when we are working from home and we will return
your calls when we are able.
Email expectations: Cassie and Stephen check email often in the evenings and on weekends and
will work to answer your messages as quickly as possible. In general, we try to respond as we are
able within 24 hours of receiving your message.
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Course Description:
This course is designed to provide participants with a pedagogical grounding in effective uses for
technology in language instruction. Rather than simply an add-on to traditional delivery methods,
technology, when used appropriately, may be even more effective in aiding students to achieve the
nationally accepted standards for language learning (ACTFLs World Readiness Standards).
Technology can communicate in the language students speak! The course begins with background
information on communicative language teaching and content-based instruction as well as learning
styles and course design. Participants then apply these concepts to different digital media (blogs,
web pages, podcasts, etc.) in concrete assignments designed to be immediately applicable to their
classrooms and curriculum. Understanding that teachers are no longer the sage on the stage or the

director in a Broadway production but rather a manager coaching learners with a variety of tools,
participants will leave this class with theoretical and practical knowledge. We will work together to
expand the experience, knowledge, and scholarship that participants contribute to this class in order
to embrace and value the habits of mind that are the foundation of the Concordia Goals for Liberal
Learning.
This course will emphasize:
Pedagogical and theoretical frameworks for effective uses of technology in language instruction
Communicative, contextualized language teaching, content-based instruction
Developing skills to use technology to enhance teaching
Access to the digital world in language classrooms
Using technology to enhance the 5Cs

Course Goals and Outcomes

Mission Statement for Online Courses
Online programs at Concordia College strive to foster a sense of community and to engender
responsible participation in larger global environments. These courses are interactive, learnercentered, individualized, and collaborative. They also model best practices for effective uses of
technology in teaching and learning.

ACTFL Standards and best practices for teaching languages

We will be learning more about the ACTFL standards, which are considered a best practice for
teaching world languages. We will also be looking at learning styles and ways to teach digital
natives more effectively. We want you to apply the concepts and theory you read in AMLA 610 to
content that you are teaching in your world language classroom using these new technologies. Your
technology module will feature content that you would teach your world language students.

ISTE Standards for Students and Teachers

We also want you to be thinking about the ISTE Standards. When we evaluate the connection to the
standards, we will be looking at ACTFL Standards and ISTEs NETS*S Standards. Read more
about them here: http://www.iste.org/standards/nets-for-students.aspx. When we assess your
Technology Modules, we will also be looking at the way in which you are meeting the standards for
teachers.
Please explain to us how your content and module meet these standards. We want clear connections
to the ACTFL Standards / ISTE Standards, and clear student learning objectives. Explain this in
writing! Dont make us guess. Think about backwards design: What do you want students to
learn / be able to do with the language by the end of the unit?

Concordia Colleges Goals for Liberal Learning

1.
2.
3.

4.
5.

The purpose of the curriculum at Concordia College is to prepare students to become responsibly
engaged in the world. This overarching aim is accomplished via the five Goals for Liberal Learning,
described below:1
Love of Learning: Goal for Liberal Learning 1 and ACTFL Standard 5.2 encourage students to
show evidence of becoming life-long learners by using the second language and taking an on-going
interest in other cultures beyond the classroom.
Intellectual skills and transferable intellectual capacities: ACTFL Standards 1.1, 1.2, and 1.3
coincide with Goal for Liberal Learning 2, which challenges students to use technology to achieve
a level of linguistic proficiency in a language other than his/her own.
Understanding of disciplinary, interdisciplinary, and intercultural perspectives, and their
connections: Goal for Liberal Learning 3, like ACTFL Standards 2.1 and 2.2, challenges students
to understand, appreciate and respect the diversity of human experiences both within the United
States and globally, consider international social and political forces that shape peoples
experiences, and extend her/his perspective to include a language and culture not their own.
Like ACTFL Standards 3.1 and 3.2, it encourages students to recognize and evaluate critically
multiple perspectives of a discipline and the connections they hold to other disciplines.
Examined cultural, ethical, physical, and spiritual self-understanding: Through comparisons to
other cultures, Goal for Liberal Learning 4 and ACTFL Standards 4.1 and 4.2 help students to know
themselves and to be reflective about their identities.
Responsible participation in the world: As in ACTFL Standard 5.1, Goal for Liberal Learning 5
cultivates understanding, ability, and sensitivity for thoughtful, informed, and active participation
in the world. Technology provides us with unprecedented access to people around the world and
has the potential to transform the way languages are learned and taught.

Outcomes
1. Participants will actively collaborate in an online learning community.
2. Through participation in online discussions and course assignments, participants will demonstrate
mastery of basic pedagogical concepts applicable to effective teaching with technology in language
instruction.
3. Through the completion of tasks including a variety of web-based tools and digital applications,
participants will demonstrate the design and application of best practices for technology and second
language instruction.
4. Participants will create instructional materials for use in the world language classroom that
incorporate computer applications, multimedia, internet resources, and web-based authoring tools.
5. Participants will assess the value of online information, resources, and software and then adapt
appropriate resources to their individual teaching environments.
6. Participants will evaluate the quality of technology-based projects and activities for achieving the
national standards for second language learning (ACTFLs 5Cs), including increased proficiency
and cultural understanding in a world language.
1 For the full text of Concordia Colleges Goals for Liberal Learning, consult this address:
http://www.cord.edu/Academics/Dean/assets/GoalsLibLearn.pdf . All quotations from this section are from Concordias
Goals for Liberal Learning.

