Priya Panday-Shukla

I tried Google NotebookLM about a year ago, and I thought it was just another AI tool; now, almost a year later, I have to say that it has emerged as something unexpectedly brilliant for education, especially for language learning, for the way it transforms everyday content into engaging lessons. Teachers can upload their preferred topic in the form of web links, texts, or audio, and the tool will convert them to the content of choice (e.g., summary, study guide) and even create natural podcast-style conversations.

This chapter provides task designers, teachers, and researchers with additional ideas on how to think about and use the TE model in their disciplines and contexts. For example, teachers and task designers can use the ideas to create learning experiences that are engaging and effective for student learning. Researchers can study TE in a variety of ways, utilizing different methods and tools. To fit this purpose, the chapter is organized into four brief sections: (1) incorporating TE facilitators into an existing task; (2) creating a new task using TE facilitators; (3) TE and technology use; and (4) teacher and peer engagement. The chapter ends with annotated resources for teachers and researchers to access materials and tools that can be integrated into their own practices.

While ChatGPT is the most well-known Artificial Intelligence (AI) tool available at this point, there are also other applications using AI that teachers might want to consider using in their classrooms. We will profile Bing Chat and some of its functionality as well as features that give it unique potential for language teachers and students. As you read this technology highlight, however, please be aware that it seems that details for how Bing Chat works are changing even as we have been revising our article, so various aspects are likely to change by the time you read this.

Current research on computer-assisted language learning (CALL) teacher education shows a need to shift the focus away from a technocentric emphasis on specific technologies to strategies for technology integration (Chapelle & Sauro, 2017). The main reason for this is to prepare teachers to be flexible enough to use current and future technologies in different ways across various contexts. Therefore, this conceptual paper addresses this teacher education issue by exploring four strategies that can be used to show teachers broader ways to think about integrating technology. Drawing upon the most recent literature in the field of CALL, this paper describes each strategy and illustrates it with a possible teaching scenario. It also provides the benefits of each strategy use for both teachers and language learners. Finally, this paper offers recommendations for pre-and in-service teachers, as well as teacher educators, to explore the strategies to integrate technology into their pedagogical practices.