Technology

//__**Use of Technology: Digital Storytelling**__// //**Marina & Emily (2014)**//


 * 1. Radio Rookies → Internet/Radio Source **
 * . (n.d.). Radio Rookies. Retrieved May 8, 2014, from [|__http://www.wnyc.org/shows/rookies/__] **
 * Radio Rookies is a New York Public Radio initiative that provides teenagers with the tools and training to create radio stories about themselves, their communities and their world. During our Oral History unit, in which students are beginning to conduct in-depth interviews, Radio Rookies is used to introduce students to telling/hearing stories. What I like most about Radio Rookies is how accessible it is; all of the hosts are other New York City teenagers and the range of topics of immense - creating points of access for students of any/all interests. Radio Rookies stories are listened to and analyzed both as a whole class, in small groups, and individually to help students develop an understanding of questioning, storytelling and varying forms of technology/media. **




 * 2. Media That Matters → Internet/Film Source **
 * Media That Matters Film Festival: Short Films That Inspire Action. (n.d.). Media That Matters Film Festival News. Retrieved May 8, 2014, from [|__http://www.mediathatmattersfest.org/__] **
 * Media That Matters is a showcase for short films on the most important topics of the day. Local and global, online and in communities around the world, Media That Matters engages diverse audiences and inspires them to take action. From gay rights to global warming, the jury-selected collection represents the work of a diverse group of independent filmmakers, many of whom are under 21. The films are equally diverse in style and content, with documentaries, music videos, animations, experimental work and everything else in between. What all the films have in common is that they spark debate and action in 12 minutes or less. As students begin their Youth Participatory Action Research (YPAR) projects, in which they study a social issue that they feel exists and needs to addressed within their communities, students watch Media That Matters film to get a sense of what possible social issues are, ways in which they can/have studied, and creative ways to present research findings. Students are asked to watch films and identify the film’s research question, research methods used, and the researchers’ findings. Again, I love the accessibility of Media That Matters as we only show films created by New York City Public School students. **


 * 3. TED Talks [TED.com] → Internet Source **
 * TED: Ideas worth spreading. (n.d.). TED: Ideas worth spreading. Retrieved May 8, 2014, from [|__http://www.ted.com/__] **
 * TED is a non-profit organization devoted to spreading ideas, usually in the form of short, powerful talks. TED began in 1984 as a conference where Technology, Entertainment and Design converged, and today covers almost all topics — from science to business to global issues — in more than 100 languages. Meanwhile, independently run TEDx events help share ideas in communities around the world. In terms of digital storytelling, TED is at the forefront. In Qualitative Research, students watch TED Talks in almost every unit - both as a way of hearing different perspectives/stories and being introduced to new content. Students are relatively used to watching TED talks and generally have a positive attitude about watching them - which increases engagement and investment in the materials. **




 * 4. Icivics → Interactive web-based civics game **
 * (n.d) @iCivics.org Retrieved May 8, 2014 from [|__https://www.icivics.org/__] **
 * Icivics is a non-profit organization that has both interactive games that relate to wide variety of civics topics such as the branches of government and also has lessons and curriculum units for teachers. In addition, icivics has a great resource to help students improve their argumentative essay writing skills. **
 * In the game component of the website, students are able to play games that showcase how supreme court decisions are made by letting them pick a topic of interest and letting them go through the decision making process as if they were supreme court justices themselves. In another game students can interactively learn the process of starting a campaign to improve their communities.Because many of my students are taking the U.S history regents, this is a great resource that can help them interact with the U.S system of government in a way that is far more meaningful to them. **


 * 5. The Poetry APP → Interactive poetry app **
 * The Josephine Hart Poetry Foundation. The poetry APP version 1.9.1, Oct 08, 2013 retrieved from [|__https://itunes.apple.com/us/app/the-poetry-app/id501967950?mt=8__] **
 * The poetry APP is a mobile application (or app) available for most mobile devices (android, tablet, iphone, ipad). This app was created by the Josephine Hart Foundation, which is a non-profit, created this app to enhance the way students interact with poetry. The Poetry APP is visually stunning, the main menu consists of a library in which you can access, save and explore different poems. Students may choose a specific author and can access a small biography along with either a picture or a painting of the poet. When students select a poem they can either read it themselves or play it via audio. One of the most interesting things about this app is the fact that the foundation got many celebrities to volunteer as readers. Actors such as Jeremy Irons and Tom Burke are the voices for the poems, which greatly enhances the quality of the readings. Another great feature is that students can actually save their favorite poems and poets for quick reference under “my saved poems”. This app is a great resource for both individual kids as well as the whole class. Students can use the app independently (it is free to download) on their own phones if they wish to. This app can also be used to read a poem in class, the poems featured in the app are very famous and the and can easily be found online to print out as a read-along in class. **


