I know this will sound repetitive (but I'm going to say it anyway). I think the biggest obstacle in integrating technology into foreign language classrooms is the widespread lack of tech tools designed for classroom-based language learning. As a tech-y person in general and a tech lead at my school, I do a lot of research on technology tools for language classrooms and I am constantly disappointed at the technology tools available for language teachers. I can't tell if the lack of availability is due to the fact that many larger companies seem to be targeting public elementary and middle schools (where foreign language is typically not offered) or if companies don't understand the difference between ELL, Dual Immersion, and FL (they are complete opposites in the US), or if they fundamentally misunderstand the needs of classroom language teachers (i.e. Google Translate, Rosetta Stone, etc., which are completely useless in a typical, teacher-led FL class). Whatever the cause is, it is my opinion that language teachers are at a serious technological disadvantage when compared to STEM, history, English, and even arts.
However, until I change careers and start a new career as a software developer, I am unlikely to change this technological imbalance. So, we as language teachers must find ways to use non-discipline-specific tools (such as Skype, Google Hangouts, ThingLink, Showbie, Google Forms, etc) to create useful and value-added technology for use in our classrooms. We also end up using the online component that accompanies our textbooks since those tools are typically relatively well aligned with the material we are teaching (although they do not always provide good feedback or ask for student input in an authentic way). Non-discipline-specific tools allow language teachers to provide students with easy and authentic ways to interact with with the language, in addition to giving students instant feedback for what amounts to "enhanced" worksheets. For example, I use Google Forms for quite a few homework assignments since I can embed videos and audio to provide authentic exposure and I can use data validation to ensure that students understand the material before moving on. Additionally, technological advancements from the past 10 years have transformed the way students interact with language. It can provide "authentic materials and perspectives" through the use of video and audio (Roblyer 291).
However, until I change careers and start a new career as a software developer, I am unlikely to change this technological imbalance. So, we as language teachers must find ways to use non-discipline-specific tools (such as Skype, Google Hangouts, ThingLink, Showbie, Google Forms, etc) to create useful and value-added technology for use in our classrooms. We also end up using the online component that accompanies our textbooks since those tools are typically relatively well aligned with the material we are teaching (although they do not always provide good feedback or ask for student input in an authentic way). Non-discipline-specific tools allow language teachers to provide students with easy and authentic ways to interact with with the language, in addition to giving students instant feedback for what amounts to "enhanced" worksheets. For example, I use Google Forms for quite a few homework assignments since I can embed videos and audio to provide authentic exposure and I can use data validation to ensure that students understand the material before moving on. Additionally, technological advancements from the past 10 years have transformed the way students interact with language. It can provide "authentic materials and perspectives" through the use of video and audio (Roblyer 291).