Texts
1.
Miller, M. (2014). Minds online: Teaching effectively with technology.
Cambridge, MA: Harvard University Press.
2.
Blake, R. J. (2008). Brave new digital classroom: Technology and foreign
language learning. Washington, D.C.: Georgetown University Press. ISSN: 978-1-58901212-7.
3.
American Psychological Association. (2009). Publication manual of the
American psychological association. 6th Ed. Washington: Author. ISBN: 978-1433-805615.
4.
World-readiness standards for learning languages. (2015). Alexandria, VA:
American Council on the Teaching of Foreign Languages. ISBN: 978-0-9896532-9-9
*In addition to the texts, we will be reading a number of articles. This should allow you to gain
multiple perspectives on a variety of topics related to using technology to teach world languages.

Assignments and Evaluation

Language of Submission
All work is to be done in English, with the exception of teaching materials developed in the target
language for use in the classroom. Please note: An English translation of those materials may be
necessary for evaluation purposes depending on the L2. Cassie and Stephen know English, French,
German, and Spanish.

Participation/Discussions
Grade: +, ,
Attendance and participation at Adobe Connect live class sessions (synchronous) and contributions
to discussion forums (asynchronous) are recorded using the following system:
+ = 95:You were present at the session and actively contributed to the discussion with
questions and/or comments related to the session topic.
= 90 :You were present at the session with average contributions to the discussion.
- = 85 :
You were present at the session however contributed little to the discussion.
0 - 85: Present at the session and did not contribute or Absent

Readings
Participants are expected to complete various readings for this course. These readings can be found
in several places: 1) the textbooks 2) online resources and 3) Moodle. Most resources will be
referenced in Moodle. At Concordia College, we expect students to be active readers meaning
that they interact with the text: outline, take notes, write in the margins, contribute to the discussion
forums with questions and ideas that you have as you read, share comments through Adobe
Connect, and make this material meaningful and memorable. We will have discussions
(synchronous and asynchronous), journals, quizzes, and other assignments that allow you to

5
demonstrate what you have learned and to contribute to the group environment. The readings also
play a vital role in the technology modules, PowerPoint presentation, and research project.

Journal Assignments
Grade: Letter Grade (A/B/C/F)
Journal assignments are to be posted on our class blog through Wordpress and should allow you to
make sense of the readings in your own way. Please make sure that you examining the readings in a
critical, academic manner, while also drawing your own connections. The format of the journals
will change slightly for each of the two books, and the articles we read will follow a different
format. After posting your own entry, please read and comment on others entries. This will allow
us to continue our conversations via the blog.
A Grade: The journal thoroughly addresses all of the questions and clearly demonstrates an
ability to think thoughtfully and critically about the literature. The student also makes
specific connections between his/her own teaching and the literature being read.
B Grade: The journal addresses all of the questions and demonstrates an emerging ability
to think thoughtfully and critically about the literature. The students also makes some
connections between his/her own teaching and the literature being read.
C Grade: The journal addresses some of the questions, but does not demonstrate a strong
ability to think thoughtfully and critically about the literature. The student makes weak
connections between his/her own teaching and the literature being read.
F Grade: The journal was either incomplete or completely off topic.
1.
2.
3.
4.

For Miller, answer the following questions and respond to others blog posts:
What is your opinion about the trend toward online learning in higher education and its
effectiveness? What aspects of online learning apply to the k-12 language learning contex?
Which psychological principles in Millers book do you find particularly compelling? How can you
relate them to your prior knowledge of psychology?
Which strategies would you adopt in your classroom
Which topics or arguments in this book do you find problematic? What do you question about these
articles? Why?

For Blake, answer the following questions and respond to others blog posts:
1. Which three topics or points in the book stand out to you most? Briefly discuss these points.
2. Provide an intellectual critique of these points, taking care to look at it from more than one angle.
3. What is your assessment of how the information in the reading is or is not relevant to teaching with
technology in the world language classroom?

For journal articles, answer the following questions and respond to others blog posts:
1. Talk about one strength of this article. What was done well? What resonated most with you?
2. Discuss a weakness of this article. If it was a study, was there an aspect of the study that could have
been strengthened? If you had written this article, what would you have done differently?
3. What is the main take-away you have from this article?

Idea of the Week Assignments

Grade: E/S/U/0
These are spaces where you can share ideas and collaboratively learn from each other. The Idea of
the Week will be posted in a class discussion forum and participants are expected to comment / rate
entries. The ideas can be assignments related to technology that have worked well in your class, a
favorite website related to technology, or resources related to technology that youd like to share.
The blog qualifies as an individual written discussion of course concepts. Responding to each
others entries and commenting on the discussion forums / blogs continues the conversation. You
will briefly share your idea of the week in class. Please look for your name in the syllabus to see
when you are to post your idea of the week and when you will present your idea.
E Grade: Your discussion includes rich enough detail to allow another teacher to replicate
the assignment or clearly understand the utility of the website/resource.
S Grade: Your discussion includes detail that would allow another teacher to begin to
replicate the assignment or have a basic idea of the utility of the website/resource.
U Grade: Your discussion piques interest but provides little to no detail.

Two Presentations
Grade: Percentage based on rubric
You will do two presentations during this semester. One presentation will be based on an article
you choose for the class to read. You will plan and lead the discussion of this article, presenting
arguments and helping your classmates to push the conversation forward. This article should be
related to your final paper. The second presentation will be based on your final paper. Again, you
will seek to inform the class of your methods, but also to engage them in conversation about the
tech module you created and the methodology and pedagogy behind it.

