Franklin Explorer Global Translator

Hello! I had the opportunity to play with a world language translator last Tuesday. In relation to specifc classroom technological needs, here are some Q&A's so that you can understand the usefulness of this device:

• What category of AT for literacy does the world translator fit into?
  - Reading Comprehension and Vocabulary
• How does it work?
  - There are 14 languages which you can translate to and from. There is both visual and auditory components. You can look up a specific word or look at a list of words from a category. The whole device is very interconnected. So one search for a word can lead to whole category of words to connect to. Also, you can search specific categories that have picture representations. For example, there is an animal category that provides the anatomy of a frog labeled as if it were dissected. 
• Which of the Universal Design for Learning principles might be facilitated by this technology and how?
  - Representation of information: it makes content available and comprehensible to students using a variety of modes. Both auditory and visual components. Would make subjects outside of the English classroom accessible for ELL students.
  
• What types or groups of students might benefit from the use of this technology?
  - As stated in the answer above, ELL students would really benefit from this technology for learning outside of the ESL/English classroom. Why flunk a student because they cannot understand the language but they could understand the scientific concepts. 
• For what learning goals might it be most effective?
  - Acquisition of skills outside of the ESL classroom, aid to communication where the goal is not vocabulary. 
• Do you have any concerns or reservations about this technology?
  - Students may rely on the translation without working on acquiring the language through practice without an aid.
• What suggestions would you have for a teacher contemplating the use of this assistive technology
  - Have it handy in case of a need to arise but make sure the student does not rely on it too heavily. Make sure the other students do not feel that the assisted student is getting an unfair advantage (using it on tests, etc). 

Hope this sums up the practical classroom uses for the device!