December 1, 2009 2 Feedbacks on “Online Writing Tool: Spellchecker for Luxembourgish”EdTech1 by Bob Reuter

Online Writing Tool: Spellchecker for Luxembourgish

Thanks to Michèle Klecker I’ve just discovered an interesting Online Writing Tool, that allows you to check the spelling of text written in Luxembourgish. Even though the authors of this tool claim that it’s not meant to be a learning tool, I do think that it is a tool for learning, learning to write, learning to write your own text, learning to write your own text in a standardized way (so that other people may better read your text…)

Check it out here: http://spellchecker.lu/online-checker/

2 Feedbacks on “Online Writing Tool: Spellchecker for Luxembourgish”

Michel Weimerskirch says:

December 1, 2009 at 2:01 PM

Thank you for your interest in Spellchecker.lu. Spell checkers should (generally speaking) not be used as a *standalone* tool for learning a language. They can for example not tell apart homophones (e.g. “den” and “dënn” in Luxembourgish) or similar words with a different meaning (e.g. “wëll” and “well”), thereby giving language newbies a wrong impression that their input is correct even though it is complete nonsense. However, nothing keeps you from using a spell checker as a *supportive tool* while using other means (like language courses or textbooks) to learn the basics of an orthography.
Regards,
Michel Weimerskirch, Spellchecker.lu
Bob Reuter says:

December 1, 2009 at 2:44 PM

Michel, I do think that NO TOOL WHATSOEVER should be used as a standalone tool for learning anything… 🙂 Thank you nevertheless for your additional explanations… I’m particularly interested in tools that you very nicely call *supportive tools*

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I am an Assistant Professor at the University of Luxembourg in the field of learning and teaching sciences. My PhD thesis was in cognitive psychology, focusing on implicit learning processes. I have always been interested in the integration of ICT in education, especially the strategic use of technology in teaching. With the advent of the digital revolution, I became interested in exploring the socio-cultural changes in learning caused by the use of digital technologies.

My current research focuses on the subjective theories of learning held by teachers and how these influence their use of ICT in the classroom. I am particularly interested in identifying factors that enable or hinder the use of ICT in teaching, and how these factors can be addressed.

Throughout my career, I have worked extensively as a teacher trainer in the field of educational technologies. I have experience with various forms of active pedagogy approaches, including problem-based, project-based, and design-research approaches. My goal is to help teachers integrate technology into their teaching practice in a way that enhances student learning and engagement.