1.
2.
3.
4.

Oral presentations should conform to the quality required for a conference presentation and should
adhere to the following criteria:
Professional design quality of PowerPoint slides.
Clear organization of topic.
Clear and practiced presentation of theoretical concepts/methodological practice presented in the
articles.
Holds the attention of the audience to whom it is presented. Consider how you will engage the
audience and make it as interactive as possible.
*The rubric for the presentations will be posted on Moodle

Four Technology Modules

Grade: Percentage based on rubric
Overview:
Your technology modules will consist of an overall unit plan in the form of web page and three
sample assessments that use technology. For each module, you will write a background section
with a rationale for this module, particularly the learning objectives, then you will demonstrate
the technology in a direct application. For example, you must both explain how you would use a
wiki and create one for your module to show us how it works.

7
Effective modules are broken down into steps, use well-designed technology, and follow best
practices. Providing steps for your students helps them better work through a given module. Step
one might take place during one week and step two immediately thereafter, a day later or a week
later. Design in technology means, among other things, aesthetics and function. Is the technology
module appealing? Is it functional? The best practices are issues we present in our Adobe Connect
sessions and in the readings. These will differ with each medium but again, the emphasis is always
on effective technology usage for teaching world languages.

Module descriptions:
Module 1: Home webpage or wiki and unit template. Module 1 explains your unit and is the
online platform that houses the other assessment modules.
Module 2: Formative assessment in the interpretive mode. In this module, you will provide
opportunities for students to read, listen, or view materials in the target language. Remember that
students need multiple chances for effective learning, meaning that sufficient input is extremely
important.
Module 3: A formative assessment of the interpersonal or presentational mode. In this module,
it is best to combine modes of communication into steps that will lead students to more extensive
uses of the interpersonal and/or presentational modes of communication. In other words, they
should have ample practice conversing or presenting before they perform for their actual
assessment.
Module 4: Integrative Performance Assessment scenario and a minimum of 3 tasks, one in
each mode of communication. When you teach your unit, your 3 summative tasks will take place
after students have had a chance to engage in all of the modes of communication within the context
of the unit. However, IPA tasks can fall anywhere in the unit. Sometimes all 3 tasks do fall toward
the end, but sometimes they are staggered throughout. Regardless, each task must lead to the next
task. For example, the interpretive task will inform the interpersonal task, and the information
gleaned from both of these tasks will inform the presentational task.
Specific guidelines for Modules: A grading rubric for each of the tech modules will be posted on
Moodle. Each rubric is based on the guidelines listed below.

Module 1 contains:
an introduction of yourself with a picture, teaching philosophy, contact information, etc.
an explanation of the purpose for the webpage or wiki
links to the various Technology Modules for 610 and 612 (you may also link your other coursework
here)
your unit plan using the template we will provide for you on Moodle. Ultimately, you will use
backward design to develop a unit that will contain an Integrated Performace Assessment.

Modules 2, 3 and 4 include:

an introduction with the following elements:

a short description of the background and context for module. In other words, how does it fit into
the unit, as a whole, and your objectives for the class?

a minimum of three clearly-stated learner outcomes for the module

the ACTFL and ISTE Standards being met in this module.
a clear commitment to contextualized language instruction.
effective technology design. Issues such as design, ease of use, copyright compliance, interactivity,
innovation, student accessibility, etc. will be considered. Creative Commons License must be
included on your work!
a working module i.e., no technological problems, broken links, problems loading, missing
information, etc.
Please note: As part of assessment for the entire Masters program, we will be using these
webpages/wikis as your electronic portfolios. So, these technology modules should be useful in
many kinds of ways. Feel free to post work from other courses in this program and individualize
these sites so that you and your students can use them immediately!

Final Research Project--proposal, annotated bibliography, resesarch paper

Grade: Percentage based on a rubric
The final research project is focused on a justification of theory and methodology behind one of the
technology modules you develop. You might choose to examine a tech module in a more general
way; for example, you could examine the use of wikis in world language instruction. On the other
hand, you could choose to research one aspect of a tech module. For example, if you used a podcast
in module 2 as one component of the unit you created, you could opt to research the use of podcasts
in world language classrooms. Either way, you will examine the theory and methodology behind
the technology. You will present your final paper topic in a formal presentation at the end of the
semester. The articles we read during the course provide a model for your analysis.
Step 1: Proposal for paper
This is the first step in the final research project. You will discuss your research idea and present
your research question(s). This will be approved first before you proceed with the annotated
bibliography and the final paper.
Step 2: Annotated bibliography
You will review a minimum of 4 scholarly articles related to your topic. Provide the full APA
citation and a brief description of the article, illustrating the main topics and issues that are raised in
the article. Also provide an outline and describe how you might use this article in your paper.
Step 3: Outline
Provide a complete outline of your paper that contains the major headings and sub-headings. It will
be helpful to have done some reading on your topic and to have completed the annotated
bibliography before completing the outline. You will receive feedback on the outline before you
begin the writing of your final paper.
Step 4: Final Paper
This is an analytical / scholarly research paper. Your final project will be evaluated on how well
you are able to provide a theoretical / methodological rationale based on the course readings, the

9
postings of other participants (such as blogs, articles, websites, expert reviews, etc.), class
presentations, and outside research. It is essential to show how your modules demonstrate best
practices in technology use for language instruction. You need to follow the format of a scholarly
article.

1.
2.
3.
4.
5.
a.
b.
6.
7.
8.
9.

