Contents

• Basic ICT training tasks for teachers of Modern Foreign Languages
  • Understanding generic software
• Task 1: Evaluating a CALL software package and a website
• Task 2: Creating an annotated list of Web links
• Task 3: Accessing a discussion list
• Task 4: Writing a lesson plan
  • A few ideas to get you started
• Multimedia training tasks for teachers of Modern Foreign Languages
  • A definition of multimedia
  • Pedagogy first, technology second
  • Gathering your assets
    • Images
    • Sounds
  • Editing image and sound files
    • Editing image files
    • Editing sound files
  • Slotting your assets into an application
    • Enhancing Word documents with pictures and sound
    • Enhancing PowerPoint documents with pictures and sound
• Further reading

Understanding generic software

Before undertaking the following basic ICT tasks you should ensure that you are familiar with essential generic software. Such software is likely to have been supplied along with the hardware to which you have access, and it is a prerequisite for subsequent subject-specific training as many of the basic operations that you learn will be transferable.

Essential generic software includes:

• the Microsoft Windows operating system and accessories
• a word processor, e.g. Microsoft Word
• a browser, e.g. Internet Explorer
• email software, e.g. Outlook or Eudora
• presentation software, e.g. Microsoft PowerPoint

See the "Can Do Lists" document at the ICT for Language Teachers website: http://www.ict4lt.org/en/ICT_Can_Do_Lists.doc. Download and print the pages of the "Can Do Lists" document relating to the applications listed above and fill in the check boxes. This will help you assess your current level of expertise and the subsequent development of your experience and understanding of generic software.

You should have a good look round the ICT for Language Teachers website at http://www.ict4lt.org, which is the Web’s largest single collection of ICT training materials for teachers of Modern Foreign Languages and is referred to many times in this document. It may be accessed free of charge.

CALL (Computer Assisted Language Learning) is used to describe the use of the computer in language learning and teaching in its widest possible sense. Other acronyms include TELL (Technology Enhanced Language Learning), CALI (Computer Assisted Language Instruction), ELL (Electronic Language Learning), CELL (Computer Enhanced Language Learning), ICT/Modern Foreign Languages (Information and Communications Technology / Modern Foreign Languages). CALL is the internationally accepted acronym and features in the name of the leading European professional association EUROCALL: http://www.eurocall-languages.org

Have a look first at Module 1.4, Section 3.7 (Evaluating CALL software) and Module 1.5, Section 6 (Evaluating websites), at the ICT for Language Teachers website: http://www.ict4lt.org/en/en_mod1-4.htm and http://www.ict4lt.org/en/en_mod1-5.htm. There is a link from both these modules to an evaluation form that you should download, print and use to evaluate a software package and a website of your own choice: http://www.ict4lt.org/en/evalform.rtf

Module 1.4 at the ICT for Language Teachers website lists many different types of CALL software packages: http://www.ict4lt.org/en/en_mod1-4.htm. Module 2.2 lists a number of multimedia packages, including screenshots: http://www.ict4lt.org/en/en_mod2-2.htm

Graham Davies's "Favourite Websites" page contain lists of links to Modern Foreign Languages-related websites: http://www.camsoftpartners.co.uk/websites.htm

Using Microsoft Word, create a clickable list of websites that you can use for your own reference purposes or as an electronic worksheet for your students. Such a list is known as a webliography, a jump station or a portal. Your webliography can be saved in two different formats: DOC or HTML. If you save it in DOC format it can be loaded into Microsoft Word. If you save it in HTML format it can be loaded into Microsoft Word or into a Web browser such as Internet Explorer. An example of a clickable list of annotated links in HTML format is http://www.camsoftpartners.co.uk/websites.htm. This list also contains links to other lists of links. A useful reference source, containing links to over 600 sites, is the following book and accompanying CD-ROM:

Felix U. (2001) Beyond Babel: language learning online, Melbourne: Language Australia. See: http://www.camsoftpartners.co.uk/FelixReview.htm

