This semester I've had the chance to get a good look at what actually goes on in an intermediate foreign language classroom here at UNC-Chapel Hill and now have some ideas of how technology may or may not be of benefit for my teaching.

In my German 3 class I'm allotted 50 minutes, MWF, to create a rich, communicative environment. Students often take part in 6 to 9 small activities which are designed to get them out of their seats, speaking, and interacting in the target language. Given the lack of appropriate technical facilities (LCD projector, computer, document camera, etc.) and the large amount of movement expected in the classroom, I see little means of incorporating technology into this setting effectively. The simple coordination and setup of student laptops (or any "foreign" equipment for that matter) detracts from the valuable class time (normally) spent focusing on language acquisition.

In my opinion, if an instructor chooses to incorporate a computer-based activity in class, he or she should make a concerted effort to ensure its success: This means checking network drops, conducting test runs, contacting the right support people, etc., well in advance. Unfortunately, this is a lot of extra work which guarantees nothing, and a teacher must have a backup lesson if the technology fails. The need for this level of preparation, understandably, is discouraging, and most teachers, I think, prefer the "tried and true" to technology's high risk.

Another challenge which instructors face when considering using technological resources in class is this: How easily will it be to convert old teaching materials into equally effective lesson plans that employ cutting-edge equipment? A good, conscientious instructor spends a lot of time on each "gig" and, therefore, will be justifiably reluctant to make sweeping modifications to existing materials.

Finally - and to end on a semi-positive note - I think technology is of greatest benefit when used outside the foreign language classroom. I've made good use of Blackboard and email to stay in touch with students, to remind them of assignments, and provide them with additional grammar and cultural materials. (I've toyed with the idea of setting up a discussion forum to discuss course topics outside of class, but I have the feeling students might experience sensory overload. It's hard enough to get them to do half of their homework assignments.) In any event, when used in supplementary, outside-the-class instruction, technology has incredible potential.