Each paper should follow the APA conventions for writing for publication and should be written
using the following criteria as a guide:
a title that conveys the topic of the paper
an abstract or summary / overview of the contents of the paper
an introduction that presents the rationale for the selected topic
framing of the topic (a research question / designing the paper around a problem / issue to be
explored)
a body that
reviews the literature pertaining to the topic
presents and develops the topic (what is the tech module, what were the methods, who were the
participants, etc.?)
a summary of the findings or the solution to the problem/pedagogical issue (how did the tech
module work, what were strengths and weaknesses, what worked well, what would you do
differently, what are the limitations, etc.?)
a conclusion or a call for further research and why it is necessary
quality research / bibliography
accurate APA formatting
The rubric for the paper will be posted on Moodle

Grade Distribution
Participation / Discussions:
Journals / Blog entries / Database:
PowerPoint Presentations (2):
Technology Modules (4)
Final Research Project:

10%
30%
10%
30%
20%

Grading Scale
A+ 100 97
A 96 93
A- 92 90

B+ 89 87
B 86 83
B- 82 80

C+ 79 77
C 76 73
C- 72 70

D+ 69 67
D 66 63
D- 62 60

F 59 and below

Course Policies:
1. Participants are expected to complete all assignments and participate regularly in the online
community. We also plan to have regular synchronous Adobe Connect meetings throughout the
semester. Please reserve 6:30 to 8:30 p.m. CST on Tuesdays for these meetings unless otherwise
indicated in the calendar. Consult the syllabus for specific dates. Please note: We may need to meet
for three hours on certain days. Look at our calendar for dates.

10
2. All participants are expected to comply with the policies outlined in Academic Integrity at
Concordia College.
a. http://www.cord.edu/Academics/Catalog/graduation_req.php
b. http://www.cord.edu/Studentlife/StudentHandbook/AcademicPolicies/academicintegrity.php
3. All assignments are to be completed within the timeframe established in the syllabus by the
instructors.
Please note: The delivery system that we are using automatically does not accept work turned in
after the pre-established deadline. You will be given clear instructions with each assignment.
Please do not hesitate to contact us with any questions or unforeseen difficulties, especially those of
a technological variety.
Synchronous vs. Asynchronous:
You will see that synchronous (live) classes are noted in blue and asynchronous classes are noted in
orange. A portion of this course is not held as live class sessions, giving you time to think more
carefully about the topic at hand and to catch up on work. Research shows that asynchronous
classes can be very beneficial for practicing teachers and allow them to engage in topics of
professional development in a different manner. During these asynchronous weeks, we do expect,
however, that you participate fully in the online forum discussions
Academic Integrity Statement:
We expect all students to act with integrity in the classroom and in completing and submitting
assignments. Ultimately, students bear the responsibility of ensuring the integrity of their own work.
At no time is cheating on examinations, quizzes, or assignments acceptable in the Master of
Education in World Language Instruction program of Concordia College. Penalties can range from
a failed assignment to a suspension from the program. Students are also expected to exercise
appropriate caution to avoid plagiarism on written assignments. Violations will be reported to the
Office of Academic Affairs. Students are also expected to take appropriate measures to inform
faculty or the appropriate administrative staff if they observe violations of academic integrity by any
member of the academic community, including students, faculty, or staff.
Statement on Plagiarism:
Plagiarism involves the misattribution of an idea or image. As scholars, all members of the Master
of Education in World Language Instruction program are required to recognize and acknowledge the
intellectual contributions of others and avoid representing these contributions as their own. We
must also faithfully represent the original author's intended meaning. Plagiarism may be willful or
innocent, but either represents a serious violation of academic integrity. Proper scholarship requires
that we give credit where credit is due. This means that only ideas which are original to the author
or of common knowledge may be stated without formal attribution. All sources used in the
preparation and presentation of an academic work must be carefully and thoroughly documented.
This means that more than a bibliography or "List of Works Cited" must be included with all written
assignments that use the ideas of others. In practice, this requirement specifies that individual ideas,
quotations, and passages be properly attributed using the citation style and criteria specified by the
American Psychological Association (APA).

11
Creative Commons License:
Each student is expected to uphold the highest standards of academic integrity on all projects. In an
online digital world, this includes citing all sources and getting permission to use photos, etc. We
also expect each student to register each technology module with the Creative Commons, choosing
one of the six licenses. There is no fee to do this. The icon for your license should appear on each
module. More information is here: http://creativecommons.org/.
General Information:
Assignments will be due on Sundays by 11:55 p.m. CST unless otherwise noted. Each assignment
has a link containing more complete information and instructions for that particular assignment.
Assignments for each week can be completed in any order unless otherwise specified. We have
listed the assignments in an order that is logical to us.
Wednesday will be a reading only day for participants and instructors. Lets all take this day to
disconnect. Well read whats on our site, concentrate on other aspects of life, and reconnect on
Thursday. We do not expect you to post or add content to the site on Wednesday although you may
if you desire. If you do decide to post on a Wednesday, you may not receive an immediate
response.
(N)etiquette:
An online course environment provides all of us with unique opportunities and challenges for
teaching and learning. Donald Hanna further explains how communication in this environment may
be quite different from what we are accustomed to in a traditional classroom:
We communicate in a physical environment through a combination of spoken words,
writing, and verbal and visual clues that convey both meaning and intent. Were also able to adjust
our communication content and intent on the fly as we speak, when we perceive that others are
misunderstanding us, or when we infer from the reaction of others that our meanings and intent
arent clear.
In a completely online environment, this immediate, informal, visual, and verbal feedback
isnt available to us in a way were accustomed to both sending and receiving. To some extent,
though you can compensate for this absence of traditionally and culturally communicated body
language and other physical cues. As more people join a virtual environment, a new language of
cues is being developed, with and other symbols being used to express emotive content. For
more information about the netiquette (Internet etiquette) that has emerged and is emerging, refer
to the following web sites: []

http://www.albion.com/netiquette/corerules.html
http://www.xmission.com/~emailbox/netiquette.htm2

