The teaching of italian in a technology-enhanced environment

The purpose of this study is to investigate the history of technology in the Italian as a second language (ISL) classroom, evaluate and examine the use of computer-mediated technology in this classroom, and to propose new strategies and processes for more effective use of technology. This study discusses the historical and pedagogical aspects of the multimedia laboratory's predecessor—the language laboratory—and presents an outline of the growth and development of computer-assisted learning in foreign language teaching. What follows are current applications of pedagogical computing in the ISL university curriculum and an examination of pedagogical and psychological motives of ISL instructors. The study concludes that instructors of Italian must recognise the profound impact that technology could have in the ISL classroom and that they must learn to choose multimedia that will best support their teaching methodologies to create a beneficial educative experience in a Technology-Enhanced Italian Curriculum (TEIC). Although the learning process will always have some uncontrollable conditions, the instructor must ultimately consider whether or not the computer will support his/her glottodidactic strategies. Despite the problematic nature of the evaluation of a TEIC, it is still important to attempt pedagogical assessment to discover whether or not its usage as a didactic aid is somewhat efficacious for the learner. The study considers raw data from the ISL classroom and presents a statistical framework for the analysis, followed by an interpretation of the results to show how an instructor can put reflective teaching practices in service of teaching and development of curriculum. This study proposes that the “washback” effect influenced the statistical results, and it also investigates the ability of software to create the same communication strategies that are created in the ISL classroom. The results of the study include strategies for the TEIC and the conclusion that ISL instructors must assume an active and responsible role when choosing, implementing, evaluating and documenting technology-based activities in their classrooms. ISL Instructors are responsible not only for the evaluation of technological media but, in addition to this evaluation, they must consider the ability of the media to support their teaching methodologies.