Step-by step creation of a webliography

• Start Microsoft Word and open a new document.
• Start your Web browser, e.g. Internet Explorer.
• Using Internet Explorer, find a website that interests you.
• When the site appears, it's full URL (Uniform Resource Locator - i.e. it's address) will appear in the Address box of your browser: e.g. http://www.ict4lt.org
• Left-click once anywhere on the URL in the Address box. It should then be highlighted in blue.
• Select Edit/Copy from the browser main menu bar.
• Minimise your browser and maximise Word.
• Select Edit/Paste from the Word main menu bar.
• The URL of the website that you have been browsing will now be pasted into your Word document.
• If you now press the Enter key - with the cursor positioned at the end of the URL - the URL should then be underlined and turn blue. This indicates that it is now a "live" link, i.e. once you have saved your Word document you can access this website again simply by calling up the Word document and clicking on the link - which will activate your browser automatically.
• An alternative way of making the URL "live" is:
  • Save your Word document.
  • Highlight the URL in your Word document - left-click and drag in the same way as you would normally highlight a word or phrase.
  • Select Insert/Hyperlink from the Word main menu bar.
  • A dialogue box should now appear, showing the link and its path. Just click OK.
  • The selected URL should now be underlined and blue.
• Type in a few lines of text to describe the website. A complete entry might look like this::
  • Zut! Interactive activities for teachers and learners of French, German, Spanish and Welsh, each of which its own section of the site: French (Zut!), German (Gut!), Spanish (¡Oye!) and Welsh (Sut!) - plus a Junior Zut! section. This site aims to provide help for teachers trying to motivate their pupils, for pupils looking at a way to revise for tests or exams, and for anybody wanting to have some fun playing language games. A number of the exercises can be used in conjunction with an interactive whiteboard. Click on the whiteboard icon next to selected exercises to load the full screen version, which is more suitable for whiteboard use: http://www.zut.org.uk
• When you have completed a few entries like this save your Word document. This is your personal webliography, which you can continue adding to whenever you wish.
• You may wish to enhance your webliography with pictures and sound. See Section 2.1 of Module 2.3 at the ICT for Language Teachers website, which tells you how to download texts, pictures, sound and video clips from the Web: http://www.ict4lt.org/en/en_mod2-3.htm. See the Multimedia section (below), which tells you how to enhance your Word documents with pictures and sound.

Copyright: When downloading materials or copying from another website, it is most important that you pay attention to copyright. Above all, don't assume that just because material is publicly available on the Web you can do whatever you like with it.

• Don't paste a list of links from a website into your own documents, especially if you wish to make your documents public. If someone has assembled a list of links at their website, the list itself may constitute an original work and be subject to database right and/or copyright. The same rule applies to bibliographies, lists of films, etc.
• Do preview and evaluate websites carefully. Revisit websites regularly to ensure that links are not broken or - which has happened in a few cases - have been transformed into something undesirable: see http://www.camsoftpartners.co.uk/DodgyLinks.htm.
• Don't lend or donate downloaded materials to colleagues in other institutions.
• Don't publish downloaded materials in printed publications or on your own website without the express permission of the copyright holder. See the following page at the ICT for Language Teachers website for guidance on copyright: http://www.ict4lt.org/en/en_copyright.htm

Many language teachers regularly exchange views via electronic discussion lists. These are essentially ways of sharing emails with the members of a group of people with a common interest. There are various ways of joining a discussion list, which are described in Section 12 of Module 1.5 at the ICT for Language Teachers website: http://www.ict4lt.org/en/en_mod1-5.htm

1. Browse the emails that have been contributed to the following discussion lists and print any that interest you.
2. Reply to an email in any of the following discussion lists if you think you have something useful to contribute.
3. Abide by the accepted code of behaviour - known as Netiquette - when using email. See Section 14.1.4 of Module 1.5 at the ICT for Language Teachers website: http://www.ict4lt.org/en/en_mod1-5.htm

• Linguanet Forum: http://www.mailtalk.ac.uk/lists/linguanet-forum.html
• EUROCALL: http://www.jiscmail.ac.uk/lists/eurocall-members.html
• ALLNET (Association for Language Learning): http://www.jiscmail.ac.uk/lists/allnet.html

Before you begin to plan a lesson using ICT ask yourself a few questions:

• Do I really need ICT to deliver this lesson?
• Could I achieve the same effect using chalk and talk and pencil and paper?
• In what ways is ICT going to enhance this lesson?
• How can I evaluate the ways in which ICT has helped me prepare and deliver this lesson?
• How can I evaluate the effect that using ICT in this lesson has contributed to learning?

