The hardware I would mostly use is the Desktop computers or mobile phone devices (to work in BYOD environment) to promote student-centred learning from anywhere and at anytime. The software would include online Arabic dictionaries available for free downloading. Arabic websites providing multimedia information on language and culture, such as Arabalicious (http://arabalicious.com/index.html), Glossika (https://ai.glossika.com/), Interactive Arabic (http://learnarabiconline.ksu.edu.sa/Intro/IntroEn.aspx). These resources will provide a vast repertoire of language vocabulary, appropriate use as well as exposure to culture. Another resource, My language exchange (https://mylanguageexchange.com/) would provide interaction with native speakers. The Interactive Arabic program provides opportunity to connect to many people learning the same language from all over the world.

For presentation and production, I would choose PowerPoint, Filmora Video Editor (https://filmora.wondershare.com/video-editor/) as well as PowToon (https://www.powtoon.com/my-powtoons/?#/) video making software. all these tools seem to be effective resources and are free to use.

The Connectivism theory suggests that knowledge and learning rest in the opinions of people. Also, that learning happens through connecting specialised information sources. Through extension of networks with people, organisation and institutions, learning can take place in an effective manner and knowledge can continually increase rather than remain stable. Connectivism seems to be a great learning theory in today’s information-aged world. The half-life of knowledge ( a term used to describe the span of time from when the knowledge is obtained till it become obsolete) is shrinking rapidly (Siemens, 2015)

I think ‘directed instruction’ is also important in my opinion. Learners are vastly diverse with different needs and various levels of prior knowledge.  With no prior basic knowledge, students, especially those at risk, would be at disadvantage (Roblyer, 2014, p.54). There should be some guidance to enable students to start with a strong base and confidence before engaging with discovery and connectivism learning.

I think the Arabalicious website (http://arabalicious.com/index.html) is a great resource for teaching Arabic. It has so many free resources for both teachers and students. the resources include teaching material, vocabulary lists on various topics as well as formative and summative assessments.  it also provides links to other highly useful resources that are also free to use. students can gain access to all sorts of things such as the Arab culture, Arab food and recipes, Arabic poetry, stories and anecdotes, jokes and online Arabic dictionaries. The links provided are live so it makes it very easy for students to navigate and move back and forth in their research and learning. There are so many word clouds provided along with 16 tips in using these word clouds to engage students in listening, reading and writing activities.

Another really good resource is the Arabic Learning app which is available for free. It has a repertoire of around 9000 Arabic words with their meanings in English as well as how they are pronounced.

Indeed, today’s generation is deeply embedded in technology use. But to generalize and create a ‘Digital Divide’ (Prensky, 2001) without empirical data can create major problems for students who are not tech-savvy either due to their socio-economic, cultural or personal situations.
I believe, through my own experience, that not every student is adept at technology use, as I am not. Research also shows that access to technology among our students is not uniform. In addition, those who have good access to technology do not necessarily use it effectively or competently or even in uniform ways (as noted by Bennett, Maton and Kervin (2008, p 780).

Bennett, S., Maton, K., & Kervin, L. (2008). The ‘Digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786.

Prensky, M. (2001). Digital Natives, digital immigrants Part 1. On the Horizon, 9(5), 1-6.

My name is Ummehani and I am currently enrolled in Masters in Teaching (secondary). My teaching areas are History and social studies. The subject ESC 407, Using Technology in the Classrooms, is part of my course.
I am looking forward to learning about current technologies especially the software and apps that can effectively engage our 21st century students. I am not very good at using technology, but I hope to gain the confidence to use it in an efficient way so as to meet the needs of my students.
I live in Melbourne and have been working in private schools for the past few years with PTT and looking forward to completing my degree and becoming a teacher.