วันพุธที่ 10 สิงหาคม พ.ศ. 2554
Article about Blog in ELT @.....@
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Article about Blog in ELT @-_...-+@
*****@@@ The article telling why do we have to use blog in ELT.
The classic picture of the ELT (English Language Teaching) classroom is one in which there are rows of desks, a blackboard, students, a teacher, paper and pencils. Even with the advent of instantaneous information via the World Wide Web, the ELT classroom remains relatively unchanged. However, the winds of change are upon the ELT profession. Many educators are now taking advantage of the vastness of the Internet. Moreover, most teachers are using the Internet for planning, research and the exchange of ideas. There is so much more to be found and used. If harnessed correctly and constructively, the Internet can be a priceless tool for the ELT classroom. This paper will discuss current practices for reading and writing in the ELT setting, and more specifically, the use of ‘web logs' or ‘blogs' in the ELT classroom. First, a discussion covering common methods used in most ELT classes and move to a more progressive approach to alternative assessment, portfolio assessment, and journaling. Next, an explanation of this technology, its uses, and potential will be given. Finally, suggestions for use, ideas, and links will be listed. The sky is truly the limit where the ELT profession is going and it is an exciting time to be involved.
**Benefits of Using Blogs in ELT Classrooms**
*****@@@ The article telling why do we have to use blog in ELT.
The classic picture of the ELT (English Language Teaching) classroom is one in which there are rows of desks, a blackboard, students, a teacher, paper and pencils. Even with the advent of instantaneous information via the World Wide Web, the ELT classroom remains relatively unchanged. However, the winds of change are upon the ELT profession. Many educators are now taking advantage of the vastness of the Internet. Moreover, most teachers are using the Internet for planning, research and the exchange of ideas. There is so much more to be found and used. If harnessed correctly and constructively, the Internet can be a priceless tool for the ELT classroom. This paper will discuss current practices for reading and writing in the ELT setting, and more specifically, the use of ‘web logs' or ‘blogs' in the ELT classroom. First, a discussion covering common methods used in most ELT classes and move to a more progressive approach to alternative assessment, portfolio assessment, and journaling. Next, an explanation of this technology, its uses, and potential will be given. Finally, suggestions for use, ideas, and links will be listed. The sky is truly the limit where the ELT profession is going and it is an exciting time to be involved.
"A blog is a web page made up of usually short, frequently updated posts that are arranged chronologically — like a what's new page or a journal. The content and purposes of blogs varies greatly — from links and commentary about other web sites, to news about a company/person/idea, to diaries, photos, poetry, mini-essays, project updates, even fiction. Blog posts are like instant messages to the web."
When ELT educators look at this definition, they will instantly see where this can fit in ELT classes. Individuals, families, groups, classes, departments, schools, universities, businesses, etc. are currently all using blogs. There are hundreds of sites offering ‘free' blog accounts for anyone. Also, according to the "Blogger" website (2004),
"Blogs are also excellent team/department/company/family communication tools. They help small groups communicate in a way that is simpler and easier to follow than email or discussion forums. Use a private blog on an intranet to allow team members to post related links, files, quotes, or commentary. Set up a family blog where relatives can share personal news. A blog can help keep everyone in the loop, promote cohesiveness and group culture, and provide an informal "voice" of a project or department to outsiders."
At this point, the reader may ask, "What are the benefits of using this technology if I do not know much about it?" The following reasons will assist in answering that question. The reasons used below are by no means exhaustive; they merely serve as a starting point to move teachers in the right direction.
- Using technology is exciting for the learner. English language learners like to use and take part in activities that are familiar to them. More often than not, the learner is already using technology or is eager to learn. The technology represents a ‘fun' and ‘interesting' activity.
- Because blogs are a form of publishing, the learner will be ‘published.' The idea that a learner can publish their thoughts and ideas for the world to see is an exciting opportunity for the learner and the teacher. "A contraction of the term ‘Web logging,' blogging can best be described as a form of micropublishing" (Roberts, 2004).
- It creates a forum for the learner to be an individual. As mentioned above, each learner will be an ‘author.' For some learners that is a scary idea, but some of the quieter, more introverted learners are yearning for a stage of their own.
- Teacher feedback can be given instantly in the form of comments or as a response to what the learner has written. When the teacher posts a comment to an entry, the learner can read the comment instantly and even reply to the teachers posting. Learners of English need a lot of feedback and encouragement, and blogging would be an easy way to give them that ‘instant' feedback they need.
- Gives the learner confidence and pride in their work. The learner can edit/delete/save their work. It is dated and logged chronologically. This allows students to actually see the progress they are making in English. Consequently, this will give them pride and increase their confidence in using the language.