In other words, don't get carried away by the technology. I use a word processor and a Web authoring tool to create handouts like this, but I find a diary and a ball point pen much handier for noting down forthcoming engagements. Horses for courses...

A lesson plan should include the following points:

• Aim of the lesson: e.g. to teach a specific point of grammar or vocabulary, or to engage learners in role-plays.
• Hardware resources required: e.g. networked multimedia computer lab with Web access or interactive whiteboard for whole-class teaching.
• Software resources required: e.g. word processor, browser, a networked multimedia CALL package.
• Preparation required: e.g. printed handouts, electronic worksheets, review of a website.
• Learners’ activities during the lesson
• Links to relevant websites
• Expected outcomes and follow-up activities

• For Modern Foreign Languages schemes of work see:
  http://www.standards.dcsf.gov.uk/schemes3/
• See the ICT for Language Teachers website for further ideas:
  http://www.ict4lt.org

In particular, consider the following possibilities:

• Use a word processor to create a set of reinforcement and recognition exercises for your students. See Section 3 of Module 1.3 at the ICT for Language Teachers website: http://www.ict4lt.org/en/en_mod1-3.htm#anchor342151
• Use a word processor to create a set of activities designed to help your students develop grammar patterns. See Section 4 of Module 1.3 at the ICT for Language Teachers website: http://www.ict4lt.org/en/en_mod1-3.htm#anchor44644
• See See Section 6 of Module 1.3 at the ICT for Language Teachers website for further ideas: http://www.ict4lt.org/en/en_mod1-3.htm#anchor27088
• Use a word processor to mark students’ work and offer feedback. See Section 4 of Module 4.1 at the ICT for Language Teachers website: http://www.ict4lt.org/en/en_mod4-1.htm#mark
• Use a word processor to create structured writing activities for your students. These might take the form of an electronic worksheet containing a series of questions that have to be answered and combined into continuous prose with suggested vocabulary and useful phrases.

Using PowerPoint

• See Section 7 of Module 1.3 at the ICT for Language Teachers website for ideas on using PowerPoint for whole-class teaching: http://www.ict4lt.org/en/en_mod1-3.htm#ppwc
• See Section 4 of Module 1.4 for ideas on whole-class teaching with interactive whiteboard: http://www.ict4lt.org/en/en_mod1-4.htm#anchor12058

Text manipulation packages such as Storyboard and Fun with Texts have been popular with language teachers since the early 1980s and have proved their ability to promote language learning in terms of the development of reading, preparation for writing, relationships between the sound of the spoken word and the spelling of the written word. Use a text manipulation package to help your students develop memory skills and to reinforce structures. Choose an authentic text, e.g. from the Web, or a set of texts appropriate to the level of your students.

• See Section 8 of Module 1.4 at the ICT for Language Teachers website:
  http://www.ict4lt.org/en/en_mod1-4.htm#anchor65132
• See also: http://www.camsoftpartners.co.uk/fwt.htm: Fun with Texts. This page includes a link to a free downloadable demo. Version 4.0 of Fun with Texts includes facilities for enhancing the exercises with images, video and sound: see the Multimedia section (below).

Using the Web

There are numerous ways in which materials on the Web can be exploited in language teaching. Have a look at:

• ICT for Language Teachers Module 1.5: http://www.ict4lt.org/en/en_mod1-5.htm
• ICT for Language Teachers Module 2.3: http://www.ict4lt.org/en/en_mod2-3.htm

The following reference works are also useful. Felix’s book and accompanying CD-ROM contain over 600 links to relevant websites, case studies and reports on research findings. Gitsaki & Taylor and Windeatt (et al) address EFL teachers, but their ideas are equally relevant to Modern Foreign Languages teaching.

Felix U. (2001) Beyond Babel: language learning online, Melbourne: Language Australia. See http://www.camsoftpartners.co.uk/FelixReview.htm

Felix U. (2003) (ed.) Language learning online: towards best practice, Lisse: Swets & Zeitlinger.

