MIGUEL A. VARELA OCTOBER 2012 Book Review: Blending Technologies in Second Language Classrooms.

Paul Gruba and Don Hinkelman. Palgrave Macmillan, 2012.

Summary Blending technologies in second language classrooms brings together what is happening today in many educational institutions around the globe. Although the book concentrates on foreign language (FL) teaching, it could be very easily adjusted to any other subject areas. Gruba and Hinkelman consider blended or hybrid approaches of teaching and learning as integrating technologies in face-to-face environments. The authors refer to technologies mainly as computers and, in so, are in line with computer assisted language learning (CALL) definitions of technologies that are primarily based on computers and their wide use in different devices. The book starts with an introduction of what work has been done on blended learning, and what caused those approaches to succeed or succumb. At the same time, the authors introduce considerations for blending technologies in FL. In chapter two the authors define technology as tools being used pedagogically in combination with multiple devices, connected to human and stored databases, configured in time and space. Chapter three introduces levels (micro, meso, and macro) to have in mind when designing blended approaches to FL learning. The next two chapters refer to the importance of assessment with technologies for learning in a blended environment, and how action research and collaboration can help plan and develop a successful blended program in a given institution. Sample blended lessons are presented in chapter 6; and chapter 7 describes two Japanese universities and their blended programs. In the final chapter the authors open the notion of blended approaches to discussion. They hope that educators who are against adopting technologies in teaching, and those who support it will find a place in-between where face-to-face and online technologies meet, considering collaboration as key. Review When comparing traditional teaching institutions (any traditional university would fall into that category), and informal learning that happens today, we see how the world has changed, and passing knowledge is no longer restricted to formal education. Today there are more people engaged in learning informally and

sharing information online, than people actually registered at educational institutions. Davidson, C. & Goldberg, D. (2010) make an interesting comment regarding traditional institutions and how we need to adapt to the current world we are living in: It is our hope that thinking about the potential of new ways of knowing might inspire the revitalization of those institutions of advanced formal learning. In line with this concept, Gruba and Hinkelman get into the controversial topic of technologies employed in education. They focus their attention on blending traditional teaching techniques and new technologies in foreign language education. There is a lot discussion still around about using technology in todays classrooms, as well as what technology to use, and the amount of technology employed in teaching and learning. Gruba and Hinkelman concentrate on teaching foreign languages mixing traditional materials with the latest technologies. They wisely introduce some considerations for blending technologies, and they believe that for a blended program to succeed and remain over an extended period of time a plan of action should be carefully set up having in mind the purpose of the program: What is the vision behind the plan? Why are we introducing something new, why do we need to change anything? At the same time, if changes are needed then, there should be no point in delaying them. The authors also refer to the importance of pedagogy as a starting point in any blended program. They focus their attention on pedagogical views and importance of technology in education with a solid methodological foundation, avoiding a 'Because we can' attitude (Meskill, 2007). Here Gruba and Hinkelman take a step away from designing a lesson plan starting with the tools at hand, and instead agree with: The computer and all that it can do should be at the service of the teaching process (Patterson 1996) in (Ascough 2002). Therefore, the plan starts with what needs to be taught, and then choosing the appropriate technologies to achieve better learning. The authors decide to leave the notion of technology as a 'tool' to the last item of the list in a definition of what technology is. Technology is defined here from a pedagogical perspective in order to create more purposeful blends for a more engaging experience for learners. Once the appropriate pedagogy has been chosen and plans made to start a blended program, the authors suggest some considerations to take into account before developing a blended program: purpose, appropriateness, multi-modality, and sustainability. The program should be appropriate for the academic context. Proper pedagogies should be employed, as well as right processes and contents according to different proficiency levels. Variety will also lead to success. A multimodality approach should be adopted where technologies and materials can be combined in different ways. Blending technologies means using a variety of resources from printed materials to latest technology within the same lesson plan. A program that runs for a short period of time, and then collapses cannot be successful. Sustainability will guaranty that resources are up-to-date, affordable,

and resources should ensure long-term results. Threats to sustainability could be technologies that are out-of-date, expensive, or time consuming. Teachers are not in isolation and they need the support of an institution to make a blended program work, and in order to stimulate the adoption of new practices (Dodds, 2007) suggests that communities of innovation' can only flourish if institutional barriers are minimalized, possibilities for collaboration are opened, and communication processes are made continual. Gruba and Hinkelman suggest that solid foundations can be built only if several factors are taken into account. Therefore, they introduce the concepts of Micro, Meso, and Macro levels and how they have to work together for success. Micro level is seen as everything that takes place inside the classroom. The Meso level encompasses school wide decisions, courses, other colleagues, and even graduate attributes for a certain teaching institution. The Macro level describes national and international guidelines and standards. It is interesting to see how the authors realize that without the support and encouragement of educational and government authorities, many blended programs would not develop their full potential or would not take place, or last long. Blending Technologies in Second Language Classrooms brings together many aspects of technology integration in a teaching environment, and apart from all the interesting contributions made, chapter 5 on Action research in Blended Classrooms seems to be off topic at times, as it explains the whole concept of action research itself, rather than showing more thoroughly how it actually relates to blended programs. At the same time, the idea in line with (Tomlinson 2003) that teachers developing their own materials are more appropriate to learners' needs, is true but more ideal than real. Most educational institutions use course books to avoid course design. Teachers creating their own materials is not a simple goal to achieve, as teachers would need more planning time and more professional development to be able to cope with the complications of course development. It is also true that many educational institutions are more concerned about classroom management and students passing exams, rather than teachers creating their own materials. In chapter 7 we are presented with case studies of two Japanese universities and their blended programs. For privacy reasons names are not provided. Although, it is clear why the authors decided to protect universities and participants names, it does create a feeling of distrust and uncertainty on the reader. In case the reader wants to research further on the universities programs, it is not possible as the institutions are never mentioned. Having access to these blended programs could have been a good starting point to take ideas from, and avoid making similar mistakes. To conclude, Blending Technologies in Second Language Classrooms reads easily and leaves the reader satisfied as it covers a wide range of topics related to using technologies in FL education. Gruba and Hinkelman focus on technologies employed in foreign language teaching but they consider traditional

teaching techniques as still necessary. They opt for blended learning and also find that the use of computer software is linked to learning gains and increased learning efficiency, but are still not replacements for creative and dedicated teachers. (Emerson & Mosteller 1998a, 1998b) in (Myers, C. B. et al. 2004). Nouvelle teachers could benefit from reading this book as they can begin to understand what a blended lesson should look like. Seasoned teachers and administrators are presented with reasons of why a blended program is necessary, how it can lead to success, and the important of staying current with new technologies. The book also shows the need for colleague collaboration, as well as support and careful planning by administration at the educational institution, but also the importance and commitment and serious projects encouraged by provincial and national authorities for a serious and lasting program to succeed and remain.

REFERENCES:
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