Our blog also had its face-to-face sister (image).
The Powerpoint of the session is now available on the Meeting website.
Author Tom @ 20:01 0 Comments
December 14, 2005
What can I use a blog for?
One of the problems with blogs is that sometimes the most interesting content is a bit hidden. In my opinion, the most interesting things are often the comments — especially if, as language teachers, what we want is to create a space for dialogue.
With a blog for your classes, I recommend you take out from their hiding places those comments that should be highlighted in some way, creating a new entry for them…
And I’ll give you an example: José Rovira comments from the University of Salerno (Italy) some of the ELE blogs you have and what you use them for . Very interesting… Read it in the comments tothe entrance .
Author Tom @ 12:34 4 Comments
December 13, 2005
And the students… what?
There are students who are terrified of ICT, and there are others who are delighted…
There are students who find some interactive materials boring and unattractive, others spend hours practicing “those structural cut” exercises, as Mar mentioned, with automatic feedback …
There are students who chat, others prefer e-mail…
There are students who already have their web page, there are others who do it for the first time in the ELE class…
There are students who prefer to participate actively, others that we guide them step by step or provide them with the most appropriate material…
There are students who…
What is clear is that ICTs at least allow us to pass on the
information to our students to participate in a moreactive both in the process of preparing our classes and in the specific work in the face-to-face or virtual classroom. The question will depend on how we pass the ball to them and the strategies that we provide them so that they can experiment and discover its multiple uses…right?
Author Joan-Tomàs Pujolà @ 20:36 2 Comments
09 December 2005
It’s easy to make a website if you know how…
In this post I propose as an example and exercise to create a Web page from the Word text processor. You will see that it is very simple and is designed to remove fears. I think that by giving simple explanations and starting from what is known, you can fight against typhophobia. I have worked with Wink , a free tool, to generate the movies and I assure you that it is very simple . Click on the “see example” and remember that it is only an example as a proposal.
See an example
Author David Atienza @ 16:37 2 Comments
06 December 2005
What to know, how much to know, why to know…
Hello everyone!
Well, it seems that the blog-debate (not blog-journal ) is animated. Great!
In relation to Antonia ‘s message , I totally agree!: the majority of teachers need practical technological training that allows them to launch themselves, to lose their fear of ICTs. It is not enough to dazzle them and tell them “go on, do the same, it’s very easy”, but short courses are needed in which teachers, on the one hand, can practice with technologies in small doses and at their own pace and, on the other, can see real examples of ICT application in the classroom.
And this leads me to link to another issue that particularly concerns me (you can see that each one of us has a line, almost a “fixation”, and that seems enriching to me): it is convenient to learn from experience , from our own and from that of others. That is why I am particularly interested in the real cases of use of technologies in the classroom (especially in the face-to-face classroom, which corresponds to the type of teaching I teach). I am referring to the famous “case studies”, in which the result of a real experience is exposed and the objectives and results are shared, both positive and improvable. It ‘s what Lola asked for.
It seems that these works are not common in the Hispanic sphere, while they are in the Anglo-Saxon sphere. However, we are already beginning to lose the shame of sharing what happens to us in classes in forums such as congresses, meetings and magazines. In my speech “Experiences of use of ICT in the context of face-to-face teaching of E/LE” I listed some articles that describe in what circumstances and with what objectives different ICTs have been used, and in “Characteristics that, based on the experiences, are attributed to the use of ICT in the context of face-to-face teaching of E/LE” I opened a list of reflections and conclusions obtained from the experience , a list that has been growing with various contributions.
Another issue that Antonia mentions And what seems to me to be very timely is the idea –which many still have– that the technologies that can be used for teaching languages are limited to automatic correction exercises, of an evident structural nature . This is just one of the many applications of technology, not always negligible, but it is just one more. There are many others, such as editing materials (websites, images, videos…) or tools for communication between people or CMO (computer communication). Each technology has its value in a certain context.
In this blog, the members of the table are talking a lot about what technical knowledge we teachers should have, about the technologies that exist, about the technologies that our students know… Obviously, those of us who are on the blog are the (few) that we are more interested in this world of machines. It is clear that we are attracted to technology, apart from being passionate about teaching. But in our work, technology never has to come first. On the contrary, the first thing we have to consider is what the objectives of the session-class are and, from there, see if there is any technology that can help us achieve those objectives . Never technology just for the sake of it. It may happen that a certain class works better with the blackboard, with paper or with face-to-face dynamics… and, if so, nothing happens!
For all these reasons, it is convenient to share your own experiences and READ the experiences of colleagues who have written down the results of their teaching activity, to see how, when and why a class with technology has worked… or not. Only in this way will we move forward and avoid always starting from scratch. And, above all, we will approach the reality of the ELE teaching, beyond theoretical speculations.
Ala, what a roll it has come out on the day of the Constitution. 😉
I hope that the debate will continue and that in this blog the attendees to the conference will express their concerns and concerns, so that we can address the issues that really matter at the table.
Greetings,
Mar.
Author Mar Cruz Piñol @ 20:35 4 Comments
December 02, 2005
Should the ELE teacher be a computer expert?
The answer is obviously NO. You just need to develop some basic skills that allow you to use a series of increasingly simple and intuitive tools. To assemble an IKEA piece of furniture you don’t have to be a carpenter, to prepare a good paella you don’t have to be a professional cook and to create a virtual teaching/learning space where interpersonal communication can be enhanced you don’t have to be a computer programmer. The ELE teacher must know how to do computer DIY.
If you want more information on this topic, click here .
Author David Atienza @ 13:43 17 Comments
November 30, 2005
What should a teacher know to integrate ICTs in the ELE classroom?
To start the line of discussion about the new role of ELE trainers and students, I propose a small exercise. Below this text you can read for a few seconds some of the functions or general skills that a teacher must develop in general and those that he must develop to integrate ICTs in his ELE classroom. Try to discover which ones they have in common and, above all, which ones are specific to the teacher who wants to bring ICTs to the classroom .