Closing Thoughts:
You can expect infinite patience, understanding, and sincere collaboration from your professors.
And we are certain that all of you will extend those same courtesies to each other. And remember to
bring your sense of humor to class...
2 Hanna, Donald, Glowacki-Dudka, Michelle, & Conceio-Runlee, Simone (2000). 147 practical tips for teaching
online groups: Essentials of web-based education. Madison: Atwood. 8.

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COURSE CONTACT INFORMATION
Note: Dont forget to consult Atomic Learning (accessible through c-port) for 24-hour, 365-day
online aid!
General Computer Questions:
Concordia College Solutions Center, 8 4:30 CST M - F
Phone: 218 299 3375
Concordia Computing Website: http://www.cord.edu/Offices/its1.php
Concordia Computer Support Website:
http://computersupport.cord.edu/
Moodle Technical Questions:
Ron Balko, 8 5 CST M - F
Phone: 218 299 3464
E-mail: balko@cord.edu
Other Technical Course Questions:
Joe Kennedy, 8-4 :40 CST M F
Phone (work): 218.299.4778
Phone (cell): 309.838.1219
E-mail: jkenned6@cord.edu
Library Liaison:

Connie Jones, 8 5 p.m. CST M - F

Phone: 218 299 3238
E-mail: cjones@cord.edu
Library Website: http://library.cord.edu/

Interlibrary Loan / Circulation:

Leah Anderson, 7:30 4:00 p.m. CST M F
(5:00 p.m. 12:00 a.m. another person is there)
Phone: 218 299 4641
E-mail: landerso@cord.edu
Bookstore:

Rebecca Anderson, 8:30 5 CST M - F

Phone: 1 800 828 6409 or 218 299 4382
Fax: 218 299 4999
E-mail: randerso@cord.edu
Bookstore Website: http://www.cobberbookstore.com/

13
2014 2015 Technology Requirements and Recommendations
To login to Concordia's virtual classrooms, navigate to http://cord.adobeconnect.com. To navigate
to a specific virtual classroom, you can also click on the link in the Moodle course page.
Each of you has an account through this system. If you forget your password or need help, you can
contact your course instructor, or Dr. Cassandra Glynn (cglynn@cord.edu) or Joe Kennedy
(jkenned6@cord.edu).
In order to participate in a virtual classroom, you will need a PC, Mac, laptop, or tablet with Flash
capability, a decent Internet connection, a webcam, and a pair of headphones / earbuds. An external
microphone is recommended, but not required.
In order to present material in a virtual classroom, you will need to download the Adobe Connect
software onto your device. This download will start automatically the first time you attempt to
present, or you can pre-install the software by visiting
https://www.adobe.com/support/connect/downloads-updates.html.
Full details regarding system requirements for Adobe Connect 9.2.2 can be found here:
http://www.adobe.com/products/adobeconnect/tech-specs.html
The virtual classroom for AMLA 610 this fall is: http://cord.adobeconnect.com/amla610-f15/

14
Calendar
Reminder: Assignments will be due on Sundays by 11:55 p.m. CST unless otherwise noted.
Each assignment has a link containing more complete information and instructions for that
particular assignment on Moodle.
Be certain that you have your books prior to the start of the course. Articles can be found on
Moodle and are provided for you.
Please place your name on every assignment that you submit for this course.
Prior to the start of the course (due before August 18):

a.
b.
c.
d.
e.
6.
7.

1.
Make sure
computer meets all needs listed on the Technical Requirements page of this syllabus
2.
Purchase and
install webcam and microphone
4. Verify that you can log on to:
Your Concordia e-mail
C-port
The course management system (CMS) for this class (Moodle)
Adobe Connect (http://cord.adobeconnect.com/amla610-f14/)
Atomic Learning (available through c-port)
5. Familiarize yourself with Moodle through online tutorials in Atomic Learning. (optional)
Begin to explore tutorials in Atomic Learning to make sure you have basic technological abilities.
Please send written email confirmation that you have done all of the above and that everything
works due to Cassie Glynn (cglynn@cord.edu) and Stephen Grollman (grollman@cord.edu) before
August 19th. Make sure that you contact us with any problems! This is also a good opportunity to
ask any questions you might have before class officially begins. We'd appreciate you trying to do
these things as soon as you can. If there are any issues getting in to Adobe Connect, we want to be
able to fix them with you before class on the 19th.
Week 1: August 16 22

Assignments due by August 16:

1. Read the course syllabus in Moodle.
2. Make sure that you have received an invitation to join the blog (Wordpress).
Adobe Connect LIVE CLASSROOM
Date: Tuesday, August 18th at 6:30 p.m. CST
Subject: Adobe Connect and Introduction to course themes. This is a group practice session before
we start class to see how Adobe Connect works when we are all in different locations. We will
learn how to submit entries to the course blog for next week's assignment, how to upload
assignments to Moodle, and introduce you to the goals for the course.
Week 2: August 23 August 29

