EC-4 Initial Certification Program

Commitment to Technology
The EC-4 Initial Certification Program (ICP) seeks to carry out the College of Education’s technology vision and mission by using technology as a tool to deliver instruction to candidates and by requiring candidates to use technology to:
•    access course materials and resources,
•    prepare and submit assignments,
•    assess and analyze the impact of instruction on EC-4 student learning, and
•    communicate with colleagues, parents, and professionals, and
•    engage in professional development,

Program Strengths
EC-4 ICP courses are web-enhanced and professors/instructors utilize a variety of technologies to deliver instruction. For example, professors/instructors may use a training video shown through the podium, then as candidates to discuss what they saw. Or, professors/instructors may use a PowerPoint presentation as a teaching tool.  

Candidates in all EC-4 ICP courses are expected to use technology in various ways. For example, teacher candidates may be asked to access course materials and resources, prepare and submit assignments, and/or engage in professional development. For EC-4 lab courses, candidates use technology to create story props, directional aids, activities, and numerous other items for classroom use.

During the internship semesters, teacher candidates access course forms online and use search engines to find resources related to course studies. Some courses require candidates to engage in discussion board interactions while others use chats. Candidates are also encouraged to use the calendar feature in WebCT. Interns are expected to use technology in assessing, analyzing, and reporting their impact on EC-4 student learning.

Throughout the EC-4 preparation program teacher candidates use technology to communicate with others through:
•    parent letters
•    email
•    discussion board
•    chats

Additionally, some courses require teacher candidates to locate online professional articles related to the course topic and report on them. For example, candidates in ECH 432: Professional Roles and Responsibilities may be asked to locate and read an online article about children in generational poverty and report on the teacher’s responsibility to this population.

Program Weaknesses
Interns create their literacy/math projects in a WORD document which includes the use of tables and graphs. Analysis of data on their impact on EC-4 student learning reveals a need for candidates to be more knowledgeable and skilled in the use of technology to collect and analyze data on their impact on student learning.

Plans for Improvement
Professors and instructors in the EC-4 preparation program will revise instruction to provide additional information in the use of technology to collect and analyze impact on student learning. Revisions will also emphasize the use of assessment data as a planning tool for future instruction.

ECH Advanced Program - this program is completely online

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PBIC Program - this program is completely online in ELE and MLG

Strengths
Candidates participate in ELE 521 course work totally online. Interactions, which include student-student, student-teacher, and teacher to student, are active and lively. Technology is supported in courses by creating products that utilize word processing, spreadsheets, Web pages, and Web links. Candidates integrate the use of scientific or graphing calculators, depending on the grade level, into their lesson plans. Candidates explore and learn about manipulatives by accessing virtual manipulatives online at interactive Websites. Candidates view online video lessons on math topics and see sample lessons being taught at the Anneberg Media Learner.org Website.

Examples
Candidates create lesson plans that incorporate the use of technology including calculators and computers.

Weak Areas
Some candidate unable to view online videos due to lack of adequate hardware or software. Solution was for candidate to go to a library or nearby university/college to access videos.

Plans for Improvement
Work with OIT to figure out some way to provide candidates access to online video material.

Survey Responses
ECH 528-Candidates are required to submit all assignment online. They develop web pages, use Discussion Board, participate in live Chats, and submit digital assignments.
ELE 520 (DE) - online presentations to help each other master content and outside chatroom visitor (expert).
Listservs are invaluable in encouraging group interaction and use of listservs through TEA

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Middle-Level Program

Strengths
Candidates participate in MLG 424 course work totally online. Interactions, which include student-student, student-teacher, and teacher to student, are active and lively. Technology is supported in courses by creating products that utilize word processing, PowerPoint presentations, spreadsheets, Web pages, and Web links. Candidates integrate the use of scientific or graphing calculators, depending on the grade level, into their lesson plans. Candidates explore and learn about manipulatives by accessing virtual manipulatives online at interactive Websites. Candidates view online video lessons on math topics and see sample lessons being taught at the Anneberg Media Learner.org Website.

Examples
Candidates create lesson plans that involve explorations with online, interactive presentations of math concepts. Candidates create a portfolio of mathematicians that incorporates links to relevant Websites and post the portfolio online.

Weak Areas
Some candidate unable to view online videos due to lack of adequate hardware or software. Solution was for candidate to go to a library or nearby university/college to access videos.

Plans for Improvement
Work with OIT to figure out some way to provide candidates access to online video material.