 * 6. Ken Burns → Interactive poetry app for iphone and ipad **
 * American Documentaries, Inc. @ Ken Burns Media LLC, Ken Burns, version 1.0.11 April 21, 1014 retrieved from [|__https://itunes.apple.com/us/app/ken-burns/id723854283?mt=8__] **
 * This app was highlighted in many late night talk shows in the past couple of months. I often show Ken Burns’s documentaries in class and when I heard that he was launching an app, which contains content from many of his documentaries, I thought it would be a good idea to bring into the classroom. This app is very well organized according to his documentaries. The great thing about the app is that it breaks down each of his two hour long documentaries into smaller sections and provides video clips and more information on each topic. It is hard to find shorter clips to show in class so this app is a great way to easily find video clips on a certain time period to use in class. Furthermore, again students have the option to use this app on their own time (though this one is not free, it is not very expensive) to study on their own. I have come to find that kids who are easily distracted can use the app on my ipad and really focus on the video. Lastly, the app is organized in timeline form which is very helpful for review. **



=** Professional Resources **=
 * 1. Arts, Media and Justice → Book **
 * Vasudevan, L. . Arts, media, and justice: multimodal explorations with youth. : . **
 * Arts, Media and Justice is a book written by Professor Lalitha Vasudevan and my current co-teacher Dr. Tiffany DeJaynes. In it, Vasudevan and DeJaynes track their experiences working and teaching incarcerated youth in New York City through the means of arts and media. Together, teachers and students use theatre and other forms of media to tell stories. My personal philosophy aligns so closely with those of DeJaynes and Vasudevan, in that we deeply value students and believe that if engaged appropriately, academic achievement will increase drastically. Further, DeJaynes and Vasudevan believe in the power of student stories’ and of telling stories in general. Our 10th grade Where I’m From unit is built around this text, as it asks students to tell their own stories digitally. **


 * 2. An Invitation To Unknowing → Journal Article **
 * Vasudevan, L. An Invitation to Unknowing. Teachers College Record, 113, 1154–1174. **
 * An Invitation To Unknowing is an essay written by Lalitha Vasudevan and published by Columbia Teachers College Record. In it, Vasudevan challenges the “narrowing ways of knowing” that exist in our current school structure and instead asks educators to engage in a dialogue around the rhetoric of everyday practices of both teaching and learning. Vasudevan asks teachers to consider original and creative ways for students to be taught new information and to demonstrate understanding. In thinking about digital storytelling, this essay encourages educators to use technology and media to empower students and provide an outlet for them to both create and share knowledge. This article is always something I think about and consider in both lesson and curriculum planning, especially around student projects. As a result of this essay, much of our digital storytelling products are media-heavy and we provide a great deal of choice in how they choose to “know.” **


 * 3. Nonfiction Book Apps: Addressing CCSS and Engaging Students → Journal Article **
 * Potter, C., & Mary, S. Nonfiction Book Apps: Addressing CCSS and Engaging Students.School Library Monthly, Vol. 29, 11. **
 * Nonfiction Book Apps: Addressing CCSS and Engaging Students is an article by Cathy Potter and Mary Ann Scheuer and published in School Library Monthly. This article talks about the importance of introducing meaningful technology resources into the classroom curriculum. More specifically the authors highlight the fact that common core state standards (CCSS) explicitly state that students should be able to manipulate digital resources. This article also explores new mobile apps as a way to both engage students and meet the CCSS for subject areas. The authors argue that using not technology greatly increases engagement for all students but it more specifically helps students with different learning abilities because it utilizes visual and auditory component. In addition this article presents various case studies of classrooms in which the use of apps was utilized. **


