My first three entries for this research dealt with the classroom pedagogy as it related to teaching. The forth focused on technology used in a university setting for writing. For this last article I wanted to I search EFL learners, classroom instruction and reading. The point being to cover reading, writing, teaching and the technology that is influencing them all for the EFL learner's. It is a big topic to cover for this and would be fitting to assume in a masters thesis on TESOL or EFL classroom innovation. And that may be the outcrop of such.
The study looked at two prevailing tools used in the classroom today, however I have not found much information published in recents years. The two are CALL (Computer Assisted Language Learning) and MALL (mobile assisted language learning). MALL has the capability of providing EFL learners with the same opportunities for independent and targeted reading practice and immediate corrective feedback as CALL; including, portability, social interactivity, context sensitivity, connectivity, individuality, cost, and immediacy. With a MALL device in the hands of the more rural EFL learners I see a greater advantage to reaching more non-tradition students.


Link:
http://goliath.ecnext.com/coms2/gi_0199-7085936/A-mobile-device-supported-peer.html

My first entry was "How Well Are ESL Teachers Being Prepared to Integrate Technology in Their Classrooms?" The second: "A Framework for Addressing Challenges to Classroom Technology Use". The third was: "Have Technology and Multitasking Rewired How Students Learn?". For this forth article, the title above, gives insight to further question the viability of classroom use of current technology as it applies to English L2 leaners and concisely about writing at the university level. In the last article I choose, the information was relevant, but dated. For this article I turned to the NFLR and the CLEAR programs at the universities of Hawaii and Michigan State, respectively for more current research. In their project they studied thirty-eight Fulbright scholars in an orientation program which used a Web-based word processing tool to collaboratively plan and report on a research project. The study analyzed the effectiveness of web-based media tools. One statement that stood-out to me was this: "The pedagogical potential of this type of tool may influence an evolution of pedagogical practices and considerations." So to these researchers there is a significant change occurring as a result to the advances in technology used in the classroom.


Link:
http://llt.msu.edu/issues/february2012/kesslerbikowskiboggs.pdf

Profess Groff, at MIT, took on the topic of classroom technology and the classroom environment. It is an older article, but she looked at the integration into the learning processes of student and the ways to judge a successful device in the learning process. One point, is that instructors need to assess the effects of a device early-on, so that an effective integration plan could be implemented before the likelihood of it hindering the learning process. I would agree that in the past this was a simple solution even though there seemed to be a lag in the educational system to integrate these devices. Now, however, the rate of development of new devices seems to be making the lag even more of an issue. The end of the article details the main obstacles to learning, the classroom and new technology in the classroom; and they mostly relate to the teacher. Students have no problem keeping up with the newest device available. This then brings me back to the idea that an effect plan in the school and teacher training needs to be employed.

This is the article Dr. Fosen sent to all of us. The article is by cognitive science, the science of the mind and how it works. Here it is applied to how the mind works in relation to learning and how we learn language.. Why this is important is because from a teaching standpoint, the area I am going into, I want to know best how one learns a language and how has or is it changing. On the first page of the article there are several pictures; all portray a figure with a large head except one, the thinker. He seems to have a solid cap on. To the illusion that of a shield. The brain however, is not shielded and we attain wisdom and knowledge from many sources. Then there is the center character with a television head. This is the area, IT, which interests me, with the question "If we are not shielded by the many things we take into our head daily, then what is the effect does the many devices students use in school or out of school have on their ability to learn. There is a statement Willingham make. He describe how even those in their twenties are considers by teenagers to lacking in the area of new media technology. As I alluded to in RR6 the greatest challenge is for the teachers of this new generation of students. We see it is classes all the time were, as the article discusses, students are multitasking between the instruction and the devices they bring to class. Some would argue that these device are a hindrance and some instructors are telling students they are required to bring them. It would even seem right to say there is a limit to what is acceptable and a mobile phone is not allowed. then the technology changed and now we can do more on a mobile phone the just call. I like the idea that the instructor needs to learn from the students by monitoring how well their students do. That seem like a good idea but that is a lot for the instructor to do. I would say it is.... not sure. But there is a place and best time for such devices.

The article describes language teacher preparation in the use of learning technologies. Three focus group interviews were held with 28 pre-service teachers; 9 in-service teachers were interviewed, and a post focus group interview was held with student teachers after they completed their field teaching experience. The article continues on by describing teacher response to technology in the classroom. In correlation to that idea is that of the effect of technology to the students of ESL classroom. This article demonstrated that if a teacher is not adequately in the technology at hand then they will not use it. If a teacher is not using it the neither will the students. To prepare a teacher is to prepare the teacher to prepare the students. It has a cyclical effect.