Survey Response
MLG 400 students are required to do online research bi-weekly on topics related to middle level students.

MLG 540 DE All assignments, including a case study of a middle level learner,are submitted online. Feedback is provided by the prof. and classmates via email and discussion board.
web page development for a classroom setting

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4-8 Math Program

Strengths
Candidates work together on a discussion board to create a presentation on mathematician web page development for a classroom setting. Candidates participate in MLG 424 course work totally online. Interactions, which include student-student, student-teacher, and teacher to student, are active and lively. Technology is supported in courses by creating products that utilize word processing, PowerPoint presentations, spreadsheets, Web pages, and Web links. Candidates integrate the use of scientific or graphing calculators, depending on the grade level, into their lesson plans. Candidates explore and learn about manipulatives by accessing virtual manipulatives online at interactive Websites. Candidates view online video lessons on math topics and see sample lessons being taught at the Anneberg Media Learner.org Website.

Examples
Candidates create lesson plans that involve explorations with online, interactive presentations of math concepts. Candidates create a portfolio of mathematicians that incorporates links to relevant Websites and post the portfolio online.

Weak Areas
Some candidate unable to view online videos due to lack of adequate hardware or software. Solution was for candidate to go to a library or nearby university/college to access videos.

Plans for Improvement
Work with OIT to figure out some way to provide candidates access to online video material.

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4-8 Social Studies

Commitment to Technology
The Grades 4-8 Social Studies Preparation Program seeks to carry out the technology vision and mission of the College of Education by using technology as a tool to deliver instruction to candidates and by requiring candidates to use technology to access course materials and resources, to prepare and submit assignments, and to assess and analyze the impact of instruction on grades 4-8 student learning.

Program Strengths
The grades 4-8 social studies methods courses (ELE 302 & ELE/MLG 475) are web enhanced and the professor utilizes technology to deliver instruction both in the classroom and via the class web page. Grades 4-8 social studies candidates are expected to use technology to prepare and deliver instruction and to assess the impact of instruction on grades 4-8 student learning. In ELE 302 candidates access course forms and assignment instructions online and complete some assignments online. They post their response to reflection topics on the class online discussion board and respond to the posting of other class members. They are expected to use technology to complete and submit other assignments in hard copy form and to use technology to prepare their social studies instructional unit and their teacher work sample for Internship II. In ELE/MLG 475 candidates use technology to plan and implement either a virtual or an on site social studies field experience for students in grades 4-8.

Program Weaknesses
Analysis of candidates data on their impact on grades 4-8 student learning reveals a need for candidates to be more knowledgeable and skilled in the use of technology to collect and analyze data on their impact on student learning.

Plans for Improvement
Social studies methods course materials will be revised to provide additional instruction in the use of technology to collect and analyze data on impact on student learning. Emphasis will also be placed on the use of data on student learning to plan for future instruction.

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4-8 Science
There are two different Middle Level Science Programs offered: one is face to face, with the use of enhanced (on-line) technology, and the second program is completely technology based (PBIC Program).  WebCT is an on-line program that this University utilizes.

Commitment 
This University is offering more students the opportunity to continue their educational endeavors by participating through on-line courses.   Students may choose to interact with their classes through distant learning or on-line classes.  One of the advantages is eliminating the time and expense of traveling long distances to participate.  The advantage of working on a degree while still being able to maintain a job is also a necessity for some students.

Strengths 
For those students taking classes using enhance technology it becomes an important tool to collect information for research projects, document investigative field experiences, organize journal entrees and present their results of their investigations by using spreadsheets and power point presentations.  They still have the advantage of collaborative hands on experiences in the field with expert supervision

The students involved in the all on-line classes can utilize the many excellent web page virtual fieldtrip sites, as well as create their own.  There are many professional on-line video lessons and case studies that can also be accessed (i.e. George Lucas Foundation – “Moving Images”) Many method textbooks are now providing auxillary resources which are technology enhanced and compliment the web-based on line classes.

Needs 
Faculty need continuous training on how best to utilize the technology.  Time is an important factor also because of the tremendous time to develop good courses and than to be able to implement them.  Students also need training on how to navigate the on line classes.  Types of computers and software can present problems in the day-to-day mechanics of the web-based classes.  You must have an excellent tech support group that can assist both faculty and students.

Recommendations 
Some of the recommendations are the same as the needs.  More time for faculty to plan classes, continuous training, and more funding to support the technology are afew recommendations hat might be considered.