 * 4. Digital and Media Literacy: Connecting Culture and Classroom → Book **
 * Hobbs, R. (2011). Digital and media literacy: connecting culture and classroom. Thousand Oaks, Calif.: Corwin Press. **
 * Digital Media Literacy: Connecting Culture and Classroom by Renee Hobbs and published by Corwin press is a book that speaks about classroom implementation of media literacy. This book is meant to show teachers how to take advantage of media resources in the classroom. This book focuses on various forms of media that can be implemented in different classroom environments. Hobbs does this by providing case studies that guide teachers who want to implement for media and/or media literacy into their curriculum. Hobbs highlights the fact that digital media and digital resources in general foster critical thinking. She also highlights the fact that many using these also foster communication amongst students as well as collaboration in the classroom. This book is a great resource for teachers who are just starting to or are thinking about integrating digital media and resources into their classrooms. Even more importantly this book is an amazing resource for history and english teachers who are interested in providing students with more opportunities to analyze the effects that media has on them, whether it be through a simple or essay or an entire unit on the topic. **

//__**Audio/Visual Technology in Literacy Education**__// **Authors: Kartik, Clarence** **2012**



This page is dedicated to the use of audio/visual technology to help assist students towards their literacy development. As classrooms across the country are increasingly going hi tech, it is important to consider the rewards as well as risks with respect to students' literacy development and carefully evaluate whether audio/visual technology does indeed play an important role in the development of reading, writing, and oral skills and whether such technology is indispensable. The following resources are testament to the effectiveness of the audio/visual medium and the students' response as evidenced through test assessments, improvement in reading and writing ability, as well as orthographical prowess.

Owing to the different teaching backgrounds of the authors of this site, there are two distinct varieties of resources that predominate in our selections: 1) relating to technology and literacy with specific regard to ESL students and to ESL teaching challenges and contexts, and 2) relating to ideas and practices that are intended to enhance literacy instruction while also helping to design lessons and literacy performances that are geared to the content-area of history.

=** __//ESL/ELL //__ **= = =

[|Games for Audio/Visual/Kinesthetic Learners]

 * Pushpayanti, A. (2011). Games for audio,visual,and kinesthetic learner.**
 * Retrieved from http://www.englishnetbook.com/games-for-audiovisual-and-kinesthetic-learner.html**

Learning English can be a rather laborious and difficult endeavor for ESL/ELL students, especially when forced to learn through traditional means. The use of audio/visual aids can help speed up the learning process while making the lessons more interactive and thought provoking, thereby creating a stimulating learning environment for the students. Researchers have deduced that there are 4 categories of students who learn best either through auditory, visual, tactile and/or kinesthetic learning. A combination of all four would teach the student far more holistically. The link provides specific games for each respective learning style that would best engage an ESL/ELL student. The games can be culturally relevant to the learner as in the case of Japanese students who took an immediate liking to learning English through karaoke, or perhaps TV shows like Jeopardy. The overall idea is to use the games to positively engage the student and embellish their learning environment. (Kartik & Clarence)

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[|BBC Learn English Online]
**(No author mentioned). (2012). BBC Learning: Your guide to English learning resources and online courses.** **Retrieved from []**

The BBC is an excellent reservoir of online learning where one can conveniently learn English at one's own pace using a variety of instructional materials in the form of audio/visual learning as well as flash games to learn grammar and vocabulary. What makes the BBC stand out among its peers is its long history in promoting the English language as well as the quality of instruction, which is robust enough to train students for the GCSE and IELTS exams (US equivalent would be the SAT and TOEFL exams). The website is cleanly divided into sections where one can practice a writing, reading, or vocabulary assignment, watch videos, play games, access English books, and talk to other students who are also learning English. It is an online compendium that immerses the independent student completely. (Kartik & Clarence)

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__English Time for Teachers: Audio-Visual Materials__
**Retrieved from []**
 * (No author mentioned). (2009). English Time for Teachers. **

This is a fantastic site containing fun-filled class activities using audio and visual learning tools to help teach students English. Meant for elementary school students, the site shows English teachers teaching English to Czech students, and in the course of their teaching they utilize a variety of audio/visual stimulation and positive reinforcement to make the kids feel comfortable and more importantly feel a part of the lesson through interactive training. The materials used and the lesson plan is included as well. (Kartik & Clarence)