15
Assignments due by August 23:
1. Pre-quiz on technology in Moodle
2. Blog: Self-Portrait (see examples)
3. Reading for the week (on Moodle): Ducate, L., Lomicka Anderson, L., Moreno, N. (2011). Wading
through the world of wikis: An analysis of three wiki projects. Foreign Language Annals, 44(3),
495-524.
4. In Moodle: Submit one question on the reading for class discussion
5. Watch Joes video on wikis, webpages, and webblogs
Adobe Connect LIVE CLASSROOM
Date: Tuesday, August 25th at 6:30 p.m. CST
Subject: Discussion of Ducate and overview of Technology Modules 1 and 2 (webpages and wikis).
Review of backward design, learning outcomes and ACTFL and ISTE standards.
Week 3: August 30 September 5
Assignments due by August 30:
1.
Read the Self-Portraits and comment on each of them (and read what
others said to you)
2.
Readings for the week: Miller - Chapters 1, 2, and 3
3.
In Moodle: Submit one question on the reading for class discussion
4.
Ideas of The Week: Stephen and Cassie
5.
Begin Technology Module 1
Adobe Connect LIVE CLASSROOM:
Date: Tuesday, September 1st at 6:30 p.m. CST
Subject: Discussion of Miller and continued discussion on Technology Modules 1 and 2 (webpages,
blogs and wikis). Review of backward design, the interpretive mode and formative assessments.
Ideas of the week will also be shared.
Week 4: September 6 12
Assignments due by September 6:
1. Readings for the week: Miller - Chapters 4, 5, 6
2. Keep working on Technology Module 1 and begin work on Technology Module 2
3. Send your unit plan to Cassie this week if you would like feedback before finalizing details
on Technology Module 1 and/or 2. She will turn it around quickly for you.
3. In Moodle: Submit one question on the reading for class discussion
4. Technology Idea of The Week: Naima Mustapha, Katherine Berg and Nicole Thompson
Adobe Connect LIVE CLASSROOM:
Date: Tuesday, Sept. 8th at 6:30pm CST

16
Subject: Discussion of Miller and continued discussion on Technology Modules 1 and 2
(webpages, blogs and wikis). Review of backward design, the interpretive mode and formative
assessments. Naima, Katherine and Nicole T. will share their ideas of the week.
Week 5: September 13 19
Assignments due by September 13:
1.
Technology Module 1 (1: Homepage and Unit Plan). FINAL
VERSION DUE on Sept. 13
2.
Technology Module 2 (Interpretive Formative Assessment): 1st draft
due on Sept. 20
3.
Readings for the week: Learning Styles and Diverse Learners the
articles are on Moodle. Due on Sept. 13th
4.
Video: Sir Ken Robinson - Changing Education Paradigms Due on
Sept. 13th
5.
Blog Assignment: What do you believe about learning styles and
todays students after reading the articles and watching the video? Read what your
classmates say and comment on each others posts. Discussion will end on Sept. 20th.
NO Adobe Connect LIVE CLASSROOM this week:
Subject: Work at your own pace this week. Your Technology Module 1 will be due at the
beginning of the week to allow Stephen and Cassie to give you feedback as you finalize Technology
Module 2. Please read the articles and watch the short 11 minute video by the beginning of the
week as well. Throughout the rest of the week, you will participate in discussion on our class blog
and complete your first draft of Technology Module 2.
Week 6: September 20 September 26
Assignments due by September 20:
1. Peer Review of Technology Module 2. Using the rubric found on Moodles workshop function,
assess your partners module (your partner will be pre-assigned - just go into the workshop and
youll see it). Ask yourself questions such as: Does it work? How could it be made more effective
for students? Is it contextualized or does it focus just on discrete points? Does it meet the standards
that your partner is aiming to have students meet? Are the learning outcomes well written and does
the module allow students to meet those outcomes? Give your partner rich, helpful feedback. Be
kind, but constructive.
2. Readings for the week: Miller - Chapters 7, 8, and 9
3. Journal Assignment for Miller
4. Student-Generated Idea of the Week: DJ Franson, Audrey Huwe and Nicole Roberts
5. In Moodle: Submit one question on the reading for class discussion.
Reminder: Journal assignments are to be posted on our class forum. Please read others posts and
comment throughout the week. We will not look at the blog until after Sept. 26th.

17
1.
2.
3.
4.

For Miller, answer the following questions on the blog:

What is your opinion about the trend toward online learning in higher education and its
effectiveness? What aspects of online learning apply to the k-12 language learning contex?
Which psychological principles in Millers book do you find particularly compelling? How can you
relate them to your prior knowledge of psychology?
Which strategies would you adopt in your classroom
Which topics or arguments in this book do you find problematic? What do you question about these
articles? Why?
Adobe Connect LIVE CLASSROOM
Date: Tuesday, September 22nd at 6:30 p.m. CST
Subject: We will wrap up discussion of Miller. We will also delve into the interpersonal and
presentational modes with an eye toward technology and Technology Module 3. Joe Kennedy will
come to brainstorm ideas with us and demo some interesting tech tools. DJ, Audrey and Nicole R.
will share their ideas of the week, and we can talk about anything that came up in your peer review
of Module 2.
Week 7: September 27 - October 3

Assignments due by September 28.