Survey Repsonses
I personally think certain classes lend themselves more to on-line courses, but I believe all courses can be enhanced with technology. 

Commitment to Technology
The Advanced Reading Program continuously pursues the goals of the College of Education mission.  Providing a variety of teaching venues incorporating the latest technology to a range of diverse candidate interests, backgrounds, and aspiration is a significant goal of our educational program.   Candidates use technology in a variety of ways, including:
•    Researching major concepts, topics, literary leaders, etc.
•    Creating action plans, web pages, and powerpoints
•    Assessing and instructing students
•    accessing course materials and resources,
•    preparing and submitting assignments,
•    assessing and analyzing the impact of instruction on  student learning, and
•    communicating via email, discussions, chats with colleagues, parents, educational stakeholders, and other professionals, and
•    seeking and obtaining professional development,

Program Strengths
The Advanced Reading program is composed of a unique mix of course work in the candidate's major combined with field work, presentations, clinical experiences, and research.  In each course, technology is a requirement.  Candidates run the gamut of using email to communicate to using technology to assess and instruct students in the field.  Since  every course in the Master of Education: Professional Reading Specialist is online, candidates become computer proficient rather quickly.  The Office of Instructional Technology offers provides help in the way of online tutorials, email, and face to face.  Instructors are also available to assist candidates on a daily basis.  Technology has allowed our program to grow by recruiting candidates from all over the world.  Candidates who found it difficult to continue their education are now pursuing their educational goals via technology.

Program Weaknesses
Candidates having a computer with the capabilities that are needed to perform and submit their assignments effectively is paramount to the success of the program.  Having the right software, virus protection, and applications creates a challenge for some candidates. The Office of Instructional Technology offer laptop computers to online candidates if  they do not have a workable computer.  Many candidates have taken advantage of this opportunity. Another challenge for our program is using the technology to collect and  analyze the impact of student learning.  The department is working on an effective way to obtain and analyze the results.

Plans for Improvement
My posting the computer capability requirement on the Welcome Pages, candidates are better prepared to seek computer technology that will serve them effectively.  The department is looking at more and better ways of disseminating the information and awareness to our candidates. .The Advanced Reading program will need to revise instruction to provide additional information in the use of technology to collect and analyze impact on student learning. Revisions will also emphasize the use of assessment data as a planning tool for future instruction.

Survey Response
RDG 503 - DE - students are required to submit case study completely online & use Discussion Board to give feedback to each other.

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8-12 English

Please review SPA Report

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8-12 History

Strengths 
Students must use word processing in all upper-level history courses, since at least one paper is required in each of those courses.  Some of those courses require students to conduct research using web sources.  In addition, several faculty members make PowerPoint presentations and use WebCT.  A handful of faculty have created their own websites for their upper-level courses.

Weak Areas 
While students must use word processing to survive their upper-level history courses, the degree to which technology is put to use in those courses varies from one professor to the next.  Some faculty are much more likely to use technology (and require its use by the students) than others. 

Plans for Improvement 
History faculty are increasingly using WebCT, with the help of O.I.T. training seminars.  As junior faculty continue to be hired, it is likely that the use of technology, including WebCT and PowerPoint, will continue to expand in the future.  

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8-12 Social Studies

Strengths 
Almost all upper-level social studies courses require at least one paper, so certification candidates generally receive extensive practice in that medium.  Some of those courses require students to conduct research using web sources, and to make class presentations based on those sources.   In addition, the use of PowerPoint and WebCT by social studies faculty members in the College of Liberal Arts is common.  Some faculty have created their own websites for their upper-level courses.

Weak Areas 
Some faculty members are much more likely to use technology (and require its use by the students) than others.  Certain social studies candidates are likely to receive extensive exposure to various technologies in their classes, while others – depending on their teachers – will obtain much less exposure to those technologies. 

Plans for Improvement 
Like faculty in other sectors of the university, social studies professors are increasingly turning to new technologies – WebCT, PowerPoint, independent course websites – as new faculty are hired and as the expectations of students and administrators evolve over time.  It is to be expected that the use of these technologies in the future will be even more widespread than it is today.

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Secondary Science Program
Certifications:  Life Science (8-12), Physical Science (8-12)

Commitment 
The Secondary Science Program is committed to providing candidates with the training necessary to use technological tools, including computer technology to access resources, collect and process data, and facilitate the learning of science, in accordance with Standard 5d of the National Science Teachers Association (NSTA).

