%A M.A. Schimon Grossmann %T Supplementing Textbooks with Computer-Based Resources in the Primary EFL-Classroom %X Contents Acknowledgments List of figures and tables List of terms and abbreviations 1. Introduction 1.1 Writing conventions 2. Background information 3. Statistics related to the primary EFL classroom 3.1 Pupils? computer use at home 3.2 Pupils? internet use at home 3.3 Teachers? computer use at school 3.4 Pupils? computer use at school 3.5 Teachers? internet use at school 3.6 Pupils? internet use at school 3.7 Implications for supplementing textbooks 3.7.1 Computer and internet infrastructure 3.7.2 Teachers? IT skills 3.7.3 Teachers? methodological skills 3.7.4 Summary 4. Choosing and using educational software 4.1 Why use computers in the EFL classroom? 4.2 What computers are not 4.3 What computers are 4.4 Types of software: correct vs. create 5. Choosing a computer-based task 5.1 Task support offered by open-ended software 5.1.1 Self-directed learning and differentiation 5.1.2 User-friendliness 5.1.3 Cooperation and job allocation 5.2 Task constraints imposed by computer hardware 5.2.1 Computer equipment 5.2.2 Location and time 6. The case for using multimedia applications 6.1 What is multimedia? 6.2 Learning software vs. multimedia authoring programs (MAP): consumption vs. production 6.2.1 Presentation of content 6.2.2 Access to content 6.3 Usability 6.3.1 Usability vs. Utility 6.3.2 Finding a high-usability program 6.4 Summary 7. The task: producing a talking book 8. Multimedia authoring programs for publishing talking books 8.1 Microsoft Office PowerPoint 8.1.1 Other uses to PowerPoint 8.2 Windows Movie Maker 8.3 Microsoft Photo Story 3 for Windows 8.4 Producing a talking book with Photo Story 8.4.1 Preliminary considerations 8.4.2 Staging 8.4.3 Storyboard 8.4.4 Work at the computer 8.5 Other proprietary multimedia authoring programs 9. The case for free software 9.1 Quality of free software 9.2 Security of free software 9.3 Service for free software 9.4 Finding the right software 9.5 Scratch 10. Conclusions 10.1 The case against web-based activities 10.2 Dealing with the limited number of computers at schools 10.3 From textbooks to notebooks 10.4 From procuring to leasing References Appendix 1: Interview questions Appendix 2: Resource CD %D 2008 %I Freiburg University of Education %L cogprints6239