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iSpanish: High school students’ perceptions and reactions to language learning through iPads
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TitleiSpanish: High school students' perceptions and reactions to language learning through iPads
AuthorSteinbacher, Erin E.
Published2012
SubjectsiPad (Computer)
Education, Secondary
Language and languages -- Study and teaching
Language learning and language teaching
Spanish language -- Computer-assisted instruction -- Case studies
LocationArchives PC4065.S74 2012
NotesThesis (Master of Education in World Language Instruction)--Concordia College (Moorhead, Minn.), 2012.
Rights ManagementCopyright owned by Erin E. Steinbacher.
LanguageEnglish
AbstractAs mobile technology devices, such as the iPad, appear in the foreign language classroom, it is natural that educators look for the best practices and procedures of implementing this technology. However, it is also important to gauge how students will react to and positively utilize this technology to improve their language learning. The present study investigates five high school students' opinions and reactions to language learning through five different applications on the iPad. The review of previous technology shows the learning possibilities and downfalls of new technology. Data collected from student surveys allows for the critical reflection on skills practiced through these applications and shows how these applications can be improved for the current language learner. The use of prompt words allows students to describe their feelings about each application and a final interview with each student describes the best and worst application in their opinion, how tablets and slates influence the language learner, and how improvements can be made to applications for future language learners.
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