Strengths
All candidates have an academic major within the SFASU College of Sciences and Mathematics where a course in computer science is required as a part of the course curriculum.  Thus, each should have the background necessary to utilize word processing, spreadsheet, internet browser, presentation and web page generation software when they enter the Field Experience component of their curriculum (Internship and Student Teaching) and take the Capstone course in their teaching field. 

Examples
Candidates are evaluated as to their technological competency during their Internship (while enrolled in SED 450 and 460) and their Student Teaching (while enrolled in SED 442), with exemplary candidates demonstrating the ability to utilize technological resources such as data charts and graphs for ongoing assessment.  Candidates are required to use computer resources to access current literature for their Senior Seminar presentation during the Capstone course in the teaching field (BIO 470 for Life Science candidates).  Exemplary candidates use computer presentation software to deliver well organized and appropriately illustrated seminars.

Weak Areas
Limited funding for needed technological upgrades within the College of Sciences and Mathematics.

Plans for Improvement
Secure funding for the upgrade and maintenance of computers, projectors and sound systems in Science lecture halls so that candidates have access to the most modern resources during their Capstone course experience.

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8-12 Math

Commitment
The Department of Mathematics and Statistics is committed to the use of current technology to enhance the learning experiences of all students and prepare them for their future roles as informed and productive citizens. The use of graphing calculators is necessary in many courses offered in the Department of Mathematics and Statistics, including those required for prospective secondary mathematics teachers.  The Department maintains two up-to-date computer labs which support the use of spreadsheets, computer algebra systems, statistical software, and dynamic geometry software to investigate and solve a variety of mathematical problems.

Strengths
The faculty in the Department is especially concerned about preparing prospective secondary mathematics teachers in the appropriate use of technology for supporting the learning of their future students.  In particular, students preparing to teach at the secondary level are required to take a calculus sequence which incorporates the use of the computer algebra system, Mathematica, as well as a geometry course in which various projects require the use of dynamic geometry software, Geometer's Sketchpad. Prospective secondary teachers also utilize spreadsheets and statistical software in other courses required in their program.

In need of strengthening
Prospective secondary mathematics teachers would benefit from more time devoted specifically to issues related to the appropriate use of technology in their future classrooms, especially spreadsheets, graphing calculators, and dynamic geometry software.

Solutions
The Department is revising its capstone course for prospective secondary mathematics teachers to include more time for investigation of appropriate and effective use of those forms of technology most accessible in their future secondary classrooms.

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EC-12 Physical Education Program

EC-12 Health Science Program

Prior to 2005 Health (Secondary); after 2005 Health EC-12.

Commitment
The Health Science Program is committed to providing candidates with opportunities to integrate technology into the classroom

Strengths
Candidates are exposed to technology throughout the program. Technology is supported in courses by creating lesson plans and other assessments that utilize word processing, PowerPoint presentations, spreadsheets, Web pages, and Web links.

Examples
Candidates create lesson plans that involve exploring resources on-line and then submit their assessments via email.

Weak Areas
Candidates have varying degrees of exposure to technology prior to entering the Teacher Education Program.

Plans for Improvement
Encourage candidates to enroll in technology courses for elective courses.  Incorporate technology into the SFASU classrooms.  Require assessments that utilize varying levels of technological skills.

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ITV Project "Within Reach" http://www.sfasu.edu/hs/within/FINAL-REPORT-NARRATIVE1.doc

Project Within Reach developed, implemented, and evaluated a Learning Anytime Anywhere Program (LAAP) to determine the most effective means of delivering visual impairments training across Texas and the nation.  Stephen F. Austin State University partnered with Texas Tech University and the Texas School for the Blind and Visually Impaired to use Internet, web-enhanced, interactive video, and face-to-face methods to deliver Vision Education (VI) and Orientation & Mobility (O&M) courses.  They also aligned course content and titles between the two universities, established an Information and Resource Center to assist school districts, and created Mentor Centers to provide students with trained mentors.

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8-12 Special Education

Educational Diagnostician

Commitment
The Department of Human Services is committed to providing the highest quality of instruction and training for candidates through the utilization of state-of-the-art technology in on-campus settings and off-campus delivery in order to reach as many candidates as possible.

Strengths
State of the art technology, both equipment and systems are incorporated as appropriate in both Special Education undergradate and graduate programs.

