Computer Activities at Our AATSP Conventions

Abstract

When the AATSP met in conjunction with several other language organizations this past November, there were numerous activities involving computers. For example, Joe Barrett, a high school teacher from Northfield, Massachusetts, conducted a valuable preconference workshop on several different days. Focusing on the use of GUTENBERG, JR., a word-processing program, he introduced participants to the fundamentals of programming and gave them hands-on practice in entering, editing, and printing out a memo, a letter, and a quiz. In addition, companies which market software, such as Heinle & Heinle, DC Heath, EMC, Langenschedit, Lingo Fun, and National Textbook Company, had displays at the convention hotel. We encourage you to examine their advertisements on the pages following our column for announcements of their programs. At the joint meeting there were also numerous computer sections, such as ACTFU's Applications for the FL Classroom, in which Jim Funston of the South Bend Public Schools gave an overview of computer-assisted instruction. The International Association for Learning Laboratories sponsored a session where the CALL Bibliography was introduced along with a discussion on how we can apply recent developments in electronic voice, data, and image transmission to the teaching of foreign languages. Another interesting session was ACTFL's CALI: Programs and Ideas That You Can Use Today, which included demonstrations by John and Wendell Hall. Two AATSP computer sessions were held at the convention. I chaired the continuing session, entitled Computers in Research and Teaching, which began with Joe Barrett's humorous presentation emphasizing the need for computer-managed instruction in addition to CAI. He distributed a handout about his programs designed to accompany ?Habla Espanol? as well as sample quizzes and grade calculations generated by his Apple computer. Professor Barrett explained how he uses it to keep up with the number of exercises his student rac ice at the computer and with their highes score for each exercise. In the second presentation, Stephen Mohler used a projector that cast onto the wall a large, clear image of the display shown on a computer. The audienc was fascinated as they watched the changing image while he demonstrated how easy i is to use his software, even though the material involved complicated programming. By coordinating taped sentences played by a cassette recorder with displays shown o a microcomputer, Professor Mohler's software helps students develop listening skills. (An art cle giving details of how he developed this program and describing the simple interface needed between the tape recorder and the computer appeared in A Practical Way to Coordinate the Microcomputer with Programmable Listening Drills, on pages 249-54 f the August, 1985 issue of Collegiate Microcomputer.) After Mohler's presentation, Mark Larsen was elec ed secretary for the continuing session. Dr. Larsen challenged us to remember tha the computer is not a panacea. He also reminded us that oral proficiency is important and that computer-assisted instruction still leaves much to be desired in that area. Finally, Janet Hiller showed overhead transparencies to illustrate her fine report. During it, she explained how she uses a foreign language version of BANK STREET WRITER to teach children to write poetry. Her numerous overheads included examples of surprisingly good poems written by elementary pupils. Howard Cohen chaired the other computer session, an interest group entitled Pedagogical Benefits of the Computer in the Language Laboratory. In it, Joe Feustle explained several ways computers in the laboratory at the University of Toledo are making his department more effective and productive. Next Mary Marks discussed how interactive video can help realize the potential of the computer in language instruction; she then demonstrated a videotape. Finally, Hubert Weller