ICT in ELT - Class Project An e-brochure on travel and tourism in Venezuela by the students of English II - Section 41 Sch...
THE PROJECT <ul><li>Students of Section 41 of the English II course at the School of International Studies at UCV will par...
ICT local situation <ul><li>The School of International Studies at UCV offers five levels of English to its students. Stud...
Objectives <ul><li>To promote tourism and culture. </li></ul><ul><li>To promote Venezuela’s natural and cultural resources...
Activities in the classroom (Session 15/12/09) <ul><li>Students will form groups of 4-6. </li></ul><ul><li>States of Venez...
Blogging Activities  <ul><li>Groups will open a blog account on blogger to start posting about the state they chose. </li>...
About groups and group work <ul><li>4 to 6 members </li></ul><ul><li>Every group will name a senior editor who will be res...
About Posts <ul><li>Post length: 200 – 300 words + a picture related to the post´s topic. </li></ul><ul><li>Any supporting...
Final Remarks <ul><li>Since this is part of an ongoing experience, the results are still inconclusive. However, the exerci...
A screen shot from >>>  http://www.pageflakes.com/thebestofvenezuela
Theoretical support for the project <ul><li>Dippold, D. (2009). Peer feedback through blogs: Student and teacher perceptio...
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Ict In Elt Class Project 4wiziq

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A class project

Using PageFlakes.com and Blogger.com for L2 writing practice: An e-brochure on travel and tourism in Venezuela by the students of English as a Foreign Language

By Jesús Bastidas

Published in: Education, Technology
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Ict In Elt Class Project 4wiziq

  1. 1. ICT in ELT - Class Project An e-brochure on travel and tourism in Venezuela by the students of English II - Section 41 School of International Studies FACES –UCV by Jesús Bastidas
  2. 2. THE PROJECT <ul><li>Students of Section 41 of the English II course at the School of International Studies at UCV will participate in the creation of an online travel brochure that promotes tourism in Venezuela. In groups of 4-6, students will write about states of Venezuela and their touristic attractions, culture, food and traditions, among others. </li></ul>
  3. 3. ICT local situation <ul><li>The School of International Studies at UCV offers five levels of English to its students. Studying one language is mandatory. They offer English and French. Not all students have the same level of proficiency and there is a serious problem of motivation in most courses. </li></ul><ul><li>Students are expected to learn and practice the four skills. </li></ul><ul><li>The number of students for course is usually between 15 to 25. The number of students who will participate in the project is 20. </li></ul>
  4. 4. Objectives <ul><li>To promote tourism and culture. </li></ul><ul><li>To promote Venezuela’s natural and cultural resources. </li></ul><ul><li>To practice creative writing skills. </li></ul><ul><li>To practice grammar structures learned in the English II course: comparatives, superlatives, modals, verb tenses. </li></ul><ul><li>To encourage student autonomy. </li></ul><ul><li>To encourage peer support and cooperation. </li></ul><ul><li>To motivate students into writing for an audience other than the teacher (Dippold, 2009) </li></ul>
  5. 5. Activities in the classroom (Session 15/12/09) <ul><li>Students will form groups of 4-6. </li></ul><ul><li>States of Venezuela will be randomly drawn by a member of each group. The state that the member picks will be the state assigned to the group. </li></ul><ul><li>Students attend an introductory class to blogger. In this class, the groups suggest ideas for the name of the website and for the welcome message of the main page of the classroom tourism website (which will be on PageFlakes) </li></ul>
  6. 6. Blogging Activities <ul><li>Groups will open a blog account on blogger to start posting about the state they chose. </li></ul><ul><li>Groups will choose a name for their blog. It is the group’s responsibility to send the blog´s address (URL) to the teacher as soon as the blog is created. </li></ul><ul><li>Groups will write a welcome message to their state’s blog. </li></ul><ul><li>Groups will write about a state of Venezuela and its touristic attractions, culture, food and traditions, among others. </li></ul><ul><li>Every member of the group will write at least one post, which will also be presented orally in the classroom. </li></ul>
  7. 7. About groups and group work <ul><li>4 to 6 members </li></ul><ul><li>Every group will name a senior editor who will be responsible for managing the group’s blog, and a junior editor who will be responsible for managing the group’s blog whenever the senior editor is not available. </li></ul><ul><li>Members of the groups should send their posts to both editors for publishing. However, all group members should participate in the editing of every post, picture and overall appearance of the blog. </li></ul>
  8. 8. About Posts <ul><li>Post length: 200 – 300 words + a picture related to the post´s topic. </li></ul><ul><li>Any supporting information or facts taken from an outside source MUST be referenced at the end of the post. </li></ul><ul><li>Extra posts, gadgets related to the blog’s topic, music and pictures will count for extra points. </li></ul>
  9. 9. Final Remarks <ul><li>Since this is part of an ongoing experience, the results are still inconclusive. However, the exercise has shown to be a good alternative to more traditional approaches to assessing and evaluating student performance. Even the graphic outcome is much more inspiring to both teacher and students than the usual written composition. If you would like to see the process in the making, log on to: http://www.pageflakes.com/thebestofvenezuela </li></ul>
  10. 10. A screen shot from >>> http://www.pageflakes.com/thebestofvenezuela
  11. 11. Theoretical support for the project <ul><li>Dippold, D. (2009). Peer feedback through blogs: Student and teacher perceptions in an advanced german class. ReCALL, 21 (1). (p. 18-36). DOI: http://dx.doi.org/10.1017/S095834400900010X </li></ul><ul><li>Eastment, D. (2005). Blogging. ELT Journal . 59. 4. (p. 358-361). DOI: http://dx.doi.org/ 10.1093/elt/cci073 </li></ul><ul><li>Kárpáti, A. (2009). Web 2 technologies for Net Native language learners: a ‘‘social CALL’’. ReCALL 21(2). (p. 139-156). DOI: http://dx.doi.org/10.1017/S0958344009000160 </li></ul><ul><li>  Murray, L. and Hourigan, T. (2008). Blogs for specific purposes: Expressivist or socio-cognitivist approach?. ReCALL 20 (1). (p. 82-97). DOI: http://dx.doi.org/10.1017/S0958344008000719 </li></ul>

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