The Department of Human Services facility's network infrastructure accommodates gigabit Ethernet for high-speed networking, Interactive Television classrooms(ITV) with H.323 protocol and H.320 backward compatibility.  Digital video editing facility with  ability to stream media feeds for interactive Internet distributed multimedia content is utilized in a clinical setting for supervision and training of program candidates.

Classrooms located in the HRSTC have multimedia presentation capability, Internet access, and document cameras (elmos) as well as computers, housed in permanent media podiums.  In addition, portable multi-media equipment including laptops are available for training, profession meetings and presentations, and other off-site settings as warranted.

Recent addidtions to the department include video production, editing and viewing equipment; digital cameras, photo scanners, laser color printers that allow candidates to document projects, create media for instructional use,  archieve demonstrations of field experiences and other enhancements utilizing technology.

The Department of Human Services provides a Student Resource Center, which is available for candidate use. Net-worked  computers and laser printers are available.  Staff provides instruction in word-processing, internet, spreadsheet applications, specialized class-related softwrare and use of adaptive equipment. 

An additional PC station, devoted to all SFA students with disabilities as well as those students in the Special Education undergraduate and graduate program is equipped with the following: a speech synthesizer, a Braille printer for use with Braille Edit and NFG Trans software, a large scanner, and an Optalec ClearView video magnifer (CCTV).

All training materials, including videos, software, instructinal manuals, are available for candidates use.  In addition, the Resource Center maintains journals and texts specific to program areas, as well as online databases from which candidates can download full-text articles.

Information specific to technology and adapative equipment for individuals with disabilities is provided in both undergraduate and graduate course work.  Candidates must complete accessability studies, demonstrate knowledge of the type and use of low to high tech devices used in instruction, mobility and communication for individuals with disabilities in the public school classrooms, and other activities and assignments demonstrated in field experiences.

In addition to the Office of Instructional Technology support and training for faculty and staff, the Department of Human Services employs a full time Tech Support Coordinator for additional assistance, training and leadership in keeping abreast of technology.

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Distance Ed
As in other programs within the College of Education, advances in distance education technology allow off-campus candidates to complete course work via instruction delivered on the internet through the SFA University WebCT program.  Both undergraduate and graduate courses are offered in this format each semester, with many courses providing web-enhancement to supplement face-to-face delivery of instruction.  Distance education allows for a more diverse traditional as well as non-traditional population of students to acess the departments programs.

Future plans include provision and access to the Special Education Teacher Certification program be available to undergraduate as well as post-graduate candidates.  A projected time-line insures completion of this project within the next five years.  Additionally, the Graduate Special Education Educational Diagnostician program will support approximately 30% of course work through WebCT format, with other courses utilizing web-enhancement where feasible.

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Principal and Superintendent

School Psychology

GraphCalcCN06  =
RUN STATS ONLINE http://www.lcsdg.com/psychstats/

Run-stats on-line, get immediate results for several types of parametric, nonparametric, and randomized tests.

Application Stats Server and Experimental Web for Students and Faculty

School and Behavioral Psychology Program

Includes conventional and randomized multivariate procedures
New multivariate procedures under development

School & Behavioral Psychology Program http://titan.sfasu.edu/~F_ninnessca/INDEX.HTM

Strengths
Candidates (EPS 502, EPS 555 and EPS 595) collect data using the Focal Point software for functional behavior assessments using laptop computers. This software allows the observer to record direct observations of student behavior as they occurred in real time in the students’ respective classrooms. Computer-interactive data collection is transferred and graphed within Excel or and other types of spreadsheets.

Candidates are working in the area of behavioral software development, human computer-interactive learning, and artificial neural networking processes. In the past few years, students have conducted research to help develop a series of computer algorithms that are applicable to a wide range of investigations within educational psychology and related disciplines. At the same time, candidates and faculty have published a series of studies that identify and remediate mathematical errors that occur during computer-interactive learning.

Examples
Candidates have helped in the development on-line neural networking system and statistical web servers that allow SFA and other scholars throughout the country to conduct research that would otherwise be impossible.

Candidates run a wide range of standard statistical procedures using our experimental web site at www.lcsdg.com/psychStats. These on-line procedures at www.lcsdg.com/psychStats run procedures for small group data (fewer than 100 data points) as well as large groups. This server is used by candidates in EPS 550 to compare the average differences between groups with various t-tests and analysis of variance techniques. Additionally, psychStats allow candidates to run correlations, multiple correlations, regression analysis and a wide range of traditional statistical strategies. Moreover, candidates have helped to develop and deploy our latest versions of permutation tests for functional assessments.