1. Final version of Technology Module 2 - DUE Oct. 3
2. Readings for the week: Complete by Sept. 27
Blake: pp. 1-48
Chapter 1: SLA, Language Teaching and Technology: An Overview
Chapter 2: Web pages in Service of L2 Learning
3. Watch video by Sept. 27: Find it on pbs.org, Frontline, Digital Nation: Life on the Virtual Frontier
4. Blog Discussion: Write about your reaction to the video. Due Oct. 3
5. Start thinking about Technology Module 3
NO Adobe Connect LIVE CLASSROOM
Subject: Use this week to make changes to Module 2 based on feedback you may have received.
Then, start thinking about Module 3 so that you can come with questions for us the following week.
Read the first two chapters of Blake and watch the video. Participate in discussion of the video on
the class blog.
Week 8: October 4 - 10
Assignments due by October 4.
1. Readings for the week:
A. Blake: pp. 49-101

Chapter 3: CALL and Its Evaluation

Chapter 4: Computer Mediated Communication (CMC)

2. Bring questions or ideas about Technology Module 3
3. Technology Idea of the Week: Alejandra Echeverri, Janelle Conway and Stephanie
Battista

18
4. In Moodle: Submit one question on the readings for class discussion.
Adobe Connect LIVE CLASSROOM
Date: Tuesday, October 6th at 6:30 p.m. CST
Subject: Special Guest Speaker: Dr. Orlando Kelm, University of Texas, Austin. Discussion on
readings and Alejandra, Janelle and Stephanie will share their ideas of the week. We will review the
interpersonal and presentational modes and we can also answer any questions you have about
Technology Module 3.
Week 9: October 11 - 17
Assignments due by October 11.
1. Readings for the week:
Blake: pp. 102-146

Chapter 5: Distance Learning for Languages: Does It Measure Up?

Chapter 6: Putting It All Together

2. Blake Journal:
For Blake, answer the following questions in our class blog (we will look at the blog after
Oct. 17th to give you time to read and comment on the various posts):
a. Which three topics or points in the book stand out to you most? Briefly discuss these points.
b. Provide an intellectual critique of these points, taking care to look at it from more than one angle.
c. What is your assessment of how the information in the reading is or is not relevant to teaching with
technology in the world language classroom?
3. Keep working on Technology Module 3
4. In Moodle: Submit one question on the reading for class discussion to wrap up Blake.
Adobe Connect LIVE CLASSROOM
Date: Tuesday, October 13th at 6:30 p.m. CST
Subject: Special Guest Speaker: Richard de Meij, HPHS NAF Academy of Nursing and Health
Sciences, Hartford, CT. Discussion of the readings, the first presentation, and the final research
paper. Kristin will share her idea of the week.
Week 10: October 18 24
Assignments due by October 18.
First draft of Technology Module 3.
Readings for the week: articles TBA
Questions this week will be provided by Cassie and Stephen...be prepared! :)
Find an article that you want your classmates to read and post it in Moodle. This article should be
related to your final paper!
5. Part 1 of the Final Paper: Topic and Research Questions
1.
2.
3.
4.

Adobe Connect LIVE CLASSROOM

Date: Tuesday, October 20th at 6:30 p.m. CST

19
Subject: Special Guest Speaker: Rebekah Jorgensen, Online German Teacher. Discussion of
readings, the final paper and part 2 of the final paper (annotated bibliography).
Week 11: October 25 October 31
1.
2.
3.

4.

Assignments due by October 25 and October 31

Peer Review of Technology Module 3. DUE October 25
Final version of Technology Module 3. DUE October 31
Final Paper Part 2: An annotated bibliography (APA style). You must include four annotated
articles that support your topic/research question. Note: An annotated article in your bibliography
requires that, in addition to the bibliographical notes, you also provide a short summary of the
article. We encourage you to have more than four sources but you are only asked to annotate four of
them. One of these articles should be the one you have chosen for the class to read and the one on
which you will present! DUE October 31.
In Moodle: Discussion Forum about your research. DUE October 31.
NO Adobe Connect LIVE CLASSROOM
Subject: In the Discussion Forum, you will share your reflection about the research process and
developing your annotated bibliography. What kinds of sources are you using? How did the search
process proceed? What kinds of challenges or questions have you encountered? What kinds of tips
or suggestions can you give your classmates? Start talking about the article you are having the class
read. The discussion will end on October 31. You will also be working on the annotated
bibliography for your Final Project. You may turn this in at any point between Oct. 25 and Oct.
31.
Week 12: November 1 7

1.
a.
b.
c.
2.
3.

Assignments due by November 1.

Note: You will be experts on the articles that you shared with your classmates. Not only should you
present aspects of the article, but you should engage your classmates and make sure that your
presentation is interactive. Reflect, question, critique, discuss, etc. You will have 10 min. to present
your article and to engage the audience and 5 min. for additional questions.
Readings for the week: (if you are presenting, please upload your slides into Moodle)
Audreys article
Nicole Rs article
Janelles article
In Moodle - Journal on readings: Write a short paragraph about each article and one question about
each article. This will help you to engage more in the discussions led by your classmates.
Begin thinking about Technology Module 4
Adobe Connect LIVE CLASSROOM
Date: Tuesday, November 3rd at 6:30 p.m. CST
Subject: Three student presentations on the readings (15-minute presentation for each person). We
will be discussing the Integrated Performance Assessment and summative assessments this week
with an eye toward technology. We will also discuss the Final Paper Outline (step 3).

20
Week 13: November 8 14
Assignments due by November 8.
Readings for the week: (if you are presenting, please post your slides in Moodle)
Stephanies article
Naimas article
Nicole Ts article
Journal on readings: Write a short paragraph about each article and one question about each article.
This will help you to engage more in the discussions led by your classmates.
3. Work on Technology Module 4
4. Work on the Final Paper Outline (step 3)
1.
a.
b.
c.
2.

