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advanced features, such as group video calls, require users to pay a fee and upgrade to a premium account to get the service. Calling fees vary depending on the countries the user calls and the amount of time spent on calls. Subscribing to a premium account, which will allow users to use services such as group video chats, currently costs US$59.88 for 12 months. US$4.99 per month is not very expensive.

Limitations Although Skype and Skype in the classroom provide an intriguing option for language teaching and learning, there are some limitations as well. First, there are minimum download/upload speeds required for using Skype. For example, video calling and screen sharing require 128kbps/128kbps as the minimum download/upload speed; group video calling requires 4Mbps/128kbps as the minimum download/upload speed. Therefore, Skype users need to check whether their Internet connection meets such requirements to avoid video and audio lag during Skype lessons.

Second, Skype and Skype in the classroom promote authentic learning. According to Lombardi (2007), authentic learning emphasizes “real-world, complex problems and their solutions, using role-playing exercises, problem-based activities, case studies, and participation in a virtual community of practice” (p.2). Thus, authentic learning happens as learners participate in real-world relevant tasks that require their judgment to distinguish information, patience to participate, ability to adapt themselves to unfamiliar contexts, and flexibility to work with people from different cultures. In this view, Skype and Skype in the classroom allow language teachers and learners to participate in a context of authentic learning.

The ACTIONS model, proposed by Bates (1995), is a practical guide for educators and policymakers to select and evaluate the use of technologies for teaching and learning. The ACTIONS model involves the following criteria: Access: How accessible is a particular technology for learners? Costs: What is the cost structure of a particular technology? Teaching and learning: How does a particular technology support teaching and learning? Interactivity and user-friendliness: How does a particular technology facilitate interaction among learners? How easy is a particular technology to use? Organizational issues: Are any class organizational changes needed? Novelty: How new is this particular technology? Speed: How quickly can courses be taught and learned via this particular technology?

We speculated that it might be worth trying to engage these students with "their technology," and in this paper we explore if and how Web 2.0 technologies can support student journal writing behaviours in outdoor education.

With the advent of Web 2.0 tools, additional language educators can extend their classrooms beyond the traditional brick-and-mortar walls to communicate with the world. One of the best ways to do so is to introduce VoiceThread into language lessons. In doing so, students can create conversations that extend across the classroom or across the globe.

This review takes a look at current digital storytelling protocols and strategies currently displayed through VoiceThread creations, as well as detailed strategies conducive for a powerful digital storytelling tool such as VoiceThread.

This article documents the curricular decisions made by a teacher educator research team whose guiding theoretical focus for intern practice is dialogic instruction. Over a 2-year sequence, teaching interns used video and Web 2.0 technologies to respond critically to and revise their teaching practices in collaboration with peers and instructors.

Flipgrid video and a QR code link to the video is stuck on the map? Geography, history and oral reports all rolled into one.

ONE of the PVLEGS expectations to focus on at a time

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The Educator's Guide to Flipgrid (2nd Edition).