Gitsaki C. & Taylor R. (1999b) Internet English: WWW-based communication activities, Oxford: Oxford University Press.

Windeatt S., Hardisty D. & Eastment D. (2000) The Internet, Oxford: Oxford University Press.

Some ideas you might consider - all of which involve exploiting authentic materials:

• Plan a trip to Eurodisney: http://www.disneylandparis.com
• Plan a European railway journey:
  • http://www.sncf.fr
  • http://www.oebb.at
  • http://bahn.hafas.de
• Find information on the Web about a famous person from the target language country and write a profile of them.
• Use a weather report and/or weather map to introduce weather vocab and to provide a stimulus for talking about the weather in different European countries:
  • Germany: http://www.wetteronline.de
  • France: http://france.meteofrance.com
  • Austria: Click on "Wetter" at the Austrian TV (ORF) site: http://www.orf.at
• Explore a city site and write a miniguide: http://www.parisbalades.com
• Create a Treasure Hunt. The WELL Project Treasure Hunt should give you an idea of what can be done. Note, however, that the WELL Project website has not been updated for several years and not all of the links will work - but you should be able to find the answers to most of the questions by using a search engine such as Google: http://www.well.ac.uk/wellproj/workshp1/treasure.htm

The above activities are sometimes referred to as WebQuests. See:

• The WebQuest page: http://webquest.sdsu.edu
• LanguageQuest: http://www.ecml.at/projects/voll/our_resources/graz_2002/pthinking/marianewebquest/index.htm
• TalenQuest: http://www.talenquest.nl (in Dutch - but many of the links are in other languages)

See also:

• http://www.clta.net/lessons/: Internet activities for Foreign Language Classes
• http://atschool.eduweb.co.uk/haberg/reallyusefulge/default.htm: Steve Glover's Really Useful German Site
• http://www.bbc.co.uk/schools/gcsebitesize/: GCSE revision materials

• Use a CD-ROM to assist the development of listening and speaking skills.
• Use a simulation on CD-ROM to stimulate whole-class activities, e.g. Who is Oscar Lake?

For examples of Modern Foreign Languages CD-ROMs see Section 3.4 of Module 2.2 at the ICT for Language Teachers website: http://www.ict4lt.org/en/en_mod2-2.htm. See alsoCamsoft's catalogue: http://www.camsoftpartners.co.uk/catalog.htm

There is a link here to Ashcombe School’s Language College pages at
http://www.ashcombe.surrey.sch.uk/Curriculum/modlang
See especially the links to CD-ROM Reviews and CD-ROM Documentation:
http://www.ashcombe.surrey.sch.uk/Curriculum/modlang/teaching/CDreviews.htm
http://www.ashcombe.surrey.sch.uk/Curriculum/modlang/teaching/CD-ROMdocs.htm

See also Case Study 5 (The Ashcombe School) in Module 3.1 at the ICT for Language Teachers website for a detailed account of how this specialist school integrates multimedia CD-ROMs into its language courses: http://www.ict4lt.org/en/en_mod3-1.htm

• Use email to work with a partner school abroad, e.g. to help prepare for a school exchange and in follow-up activities. See Section 14.8 of Module 1.5 at the ICT for Language Teachers website: http://www.ict4lt.org/en/en_mod1-5.htm
• Use email for tandem learning. See Section 14.9 of Module 1.5 at the ICT for Language Teachers website: http://www.ict4lt.org/en/en_mod1-5.htm

Hot Potatoes is an authoring tool designed for creating Web-based exercises for Modern Foreign Languages learners. Create a set of exercises using Hot Potatoes. Download Hot Potatoes free of charge from: http://hotpot.uvic.ca

More ambitious teachers may wish to experiment with more sophisticated authoring tools such as MALTED. See also the Multimedia section (below).

Concordancers have been used in EFL teaching since the early 1980s. Curiously, they have not been used a great deal in Modern Foreign Languages teaching. A detailed description of concordancing in the Modern Foreign Languages classroom, including downloadable worksheets, can be found in Module 2.4 at the ICT for Language Teachers website: http://www.ict4lt.org/en/en_mod2-4.htm

• Create an activity for your students using a concordancer.
• Use a concordancer to help you prepare a lesson dealing with a specific point of grammar or vocabulary.

