HiNative: A Global Q&A Platform to Learn Language and Culture

Advances in technology have had arevolutionary effect on education, making online education more accessible toeveryone. These advances have also provided opportunities for development ofapplications or websites that could prove helpful to the process of languagelearning and teaching, by offering tools that could be used both inside andoutside of language classroom. Among a myriad of language applications,HiNative is an app that has recently been developed. The application provideslanguage learners with opportunity to improve their vocabulary, sentencemaking, and even pronunciation. one-on-one direct feedback from speakers ofdifferent languages has made HiNative a popular option for those who try totake control of their own language learning. This app could also be used tofamiliarize learners of a language with its culture too. This review provides adescription of the attributes of this application and tries to point out theadvantages and disadvantages of using this application as a supplementary languagelearning tool.

Data Analysis and Visualization Tools for GeoHumanities

This review paper's aim is to assess some of the digital tools available to the social science and GeoHumanities scholarsand evaluate to what degree these digital tools can support investigation of varioussocial science and humanities questions and issues via visualizationtechniques. To this end, after an extensive analysis of the existing software packages, three software were identified and evaluated. 

EDITORIAL: New Academic Year and New Beginnings

This volume introduces three especially enlightening and astute works that aid in our navigation and understanding of learning technologies. First is Rebecca Smith’s article, which determines that technology is compelling in its ability to increase teacher confidence. The second is by Donna Hess, which exemplifies that instructional design principles backed by a theoretical approach are critical in conceiving compelling foreign language practices. The third, by Megan Motto, establishes that routine practice and contemplation with a coaching peer facilitates more efficient technology use within the classroom. These three papers come to the conclusion that technology within the classroom does not assure achievement unless that technology is used alongside a theoretical and pedagogical foundation. Furthermore, our journal will be undergoing important changes, as I am stepping down as editor and Dr. Gerald Ardito will assume my position in January of 2022.

Exploring Instructional Design in Arabic Education

This review examines instructional design principles from Behaviorist, Cognitivist, Constructivist, and Contemporary learning inspired models within the landscape of Arabic language education research. Specific characteristics from instructional design models suchs as ADDIE, Morrison, Ross, and Kemp, ASSURE, and Rapid Prototyping are explored within the context of the Arabic classroom that uses technology integration. It will be shown that there is a need for more studies to emphasize the importance of design within course development to benefit both instructors and learners of Arabic. This synthesis of current research will be helpful to Arabic educators and researchers in determining best collaborative and comprehensive strategies for designing effective Arabic language learning environments to propel the field into the future. 

Understanding multilingual young adults and adolescents' digital literacies in the wilds: Implications for language and literacy classrooms

Changes in digital landscapes have complex effects on the meaning-making that they mediate (Thorne et al., 2015). There is a growing interest in examining the daily digital literacy practices of today’s multilingual young adults and adolescents, who are going to become the generation of future global communicators (Kim, 2016). Addressing current scholarship on multilingual digital literacy, this article examines research on digital literacy practices of multilingual young adults and adolescents beyond the classroom. Drawing upon multimodality and translanguaging perspectives that recognize literacy practices as ideological constructions produced within social contexts and across semiotic resources, the article identifies five emerging themes across the research. These themes are: recognizing cultural and linguistic diversity, exploring and constructing multifaceted identities online, leveraging technological affordances for communicating, gaining social support in virtual communities, and developing global citizenship through online intercultural exchanges. This article concludes with implications to support critical multilingualism and multimodality in language and literacy classrooms. 

EDITORIAL: Learning Technologies in the Era of a Global Pandemic

Since early 2020, learning technologies have been tested by millions of students, teachers, and parents from all levels of education throughout the globe. many educators discussed learning losses, the inability of online learning to mimic real life learning environments, technological glitches, or the boring user  interface of Zoom meetings. On the other hand, if the COVID-19 pandemic had happened 20-25 years ago, students would have completely lost touch with their peers and would not have attended any school for more than a year. In this issue, we have two interesting articles that will guide us as we evaluate the value of digital learning. Both articles show that digital learning and new technologies have potential for advancing the quality of learning in our schools.

Impact of Augmented Reality on Vocabulary Acquisition and Retention

The present study investigated the impact teaching academic vocabulary through an augmented reality (AR) approach had on acquisition and retention as compared to using a more traditional flash card based approach. 29 high school students ranging from 9th to 11th grade followed the pattern of a 10 word vocabulary pre-test, being taught those words through respective alternating AR and traditional vocabulary methods, and post-tested one week from the date of teaching. At the end of the testing and teaching process, the unit scores were compared to find if any differences occurred. Analysis revealed that there is a significant difference between the two teaching methods. Participants scored better in the AR unit as compared to the traditional unit. Furthermore, participants also reported greater satisfaction with the AR method because it held their attention, gave them something to focus on, and was overall more engaging. Comparatively, participants found the traditional method not engaging, however, they were comfortable with the traditional method because it is what they are comfortable with in the classroom. Given the curiosity of using AR in the classroom, more research could be conducted to find patterns in participant performance across all academic content areas as well as other uses for AR in the classroom. 

EDITORIAL: Learning Technologies in the Era of a Global Pandemic

Since the early days of 2020, learning technologies have been tested by millions of students, teachers, and parents from all levels of education throughout the globe. Many educators discussed learning losses, inability of online learning to mimic real life learning environments, glitches in the technologies, or the boring interface of Zoom meetings. On the other hand, if the pandemic had happened 20-25 years ago, students would have completely lost touch with their peers and would have received no education for more than a year. In this issue, we have two very interesting articles that will guide us as we evaluate the value of digital learning. Both articles show that digital learning and new technologies have potential for advancing the quality of learning in our schools. 

Preservice Teacher Perspectives on Learning with Technology: Modeling Vulnerability and Embracing Innovation

This mixed methods study examined preservice teacher perspectives on the impact of using untethered lecture capture (ULC) as an instructional technology in a teacher preparation course, both on learning experiences as students and confidence using technology as teachers. Results found statistically significant (p < .05) increases in confidence using technology as a teaching tool. Additionally, Darling-Hammond et al.'s (2018) Teacher Preparation for Deeper Learning framework was utilized to analyze qualitative data to explore the impact of ULC on preservice teacher learning. Challenges and recommendations for effective implementation of ULC, based on participant feedback, are provided. This study contributes to research on using technology in teacher preparation programs to enhance the teaching and learning process for preservice educators and is grounded in the TPACK model (Mistra & Koehler, 2009).

Instructional Coaching Cycles and Career and Technical Educators’ TPACK

Most professional development occurs in a large group format. In most cases, there is little to no application or continued support for teachers. All teachers, particularly those in career and technical schools, struggle to implement newly learned strategies related to technology, pedagogy, and content knowledge (TPACK) with this type of support. A review of the literature proves that through the support of instructional coaches, teachers can improve their practice through sustained professional learning with a coaching peer. The study followed six, secondary teachers from a comprehensive career and technical school who participated in instructional coaching cycles to improve technology, pedagogy, and content knowledge (TPACK) in their classrooms. Results from the study suggest the utility of instructional coaching as a means of helping educators develop enhanced TPACK.