Weak Areas
We will need to spend considerably more time in the development of our on-going research projects.

Plans for Improvement
Artificial neural networks provide powerful and precise modeling techniques for identifying a wide range of patterns associated with nonlinear, multivariate, time-dependent data types. Similar neural networking systems are now being used as tools in speech recognition, handwriting recognition, identifying patterns in learning disorders, and brain imaging. Based on our recent research and publications in this area, we believe that our on-line SOM neural network and classification system will prove especially powerful in identifying data patterns that completely defy conventional statistical analyses for variety of academic disciplines across this university.  Moreover, when used in conjunction with our C++ version of 1-NN classification algorithm, our software will allow student and faculty researchers to identify specific data patterns within an identifiable margin of error (level of statistical significance). 

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Modern Languages

Commitment and Strengths
The department of Modern Languages is dedicated to the incorporation of current technology to enhance language acquisition among our students. The conceptual framework mentions the inclusion of “verbal, nonverbal, media and technological communication techniques to shape the classroom/school into a community of learners engaged in active inquiry, collaborative exploration, and supportive interactions.” It further mentions “problem solving” and “theories including behavioral, cognitive, and social learning.” The use of new technology such as internet, video, music, digital voice files, and on-line teaching portfolios is essential to our courses and related assignments constitute a significant factor in evaluating student performance. Technology: the department enthusiastically supports the strategic plan’s commitment to providing the equipment, technology and support necessary for excellence in teaching, research service. Technology plays a critical role in the delivery of all our courses, as well as in faculty research and service.
Among our greatest strengths as a department is the Learning and Resource Center. Work in the LRC is required for all first-year courses and, increasingly, many instructors assign specific LRC activities to their second-year students, ranging from work with CD-ROM exercises to working with audio versions of literary texts to preparing oral portfolios. Instructors of upper-level courses also send their students to the LRC to work on specific projects: to view films or work on individual and group oral projects. The numbers of advanced students vary by semester. In Fall 2004 the LRC accommodated some 520 language students in first-year classes, representing a 60% increase taking place over the last six years.

In the LRC, we provide:
digital audio and video resources that accompany the first-year texts digital audio and video resources from other sources that complement the curriculum our own audio, video and computer programs designed for specific needs in our curriculum video and feature-length films for intermediate and advanced students lab with computers that give students access to all our material computers equipped with headphones and microphones for listening and speaking assignments

In order to accommodate the dramatic increase in demand for LRC resources, we have increased the total number of networked computers from 25 to 40. To accomplish this upgrade, the LRC Director coordinated with Networking personnel to move the LRC to a new and updated subnet in Ferguson. Moving to the new subnet enables easy student transfer of documents to instructor drop boxes on the ML server, and generally improves the efficiency of exchange of assignments between instructors and students. An evaluation of existing equipment indicated that the older operating system on the LRC computers was not meeting the needs of instructors for special-purpose assignments, necessitating an upgrade of computer memory chips and installation of the latest version of OS X on all the LRC computers. . In addition, Dr. Stoehr has adapted two computers previously used by faculty for use in the LRC, giving students a total of 8 DVD players.

The department’s greatest strength in the area of technology is in having an LRC Director who has both linguistic and technical expertise. She not only supervises the LRC but also assists the faculty in researching or creating computer software to make the listening/speaking/video assignments possible. She writes computer programs that focus on specific uses of language, e.g., practice with vocabulary and grammar, and writes computer programs to facilitate reading in the target language, e.g., built-in comprehension assistance, options to hear stories read aloud, options for comprehension questions/responses. She also assists the faculty by researching software for lab "tools" such as recorders, video viewers, and synchronous chat environments for collaborative work.

Weak areas
The greatest challenge facing the department in terms of technology therefore remains a matter of resources. Since the Director’s hiring in 1999, the technological needs of the department have increased exponentially. Keeping pace with the latest in the application of technology to language instruction demands constant and carefully-planned equipment upgrades, as well as making more demands on the time of the Director.

Plans for improvement
Improvement in this area depends largely on the availability of funding support for upgrading equipment, equipping classrooms and continuing to upgrade the LRC to keep pace with technology. The department will continue to seek funding for upgrading equipment through internal and external funding in order to provide tools to support improved and expanded technology components of Modern Language courses.

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