Multimedia training tasks for teachers of Modern Foreign Languages

A definition of multimedia

The term multimedia was originally used to describe packages of learning materials that consisted of a book, a couple of audiocassettes and a videocassette. Such packages are still available, but the preferred terms to describe them are multiple media or mixed media. Nowadays the term multimedia refers to computer-based materials designed to be used on a computer that can display and print text and high-quality graphics, play pre-recorded audio and video material, and assist in the creation and editing of images and audio and video recordings.

Essentially, multimedia involves the integration of texts, images, sounds and movies - but not necessarily all four media in one package. Multimedia CD-ROMs have been on the market since the early 1990s, covering a wide range of subjects, and DVD-Video and DVD-ROM discs have appeared more recently. Nowadays the Web is also being used to deliver multimedia materials - but the materials offered on most websites have a long way to go before they catch up with CD-ROMs and DVD discs in terms of quality, speed of delivery and interactivity.

Module 2.2 at the ICT for Language Teachers website focuses on multimedia: http://www.ict4lt.org/en/en_mod2-2.htm. This module is aimed at teachers of Modern Foreign Languages but there is a good deal of general advice, particularly in Section 2, which deals with essential multimedia hardware and editing tools. You should also look at Module 2.3, especially Section 2.1 on saving Web pages and selections from Web pages: http://www.ict4lt.org/en/en_mod2-3.htm

Now for some "how to" advice:

• How to get pictures and sound into your computer.
• How to edit pictures and sound files.
• How to integrate pictures and sound into other applications, e.g. Word and PowerPoint.

Pedagogy first, technology second

First of all, you should consider why you need to use multimedia to deliver your materials. Pedagogy should always be in charge, not the technology:

• Be prepared to reject the use of the computer for a learning outcome best handled by other media, including pencil and paper.
• Consider how the materials you create will fit into a wider curricular design.
• Decide whether discrete exercises are what you require, or whether you need a more sophisticated structure, with conditional branching, remedial loops and so on. See http://www.ict4lt.org/en/en_mod2-5.htm at the ICT for Language Teachers website. This focuses on authoring Modern Foreign Languages materials, but many of the principles apply to other subject areas.
• You need to consider carefully what kind of application you will be using to author your materials. It may be a generic package such as PowerPoint, a multimedia authoring tool such as Hyperstudio, or an authoring tool designed specifically for Modern Foreign Languages, e.g. MALTED, GapKit or the new Version 4.0 of Fun with Texts that allows you to enhance the text manipulation exercises with images, video and sound. Choose the application which supports your needs.
• Begin work on designing your materials - preferably away from the computer. See http://www.ict4lt.org/en/en_mod3-2.htm at the ICT for Language Teachers website. This focuses on software design for Modern Foreign Languages, but many of the principles apply to other subject areas.
• Do not underestimate the time needed to author!

Gathering your assets

A collection of texts, images, sounds and movies in digital format is normally referred to in computer jargon as assets. The second step in creating a multimedia application is to gather your assets. You need to create a special folder on your computer where you can store the different multimedia files: e.g.the assets folder of Fun with Texts Version 4.0 looks like this in Windows Explorer:

Images

These are the basic ways of building up a collection of images:

1. Import an image from a clipart or picture library on CD-ROM.
2. Import an image from a clipart or picture library on the Web:
   • http://hcmc.uvic.ca/clipart/
   • http://www.clipartconnection.com
   • http://www.worldatlas.com/clipart.htm
3. Use a search engine to find an image relating to a specific topic:
   • Google: http://www.google.co.uk - click on the Images tab first
   • Alta Vista: http://www.altavista.com - click on the Images tab first
4. Scan an image into your computer using a flatbed scanner.
5. Use a digital camera to take your own pictures and import them into your computer.

Respect copyright! See the following sites for guidance on copyright:

• ICT for Language Teachers "General guidelines on copyright" page: http://www.ict4lt.org/en/en_copyright.htm
• Have a look at the following Web pages produced by Brad Templeton:
  A brief intro to copyright:
  http://www.templetons.com/brad/copyright.html
  10 Big Myths about copyright explained:
  http://www.templetons.com/brad/copymyths.html
  The author is based in the USA, but he covers general and international copyright issues too.