[|Rosetta Stone: English]

 * (No author mentioned). (2012). Rosetta Stone.**
 * Retrieved from []**

While I'm not terribly fond of Rosetta Stone, I must admit that it is a comprehensive software that utilizes the latest in audio/visual immersive techniques of language instruction that no other software can match. Lofty promises aside (i.e., learn a new language in 15 minutes), Rosetta Stone does encapsulate all the learning tools needed for an individual or even a group of students to self-learn a language (both oral and written). Doing away with complex grammar and rote memorization, Rosetta Stone relies on pictures and repetitive encounters with those pictures in order to enmesh the word and the context it was used in within our long-term memory. Though some lessons can take as long as four hours to get through, there is no doubt about the strength, quality, and utility of Rosetta Stone, second only to actual social immersion. (Kartik & Clarence)



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// HISTORY //[[image:http://s3.timetoast.com/public/uploads/photos/2253332/icon-History-multimedia-classroom_tiny.jpg?1329953069 align="left"]]

 * Bonk, C. (2009). Using Online Video to Anchor Instruction: YouTube and Beyond. //Faculty Focus. Focused on Today's Higher Education Professional//. **
 * Source: **[]

The author helpfully points to the rich audio/visual content available online beyond YouTube: [|BBC News: Video and Audio,] [|CNN Video,] [|MIT World,] [|SciVee,] [|Yahoo! Video,] [|Google Video], [|MSNBC Video] , [|Current TV] , [|NASA TV,] [|Discovery Channel Videos,][|National Geographic Video,][|Hulu,][|TeacherTube,] [|Link TV,] [|NomadsLand] ."Today [2009] there is even [|YouTube Edu] and hundreds of colleges and universities with [|their own channels on YouTube] ." And, today (2012) there are surely many more....

Bonk mentions getting students to function as "cool resource providers" by having them locate and present relevant online videos. He also outlines a "Pause and Reflect" strategy in which online video is played in class and when the pause is hit students are expected to reflect on the content. This is similar to a strategy I have used and which I call "Please Hog the Remote." Up to a certain time mark, a student has to hit the pause once or twice and offer up a substantive observation, a reflection, or a question relating to comprehension or to an aspect that the student wishes to know more about. (Clarence and Kartik)

==** Kleeman, G. (2006). Not just for fun: Using cartoons to investigate geographical issues. //New Zealand Geographer// 62: 144-151. **==

** Source: ** []
This intriguing and accessible article serves several purposes, and in the context of this Wikispace it has elements that can be used with students and elements that relate more to professional concerns. The article provides a historical overview of cartooning and assesses the staying power of the genre for so long (perhaps until this minute if you take into account the waning of at least the sports cartoon announced in the papers recently). The article provides guidelines for using cartoons in the classroom and as an "instructional tool." These efforts are ultimately aimed at fostering "independent analysis and interpretation of cartoons" (p. 151).

Finally, the author provides a list of 10 "useful cartoon websites" (p. 146). I would argue that this article is a legitimate entry on my list not just because of the inclusion of these helpful websites, but also because audio/visual resources can be used to extend and deepen work around cartoons in the classroom. One thing that comes to mind is a segment in the PBS documentary on //The Great Crash of 1929//(1990) where a cartoon is shown and a song-track from that time (Annette Hanshaw, 1928) provides a voice-over with its apropos lyrics: "If You Want the Rainbow (You Must Have The Rain)." The cartoon is a Wall Street investor depicted as a hiker venturing out on a swing bridge perched over a mountain abyss. (Clarence & Kartik)

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==[|Ten Fun Ways to Use Youtube Videos for an Online Literacy Class]==
 * Ho, Y. (2012). Ten Fun Ways to Use Youtube Videos for an Online Literacy Class.**
 * Retrieved from []**

I'll have to admit that I was a YouTube stand-off snob for a long time for some reason. I don't play any RPG or video games in general, and it's been at least 5 years since the last time I even played a round of Skat on the computer, so maybe the YouTube aversion was similarly based in the decision not to get drawn into the whole thing. But when I was unable to locate my personal copy of a DVD and discovered that resources such as //A History of God// with Karen Armstrong, and //Athens: Dawn of Democracy// with Bettany Hughes,and //The Story of India// with Michael Wood can be found on YouTube, I began to pay attention and soon found all kinds of great stuff. I mention this because I was sort of annoyed at one comment on Yvonne Ho's article in the __Teaching with Technology__ segment of //Faculty Focus //, the snarky jab by jmcaninch68 that: "I am glad Prof. Ho has discovered You Tube [sic]; some of us have been using this resource in our teaching for many years." Well, what does one say to that?

