Technology has taken on a whole new meaning in the 21st century. Although tried-and-true technological methods such as cassette recorders, videos, and overhead projectors are still used in the classroom and continue to serve a purpose, the computer brings with it endless possibilities for the teacher of LOTE. As with more traditional technology, the computer does not stand alone. No technology can provide the kind of interaction required of a truly communicative classroom that is guided by teacher enthusiasm and competence, the standards, and active student participation. However, computers provide the teacher with new ways to access information and enrich the classroom experience for both students and teacher.

The use of the Internet can provide didactic information for the teacher. Information can be obtained by accessing the many sites that are currently available regarding second language acquisition theories, foreign languages in general, or learning styles and strategies. These sites are monitored by the sponsoring organizations and can provide teachers with a good start in exploring possibilities on the Internet.

• www.actfl.org is presented by the American Council on the Teaching of Foreign Languages. It includes information such as upcoming workshops and special projects.
• www.nysaflt.org is a useful website of The New York State Association of Foreign Language Teachers.
• www.nysed.gov is the official website of the New York State Education Department. This site provides access to the latest information regarding State policies and practices.
• www.emsc.nysed.gov/ciai/lote.html will retrieve the New York State Education Department website for Languages Other than English.
• www.cortland.edu/flteach/ can be used to find out about the FLTEACH discussion list and ancillaries. It is another way for teachers to keep updated regarding current methodologies and classroom ideas, and to share concerns and ideas using the listserv FLTEACH. This listserv was, designed by Jean LeLoup and Robert Ponterio at the State University of New York at Cortland (SUNY Cortland ).

It is important to note that the Internet also serves as a tool for in-service training for teachers of LOTE. A difficult and time-consuming endeavor for any LOTE teacher is to visit and interact personally with the target culture of the language taught. Often, such travel is not possible. Through the Internet, however, it is possible to read daily papers from many target cultures, connect to other related pages, and thus keep up-to-date with a country's culture, history, and language.

Print material from the Internet is often far more current than published textbooks, and can be chosen to meet students' needs and interests. Scans can be made and information and vocabulary can be deleted and/or highlighted. The teacher can use print material to establish cross-cultural comparisons by comparing and contrasting key points of one culture with another. Such materials can be used to enhance and develop students' reading comprehension and to give students the opportunity to see the language in print exactly as millions of people in the target culture see it. Print materials serve to heighten student interest and increase motivation, as well as to develop vocabulary and certain linguistic skills such as analyzing and studying grammar in context.

However, it should be noted that none of the above uses of technology can ever replace the presence of a certified teacher of LOTE. The teacher's use of technology can enrich classroom practice and bring learning experiences for the students to a new level. Alone, these technologies are a poor substitute for the spontaneous interactions that are needed in a communicative classroom. They do, however, provide an important tool for teaching and learning for our students in the 21st century.

The use of the Internet can also provide the learner with the opportunity to connect directly with the target culture and its people. Through correspondence with key pals, students can enhance their own writing skills and reduce their fear of using the target language in real-life situations. There are many organizations that sponsor key pals, and schools may set up key pal programs as well. Although such endeavors require a certain amount of technology and organization, they can significantly enhance and enrich learning a second language.

Current technologies can enable students to use traditional equipment in new ways. For instance, they may create PowerPoint presentations or use word processing or drawing programs to fulfill class assignments—and they are usually enthusiastic about doing so. Students are easily engaged and willing to use the target language in these creative efforts. With the aid of the computer, students are now able to take untimed tests online and are provided with the opportunity for countless activities outside the classroom. With the growth in the market of CD-ROMs and software, both teacher and student can easily explore authentic places, using the target language; visit culturally authentic places; and practice new as well as recycled material.

LOTE Writing Team. "Using Technology." In Languages Other Than English (LOTE) Checkpoint A Resource Guide. New York State Department of Education, 75-76.