Based on the results and data gathered, and the attitude of students, I can conclude that my technology capstone

project had a mixed or relative level of success. The pre and post assessment comparison data (Figure 3), as well as the column and pie charts (Figures 6-7) reflect that a 100% of the students improved their oral presentation skills in Spanish as a foreign language (Objective 1). However, the pre and post assessment comparison data (Figure 3) and charts 4 and 5 show that 75% of the students improved their ability to orally use direct object pronouns in Spanish (Objective 2) as opposed to the 80% that was expected. Another important data I am considering to determine the success of the project are the attitude of students during the implementation and their responses to the lesson evaluation survey. During the instruction and development of activities, most students were engaged and willing to use their Spanish. Students were not shy when they were producing their oral assignments and, most importantly, their oral presentation. Some of them even recorded many times until they were satisfied with their product. They based their corrections on my input, when they requested it. Besides, in the evaluation of the course (survey), although 6% of the students thought they did not achieve the objectives of the lesson, 94% of the students felt motivated in different levels to use their Spanish speaking skills. Finally, some of them expressed in the survey their enthusiasm about the using the technologies with statements such as: This was a fun learning activity! Thank you! I loved this project and I hope other students can be able to do this tool More activities, more time I think the technology project was a great new and motivating way to learn

Even though improving motivation was not part of the objectives stated for this project, motivation is a critical factor that helps them improve their ability to use the language orally during the project. In regards to objective 2, as stated above, it was not achieved. However, the 25% of students who did not do well in the grammar oral test represents only 5 students out of 20. I believe that more time to practice the grammar aspects was needed. I focused more time on having students learn and use the technologies to practice the speaking skills. I informally interviewed and they expressed that they were confused about the procedures of the tests and that they

had not done an oral test before and needed more time during the test. Another one told me, confirming what I believe, that she needed more grammar practice. To sum up, the most likely reasons these students did not improve their grammar (Direct object pronouns) were lack of enough practice and the use of an unfamiliar technology. I gave students more modeling and time to work with Voki and Photo Story 3.