R.J. Moore (is that the guy from "Moore's Law"?) was more constructive and encouraging of Ho in his comment. He notes how the technology is changing so fast that "this must be just the beginning" of an ongoing technological transformation. So I would challenge the author and reader to give this topic some more thought and come up with applications to the effective teaching of literature that go well beyond YouTube."

Marai Bailey mentions a pretty cool source in her comment: "On our campus, we use YouTube for critical thinking. When students watch Plato's 'Allegory of the Cave' for the first time, it usually blows their minds, opening up many new discussions."

A good animated version is presented below:

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I guess she might mean her "college" campus, but all my T&L instructional books emphasize that some portion of the reading assigned to schoolroom students should be at a higher level than what students can easily master. Audio/visual materials need not be different in terms of the balance adopted in any particular setting.

<span style="background-color: white; font-family: Arial,sans-serif;">So, finally, after the big build up, here are some of the ideas I especially liked. <span style="background-color: white; font-family: Arial,sans-serif;">1. Poems that are read aloud by the poet. <span style="background-color: white; font-family: Arial,sans-serif;">3. Literary analysis of famous works (as a homework primer or reminder how to approach a task, perhaps) <span style="background-color: white; font-family: Arial,sans-serif;">4. Rare author interviews and biographies. <span style="background-color: white; font-family: Arial,sans-serif;">6. Literary pieces performed in the native tongue. <span style="background-color: white; font-family: Arial,sans-serif;">7. Musical selections of many historical literary periods. (Clarence & Kartik)

__<span style="background-color: #ffffff; color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 16px;">**The Map as History** __
**Retrieved from** []
 * (No author mentioned). (2012). The Map as History: A Multimedia Atlas of World History with Animated Historical Maps. **

I'm a big believer in teaching geography as part of History, since ecology and spatial relationships—including ease or difficulty of transport, travel, and communication played (and continue to play) an important role as a modernizing and culturalizing agent.

This website has some excellent interactive maps. Amazingly, each map on this demo page is only one in a more focused series of 14 to 16 other maps. One real treat is "The Circumference of the Earth and the Route Towards the West," which would serve in advancing literacy equally well for Math as for History.

(Clarence & Kartik)



= //**Extra: Practical Application of Audio/Visual Tools**// =

<span style="font-family: Arial,sans-serif; font-size: 10pt;">The clips below are actual audio/visual tools I have personally used with my class in an effort to stoke the imagination and creativity of my students with respect to their writing ability. The first clip is a music soundtrack from a popular videogame called F.E.A.R. As it was Halloween, I thought it was apropos to the atmosphere and asked my students to bring the track on their iPods or cell phones, play it in class, and write a creative story influenced by the soundtrack. The use of background music brought out some very creative and, dare I say, bone-chilling writing that I could never have extracted without the use of the audio clip. (Kartik & Clarence)

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<span style="font-family: Arial,sans-serif; font-size: 10pt;">I have also used Japanese anime to good effect in an effort to get my students to look at issues and subjects through a critical perspective. One of the best ways to do that was to let them watch a particulary controversial and jarring anime that was in Japanese yet subtitled in English. This forced the students to do two things; use the expressions of the characters and the sound of their words to understand the emotions and feelings they are expressing, and simultaneously reading the English subtitles. This code breaking and code switching forced their minds to be more receptive and attentive to the changing scenes which ultimately trained them in dual fashion to view the anime at a more critical and deeper level. The following clip is from the movie //Grave of the Fireflies//, an animated movie of two orphaned siblings and their struggle for survival towards the end of World War II in Japan. (This scene made many of my students cry). (Kartik & Clarence)

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Another very powerful scene is from the animated movie //Barefoot Gen//, which is a historically accurate retelling of the bombing of Hiroshima and its aftermath (another tear- jerker for my students). I used this clip for my History class to highlight the magnitude of the destruction and suffering caused by the atomic bomb.

