To Blog Or Not To Blog


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To Blog Or Not To Blog

  1. 1. To blog or not to blog: training teachers in the use of blogs for their EFL classrooms
  2. 2. Definition Blogs are websites which can be designed and updated easily – allowing authors to publish instantly from any Internet connection (Richardson, 2006) Blogs are useful social e-tools which may enhance language learning by promoting interaction and collaboration (Dudeney & Hockly, 2007).
  3. 3. EFL learners EFL students value the opportunity of being exposed to authentic and meaningful activities and blogs provide an open e-space for EFL learners to communicate and use their target language in a real context.
  4. 4. Research Recent research shows that tutors need training on ICT skills and it is preferable to train them before starting using e-tools such as blogs. There is a need to understand that the integration of e-tools to the language class, apart from being time-consuming, involve the commitment of teachers and learners to the planning, creation, and interaction stages when communicating through blogs (Pérez, 2006).
  5. 5. Integrating blogs pedagogically to EFL classes <ul><li>Blogs provide a space for sharing opinions in order to grow communities of discourse and knowledge. </li></ul><ul><li>Blogs offer a space where students and teachers can learn from each other. </li></ul>
  6. 6. <ul><li>Blogs foster ownership and choice. </li></ul><ul><li>Blogs facilitate reflection. </li></ul><ul><li>Blogs that are task-based foster interaction, communication and feedback. </li></ul><ul><li>Blogs give students the opportunity of working collaboratively. </li></ul>Integrating blogs pedagogically to EFL classes
  7. 7. http:// / Purpose Decide on the purpose for the portfolio Collection/Selection What artifacts will you include in your portfolio? Reflection Reflection is the heart and soul of a portfolio Blogs as electronic Portfolios Dr Barret
  8. 8. Blogs as electronic portfolios <ul><li>Connection </li></ul><ul><li>Interaction </li></ul><ul><li>Dialogue </li></ul><ul><li>Presentation </li></ul><ul><li>Publishing . </li></ul>
  9. 9. My first experience using blogs Online news project http:// /
  10. 10. Using blogger My e-portfolios: training teachers http:// /
  11. 11. Using wordpress http:// /
  12. 12. Challenges <ul><li>Time </li></ul><ul><li>Interaction </li></ul><ul><li>Collaboration </li></ul><ul><li>Integration </li></ul><ul><li>IT skills </li></ul><ul><li>Training </li></ul>
  13. 13. EFL school teachers´blogs Training http ://blogs4te. / Teachers´blogs http :// /
  14. 14. What I have learned… <ul><li>Students need to be motivated enough to post comments and reply to other people´s comments. </li></ul><ul><li>Teachers need to respond to students´comments and provide constant feedback. </li></ul><ul><li>Blogs need to be integrated to class activities and the syllabus. </li></ul><ul><li>Students need to be trained not only about IT skills when using blogs, but also about posting, replying comments and adding content to their blogs. </li></ul><ul><li>Teachers need to offer ongoing technology support during the initial stages of learning. </li></ul>
  15. 15. What is next? The notion of e-portfolios can help tutors and learners to pedagogically create blogs. Teaching and learning process
  16. 16. Without interaction - collaboration – social space – ¿is it advisable to blog?
  17. 17. <ul><li>Challenge your students </li></ul><ul><li>Include problem-solving tasks </li></ul><ul><li>Ask questions which invite students to reflect and evaluate other participants´opinions </li></ul><ul><li>Repond to your students´comments </li></ul>
  18. 18. Blogs and user generated media don't always get it right, but they show how in the new world of the internet, knowledge rushes through new channels, and the network of ordinary users sharing their interests shapes the news. O´Reilly (2004)