Adobe Connect LIVE CLASSROOM

Date: Tuesday, November 10th at 6:30 p.m. CST
Subject: Three student presentations on the readings (15-minute presentation for each person). We
will continue our discussion of the IPA and summative assessments. Joe will come for a
brainstorming session; bring your ideas for your IPA. We can also answer questions about the final
paper. If we have time, well take a look at the TELL Project.
________________________________________________________________________________
Week 14: November 15 21
1.
2.
3.
a.
b.
c.
4.
4.

Assignments due by November 15.

First draft of Technology Module 4.
Final Paper Outline due.
Readings for the week: (if you are presenting, please post your slides in Moodle)
Alejandras article
DJs article
Katherines article
Think about one thing you want to show us from one of your Technology Modules. It should be
something that you are most proud of creating. You do NOT need to prepare anything ahead of
time. It will be very informal.
In Moodle: Sign up for Final Presentations
Adobe Connect LIVE CLASSROOM
Date: Tuesday, November 17th at 6:30 p.m. CST
Subject: The last three student presentations on articles. We will discuss the readings and leave
some time for you to share something of which you are most proud this semester. Show off
something you created! This is very informal, and you are not being assessed. We just want to give
everyone the chance to learn from each other. We will talk about the Final Presentation and Final
Paper.
Week 15: November 22 November 28

21
Assignments due by November 22 and 28.
Note: Happy Thanksgiving! No classes on Thursday and Friday.
1. Peer review of Technology Module 4 - DUE Nov. 22
2. Final version of Technology Module 4 - DUE Nov. 28
3. Work on your Final Project and Final Presentation
NO Adobe Connect LIVE CLASSROOM
Subject: Use this week to get some feedback on Module 3, finalize the module, and work on your
Final Project and Final Presentation.
Week 16: November 29 December 5
Assignments due by December 1 and December 15.
1. Final Paper Due on Dec. 15
2. 5 Final Presentations on Dec. 1
Adobe Connect LIVE CLASSROOM
Date: Tuesday, December 1st at 6:30 p.m. CST (possible three hour class)
Subject: 5 student presentations on their final papers (25-minute presentation for each person).
Please upload your presentation to Moodle. If you need to send it via an attachment or link, this is
fine, too.
Week 17: December 6 12
Assignments due by December 8 and December 15.
1. Final Paper Due on December 15
2. 4 Final Presentations on Dec. 8
3. Course evaluations
Adobe Connect LIVE CLASSROOM
Date: Tuesday, December 8th at 6:30 p.m. CST (possible three hour class)
Subject: 4 student PowerPoint presentations on their final papers (25-minute presentation for each
person). Please upload your presentation to Moodle. If you need to send it via an attachment or
link, this is fine, too.

22
PROGRAM ASSESSMENT
Each program at Concordia College undertakes assessment in order to ensure that our student
learning outcomes are being met. This assessment does not evaluate any individual instructor or
student but rather the learning that takes place across the entire program. One of the instruments
that we have developed for program assessment in the M. Ed. is the e-portfolio that you start in
AMLA 610 with your webpage or wiki. This serves not only as a repository for all of your work
throughout your degree but also a portfolio in which you showcase your skills in world language
teaching for your current and future employers.
When you have completed your coursework for the program, your portfolio will typically be
reviewed by world language faculty. In general, they will be looking for an emphasis on the
teaching and learning activities and modules, links to student work showing the articulation
between theory and practice, and overall impression of the site. More specifically, they are looking
for evidence that you have met the following intended instructional outcomes:

Program Standard 1. Integration of ACTFL National Standards in curriculum, instruction

and assessment. The site provides evidence of the integration of the ACTFL National Standards
for Foreign Language Learning in teaching and learning across-the-curriculum.
A. Overall integration of standards into instruction.
B. Use of authentic materials. Authentic materials (e.g., recorded news broadcasts and talk shows,
magazine and newspaper articles, literary selections, media sources) or other materials that native
speakers normally use in the country of origin.
C. Evaluation, selection, creation of Standards-based materials.
D. Negotiation of meaning in classroom immersion settings. Negotiation of meaning implies that
students can communicate with the teacher and with each other students in the language at varying
levels of proficiency, novice to advanced.
Program Standard 2. Language acquisition theories and application to curriculum,
instruction, and assessment practices. The site provides evidence that the candidate possesses
knowledge of language acquisition theories and applies them to curriculum design, instructional
practices, and the development of meaningful assessments of student performance and cultural
understanding.
A. Language acquisition theories. Candidates demonstrate that
they know the theories.
B. Meaningful classroom interaction. Candidates demonstrate
how they apply theory to practice in the classroom.
C. Dispositions toward performance assessments.
Performance assessments measure what students are able to do with the language
in communicative contexts.

23
Program Standard 3. Teaching expertise in languages and cultures using technology
The site shows evidence of expertise in technology-enhanced instruction and the creation of
technology modules for teaching language and culture and assessment strategies that follow ISTE
Standards and are immediately applicable in classrooms.
A. Integrating culture into language instruction. Students integrate culture into daily lessons and
engage students in exploring cultural products and practices that relate to perspectives.
B. Integrating best practices for technology usage into instruction following the ISTE Standards.
Students design material to incorporate technology that is appropriate to meet their student learning
objectives.