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=<span style="font-family: Arial,Helvetica,sans-serif; font-size: 20px;">**//Professional Sources//** =

==**Jadal, M. (2011). A Study of Effectiveness of the Audio-Visual aids in Teaching and Learning of English at the Primary Level in Z.P. Primary Schools of Solapur District. //Indian Streams Research Journal// 1 (VII).**==
 * Retrieved from** []

This excellent research by Dr. Jadal shows the effectiveness of incorporating audio/visual learning tools in traditional English teaching programs by use of controlled experiments and undisputed data. Dr. Jadal sought to use audio/visual technology at five primary schools in Maharashtra (India). The intent of the study was to see if audio/visual aids had any effect on the overall test scores of the students. Three hundred students participated from grades 5-7, of which 150 were divided into a control group and experiment group. The results showed that the experiment group (which received audio/visual learning aids) had surpassed the control group with an overall 20% higher grade in their English exams. The study proved that technology did indeed play an important role in the qualitative teaching of English to non English-speaking students. <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">(Kartik & Clarence)

** Koskinen, P.S., Blum, I.H., Bisson, S.A., Phillips, S.M., Creamer, T.S., & Baker, T.K. (2000). Book access, shared reading, and audio models: The effects of supporting the literacy learning of linguistically diverse students in school and at home. //Journal of Educational Psychology 92// (1): 23-36. **

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">I found this in the bibliography of the J. Montgomery article listed below. I have not had a chance to read it, but it sounds like a relevant research-supported article and I wanted to include something along those lines. (Clarence & Kartik)

** Montgomery, J. Using Audio Books to Improve Reading and Academic Performance. **
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">As stated in the summary, "This article highlight[s] significant research regarding factors influencing below grade-level reading and the impact of this challenge on academic performance and behavior of students, especially at the middle school level (grades seven and eight).The author propose[s] using audio books to generate renewed enthusiasm for reading and [makes] suggestions for assessment and for involvement of public libraries, parents, and students" (p. 9). (Clarence & Kartik)
 * Retrieved from ** [[file:joelmonty/Using Audio Books to Improve Academic Performance.pdf|http://joelmonty.wikispaces.com/file/view/Using+Audio+Books+to+Improve+Academic+Performance.pdf]]

==<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 16px;">**Orlando, J. (2011). Wikis in the Classroom: Three Ways to Increase Student Collaboration. //Faculty Focus. Focused on Today's Higher Education Professional//.** ==
 * Retrieved from ** []

In my current fieldwork in a Brooklyn high school, I have seen how the teacher uses Wikis for course management purposes. I like the way John Orlando's article contrasts Wikis to LMS (learning management systems; the kind typically offered by textbook publishers). Orlando asserts that Wikis and "Web 2.0 tools are simple to use, invite student collaboration, and are usually less administratively clunky and complex than an LMS." Moreover, "Wikis harness the power of crowdsourcing to create a powerful communal resource" (kind of like we are doing with this assignment...!). Orlando's observations relate to his college courses, but it is self-evident that they nevertheless are applicable to any relatively independent and motivated student population. He suggests putting up exemplary student work as a vehicle of recognition, encouragement, and a resource for other students. (Clarence & Kartik)

**Sharnappa, P. (2011). Innovative techniques for teaching English at the tertiary level. //Golden Research Thoughts, 1(II).//**
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">**Retrieved from** []

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">The article explores the utility and comprehensive use of audio and visual learning aids in promoting the teaching of the English language to non English speakers. Dr. Sharnappa discusses the changing nature of technology and the need for educators to keep abreast with those changes and find ways to utilize the new technology with their students. Aside from the traditional routines and pedagogy of teaching English, Dr. Sharnappa focuses on nontraditional means of teaching students; from using blogs, wikis, and social networking to playing MMORPGs (Massive Multiplayer Online Role Playing Games) and Cell Phone assisted language learning. Consequently, the need for a multimedia language lab is needed to put all these technologies in one place and create an immersive environment for the student. By doing so, the teacher will bridge the digital age with traditional learning methods to create a more comprehensive learning environment and stimulation for learners of the English language. <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">(Kartik & Clarence)



//**<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">Thanks for Reading! **//