Sounds

These are the basic ways of building up your collection of sounds:

1. Import a sound file from a library of sound clips on CD-ROM.
2. Import a sound file from an audio CD or other audio source.
3. Import a sound file from a library of sound clips on the Web:
   • Sound Clips: A large free collection. Mainly sound effects, music, TV stuff, etc: http://www.webplaces.com/html/sounds.htm
   • FreeAudioClips: A large collection of audio clips. Very little to do with Modern Foreign Languages, but if you want barking dogs, howling wolves, alarm clocks and silly messages for your answering machine you'll find it all here: http://www.freeaudioclips.com
   • Google: Try a Web search for "free audio clips": http://www.google.co.uk
4. Make your own sound recording using sound recording/editing software.

Respect copyright! See the following sites for guidance on copyright:

• ICT for Language Teachers "General guidelines on copyright" page: http://www.ict4lt.org/en/en_copyright.htm
• Have a look at the following Web pages produced by Brad Templeton:
  A brief intro to copyright:
  http://www.templetons.com/brad/copyright.html
  10 Big Myths about copyright explained:
  http://www.templetons.com/brad/copymyths.html
  The author is based in the USA, but he covers general and international copyright issues too.

Editing image and sound files

The next step is to edit your image and sound files. To do this you need a software package designed specially for the purpose:

Editing image files

• Adobe Photoshop: http://www.adobe.com/uk/
• Paint Shop Pro: http://www.corel.com
• LView Pro: http://www.lview.com

Editing sound files

• Windows Sound Recorder: supplied with Windows.
• Audacity (freeware): Allows for all the basic features of editing, but requires additional software in order to create MP3 files: http://audacity.sourceforge.net
• Creative WaveStudio: normally supplied with SoundBlaster soundcards: http://www.soundblaster.com
• Adobe Audition: http://www.adobe.com/uk/

See also Section 2.2.3.3 of Module 2.2 at the ICT4LT site: http://www.ict4lt.org/en/en_mod2-2.htm#sounded

Slotting your assets into an application

Finally, you need to slot your assets into an application. This may be a generic application such as Word or PowerPoint, a Web authoring tool such as Dreamweaver, a general-purpose authoring package such as Director or Hyperstudio, or an authoring tool designed specifically for Modern Foreign Languages, e.g. MALTED, GapKit or Version 4.0 of Fun with Texts. Choose the application which supports your needs.The important point to bear in mind is that once you have stored your assets in an organised way on your computer you can recycle them in a variety of different applications.

A brief note on the The MALTED project: Multimedia Authoring for Language Teaching and Educational Development. MALTED aims to offer sophisticated authoring possibilities for producing multimedia language learning materials, but goes considerably further, in that affords the possibility of a truly collaborative approach by means of the use of a comprehensive data base of reusable resources, available via the Internet. MALTED is a dynamic, evolving tool that offers a wide range of templates for creating multimedia exercises. At a higher level than the MALTED exercise template, there is a courseware template which enables exercises or other materials to be assembled into pedagogically meaningful sequences, or to create a whole course. Further advantages include the ability to control the display characteristics of the courseware created, and to include into any template any media object desired. It is thus flexible enough to respond to a whole range of pedagogical options and approaches - including the development of materials for subjects other than Modern Foreign Languages. For further information see http://malted.cnice.mec.es/ingles/maltedproject.htm, from which the MALTED authoring software can be downloaded free of charge.

We will concentrate here on just two generic applications: Word and PowerPoint. See Understanding generic software (above). Information concerning GapKit and Fun with Texts can be found here:

• GapKit: http://www.camsoftpartners.co.uk/gapkit.htm
• Fun with Texts: http://www.camsoftpartners.co.uk/fwt.htm

Enhancing Word documents with pictures and sound

It is assumed that you know the basics of creating a Word document. The following procedure is common to most recent versions of Word.

Start a new document and type in some text.

