Net advantage: using ICT in the classroom

Isabel de la Cruz Cabanillas

Cristina Tejedor Martínez

Cuenca, March 28th 2011

Blogs

1. What is a blog? 2. How different is it from a forum, a web page or a wiki?3. Which are the best blog providers?4. How can I take advantage of a blog for educational

purposes?5. Hands-on blogs

Design and Planning Drafting Implementing

6. References

Blogs: Definition

A website where entries are made in journal style and displayed in a reverse chronological order. (wikipedia.org)

A frequently updated web site consisting of personal observations, excerpts from other sources, etc., typically run by a single person, and usually with hyperlinks to other sites; an online journal or diary. (OED)

Blogs: TypesBased on the material: Photoblog, containing photos Vlog, including videos Podcasting, supplying audio material

Depending on the person who created them, Barbara Dieu distinguishes between:

A personal blog to record sb’s daily life to reflect on what happened to the writer of the blog to share links/photos/online material with others to comment on texts (books, articles) someone has read to write chapters of a short story to invite people to think over important issues

Blogs: Types A tutor's blog

to post tips, advice and suggestions to bring up specific problems that arise in the classroom and

interact with students to share useful material for the content the teacher is developing to concentrate on a specific skill (reading, writing, listening...)

A learner's blog to record students’ experience in the classroom to reflect on students’ learning process to use it to post students’ assignments to comment on readings to post additional information learners have researched

Blogs: Types A class blog

to use as a meeting point where learners can interact with other class-mates

to invite mystery guests for students to find out where they are from

to create a class bulletin board to create a shared logbook and document the different

phases of a project to make students participate in collaborative activities

A class/learner blog: the Porfolio The Council of Europe

http://www.coe.int/t/dg4/portfolio/default.asp?l=e&m=/main_pages/welcome.html

The European Language Portfolio was developed and piloted by the Language Policy Division of the Council of Europe, Strasbourg, from 1998 until 2000. It is a file or series of documents containing information gathered at relevant moments in the learning process. It follows the levels, competences and guidelines in general established in the Common European Framework of Reference for Languages www.coe.int/T/DG4/Linguistic/Source/Framework_EN.pdf

The Porfolio: Functions A reporting function:

It unifies criteria, as it is based on the same acknowledged levels of language proficiency.

As it records the progression of a student when learning a language, it can be used for administrative purposes. The student’s level can be recognised and assessed internationally in case of work or study abroad.

A pedagogical function: It is a collection of items that show how each individual

goes through the process of achieving some given competences.

It helps students to ponder on their learning process by recording the documents, planning their learning and learning autonomously.

The Porfolio: Parts 1. Language Passport, which shows the level of

competencies and provides a summary of the most significant language learning and cultural experiences.

2. Language Biography, which contains a personal language learning record of self-assessments, checklists, styles and strategies, plan for future learning, etc.

3. Dossier, a collection of documents. Traditionally that was carried out by writing, but now ICT allows us to register not only written work, but also audio and video files, projects, etc.

Blogs, forums and wikis

Blogs versus forums From the point of view of layout and

structure, forums are not so attractive as blogs and the main difference lies in the fact that the former are monitored and controlled by teachers or webmasters. Contrariwise, blogs can be customized, which gives the owners the freedom to publish what they want.

Blogs, forums and wikis

Blogs versus web pages Usually webpages are monographic, so

they tend to deal with one single topic, while a blog enables the owner and the people contributing to it to publish more freely on whatever they feel is appropriate. In addition to it, no knowledge of HTML coding is needed to create blogs because they are powered by easy-to-use, web-based software.

Blogs, forums and wikis Blogs versus wikis

A wiki is a type of website that allows visitors to easily add, remove and change some available content. The wiki turns out to be a collaborative paper online, where people publish information and links which can be often reedited and updated.

Blog providers Blog www.blog.com Blogger www.blogger.com Blogspot www.blogstpot.com Blogalia www.blogalia.comhttp://blogalia.com Blogia www.blogia.comia.com Ya.com www.blogs.ya.com Xanga www.xanga.com Movable Type www.movabletype.org 123 peoples www.123peoples.esgia.com

EduBlogs A very detailed list of blogs designed by English teachers

mainly, including a good bunch of suggestions, exercises and activities. - http://iteslj.org/links/TESL/Weblogs//

Definition of weblogs, steps to take to create your own blog as well as teaching ideas, links and personal academic experiences. http://www.topics-mag.com/call/blogs/viewing_blogs.htm

Article “Creating a Writing Course Utilizing Class and Student Blogs”. http:/iteslj.org/Techniques/Johnson-Blogs//iteslj.org/Techniques/Johnson-Blogs/

http://www.youtube.com/watch?v=A4cGU7azeKA&feature=related

EduBlogshttp://fceblog.blogspot.com/

http://c3viseu.blogspot.com/

http://thedailyenglishshow.blogspot.com/

http://www.onestopenglish.com/section.asp?catid=60054

http://singyourenglish.blogspot.com/

http://www.youtube.com/watch?v=A4cGU7azeKA&feature=related

BLOG Design and Planning Purpose: What can I use a blog

for?

Planning and drafting:Target audience: Adults,

minors?

BLOG Design: Minors Consent forms to be signed by parents

and/or the permission of school authorities. Survey to search real possibilities

Accessibility to computers and internet Computer instruction Students’/Parents’ interests

BLOG = Research ProjectHopkins (2008: 201) principles underlining ethical research:

Research should be designed, reviewed and undertaken to ensure integrity and quality.

Research staff and subjects must be informed fully about the purpose, methods and intended possible uses of the research, what their participation in the research entails and what risks, if any are involved. Some variation is allowed in very specific and exceptional research contexts for which detailed guidance is provided in the policy Guidelines.

The confidentiality of information supplied by research subjects and the anonymity of respondents must be respected.

Research participants must participate in a voluntary way, free from any coercion.

Harm to research participants must be avoided. The independence of research must be clear, and any

conflicts of interest or partiality must be explicit.

Resources

What do I need to start working on it?Equipment or material: Computer,

Internet connection, some software?

Human resources: Students, parents, school authorities.

Pedagogical Criteria

When am I going to use it? Where? In the classroom, at

home? How? Basic or complementary

tool?

Summary Usual pedagogical criteria apply. Before implementing it, we must ponder on the above

issues and draft the layout and contents on a paper before rushing to upload contents without rhyme or reason.

Depending on the decisions we have made, the scope and focus of the blog will be different and so will be the options.

The blog must meet our students’ needs and be custom-tailored. What works in a specific environment may not be valid for our setting or school context. Age differences, social gaps, students’ background

(language level, motivation, etc.) are to be taken into account.

References Hopkins, D. (2008). A Teacher's Guide to

Classroom Research. Buckingham: Open University Press.

McNiff, J., Lomax, P. & J. Whitehead (1996/2010). You and your Action Research Project. Bournemouth: Hyde. 3rd ed.