First, insert a picture into the document:

• On the Main Menu bar, click on Insert
• Select Picture
• Select From File
• Browse to the directory containing your picture files
• Select the required picture file from your assets folder, e.g. picture.jpg
• Click on the Insert button
• The picture will appear and it can now be positioned in the Word document

Now insert a sound file into the document:

• On the Main Menu bar, click on Insert
• Select Object
• Select Create from File
• Browse to the directory containing your sound files
• Select the required sound file from your assets folder, e.g. hello.wav
• Click on the OK button

A speaker icon will appear and it can now be positioned in the Word document

Save the document in the usual way - but remember it will be quite large now as it contains a picture and a sound file. Re-open the document, and you will find that the picture appears automatically. Double-clicking on the speaker icon will cause the sound file to be played.

Enhancing PowerPoint documents with pictures and sound

Enhancing a PowerPoint presentation with pictures and sound is also fairly straightforward. The method is similar to that described for Word. It is assumed that you know the basics of creating a PowerPoint document. The following procedure is common to most recent versions of PowerPoint.

Start a new PowerPoint presentation and create a single slide. Type in some text.

Insert a picture onto the slide:

• On the Main Menu bar, click on Insert
• Select Picture
• Select From File
• Browse to the folder containing your picture files
• Select the required picture file from your assets folder, e.g. picture.jpg
• Click on the Insert button

The picture will appear on the slide and it can now positioned anywhere on the slide

Insert a sound file onto the slide:

• On the Main Menu bar, click on Insert
• Select Movies and Sounds
• Select From File
• Browse to the folder containing your sound files
• Select the required sound file from your assets folder, e.g. hello.wav
• Click on the OK button

A speaker icon will appear and it can now be positioned anywhere on the slide.

Save the document in the usual way. Re-open the document and run the slide show. You will find that the picture appears automatically. Clicking on the speaker icon will cause the sound file to be played.

Further reading

Davies G. (1997) "Lessons from the past, lessons for the future: 20 years of CALL". In Korsvold A-K. & Rüschoff B. (eds.) New technologies in language learning and teaching, Council of Europe, Strasbourg, France. The full text (updated 2002) is also on the Web at: http://www.camsoftpartners.co.uk/coegdd1.htm.

Davies G. (2000) ICT and Modern Languages in the National Curriculum: some personal views: Camsoft monograph. Frequently updated.

Davies G. (2001) "Doing it on the Web", Language Learning Journal (ALL) 24: 34-35.

Davies G. (2002 - updated) The Internet: an introduction for language teachers. Training materials first presented at the Language World Internet Workshop, 1999.

Davies G. (2002 - updated) The Internet: write your own WWW pages: Materials first presented at the Language World Internet Workshop, 2000.

Davies G. (2002) "ICT and Modern Foreign Languages: learning opportunities and training needs", published in International Journal of English Studies 2, 1: Monograph Issue, New Trends in Computer Assisted Language Learning and Teaching, edited by Pascual Pérez Paredes & Pascual Cantos Gómez, Servicio de Publicaciones, Universidad de Murcia, Spain.

Davies G. (2003) Article on CALL in the Good Practice Guide at the website of the Subject Centre for Languages, Linguistics and Area Studies, University of Southampton. Browse the guide by author name or subject: http://www.llas.ac.uk/resources/guidecontents.aspx. This article is also available, with updated links, at: http://www.camsoftpartners.co.uk/docs/LLAS_Web_Guide.htm

Davies G. (2003) "Perspectives on online training initiatives". In Felix U. (ed.) Language learning online: towards best practice, Lisse: Swets & Zeitlinger.

Davies G. (2007) "Computer Assisted Language Learning: Where are we now and where are we going?" Keynote paper originally presented at the UCALL Conference, University of Ulster, Coleraine, June 2005. Regularly revised: http://www.camsoftpartners.co.uk/docs/UCALL_Keynote.htm

Fitzpatrick A. & Davies G. (eds.) (2003)The Impact of Information and Communications Technologies on the teaching of foreign languages and on the role of teachers of foreign languages, EC Directorate General of Education and Culture. The contribution by Graham Davies, relating specifically to the UK, is available in HTML format at http://www.camsoftpartners.co.uk/docs/ICC_Grahams_Report_Final.htm

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© Graham Davies 2009 under a Creative Commons Attribution-Noncommercial-No Derivative Works 2.0. UK, England & Wales Licence.