- The teacher, as administrator, has control over the content of the blog. With blogging technology, the administrator (teacher) has sole management of the site. The teacher can add or delete entries as they see fit. They can also decide who can and cannot be a member of the blog.
- Can lead to a life-long habit of journaling for the learner. Through the use of blogs, learners should acquire a habit that is positive and will enable them to continue to grow in self knowledge and the knowledge of the world around them.
- Makes the learner more prepared for future educational and professional opportunities. While aiding with their English, the teacher is also assisting the learner to obtain new skills that will be very important in future educational and professional opportunities. The skills learned while blogging such as typing, editing, putting thoughts into words are essential for success beyond the ELT classroom. The learners will be able to use these skills throughout school and in the workplace.
- Uses prior skills and knowledge (for some learners) and creates an opportunity for them to put that knowledge and skills to use in an academic setting. Many learners are already using the relevant technology at home or in school so blogging will enable them to express themselves in a medium in which they are familiar.
- Provides an opportunity to individualize instruction for multi-leveled classes. In most, if not all ELT classes, there are learners with varying levels of English. Blogging allows for differentiation.
- Allows for flexibility in the schedule of the learner and teacher. Being the very nature of the Internet, there are no set hours of operation (it never closes). So the learners can ‘log on' at any time of the day or night. Learners can use blogs whenever they are in the writing mood. The same applies to the teacher.
Limitations and Possible Fixes of Blogs for Educational Use.
With every activity in the ELT setting there are drawbacks and constraints. Blogs are no exception. The following list of reasons is also not exhaustive, but highlights some of the most obvious limitations to using Blogs, and how a teacher might work around them.
Summary and Conclusion
With every activity in the ELT setting there are drawbacks and constraints. Blogs are no exception. The following list of reasons is also not exhaustive, but highlights some of the most obvious limitations to using Blogs, and how a teacher might work around them.
- Connection options. What happens when the learners cannot access the Internet at home or school, or their connection speeds are too slow to handle the information being passed along? Teachers who want to add blogging to their curriculum will immediately pose this question. As in other forms of teaching, instructors must always have a contingency plan. For example, some teachers might choose to allow students to work in pairs or small groups, while other teachers might arrange alternative options for individual students.
- Software is not user-friendly. If the teacher has piloted this web-logging package, then the potential problems in user-friendliness should have been assessed; however, there is still the possibility of problems with some users. The teacher will need to be prepared to do some scaffolding and one-to-one tutoring for learners that have difficulty or lack prior experience.
- Some learners and teachers lack typing skills. Some learners do not know how to type. Some students may not even want to learn. Ask the learner to have a try and if he or she is still have too much trouble, then more scaffolding from the teacher or assistance from a student stronger with typing skills.
- Some learners are ‘technophobes.' As mentioned earlier, a technophobe is someone afraid to use technology. This may not be a problem with most young learners, but if a teacher is working with older learners of English, then it might become an issue. An easy way around this problem is for the teacher to plan on more scaffolding than with a younger group of learners. Modeling the appropriate behavior and adding in support where needed will help to soften the shock on the technophobe.
- Lack of computer availability. Some of the learners will not have access to a computer. One way to handle this is to clarify the hours for the school computer lab. If there is a computer in the classroom, the teacher can arrange a schedule for learners' to use the computer(s).
- Learners cannot understand the instructions on the website. This will be a problem area for the vast majority of English language learners. Because of their lack of interaction with the language the learner will struggle. This is where scaffolding is very important. It is also important that the teacher add extra demonstration time for the class. Being patient with the learner is also important during this foundational phase in their online learning.
- Time constraints for the teacher. The first attempt at running a blog with the students will probably be the most time consuming for the ELT teacher. "It should be said that the undertaking of an online journal project [blog] requires the teacher to have a certain amount of time available" (Stanley, 2004). However, as the students and the teacher become more familiar with the format and the system, they will all become more comfortable and the time involved with decrease.
Summary and Conclusion
In conclusion, the benefits of blogging far outweigh the pitfalls. Ease of use and clean appearance are making the blog a major force on the Internet. Therefore, not just the teachers teaching English language learners but any teacher need to stay up-to-date with educational trends and should stay abreast with emergent technology that will drive this information age for years to come. Technology and education should go hand-in-hand and should not be separated because undoubtedly the learner will always use technology. Blogs are a great tool to achieve many goals for English language learners and, in the long term, what all teachers desire, authentic learning. With or without blogs, teachers of English language learners need to remember the goal of what they are doing. Educating is the number one priority.
Blogs may not replace the traditional ‘hand-written' journals, but then again they might. However, the more options teachers offer learners; the more the needs of learners are met. The ELT classroom setting needs to evolve, and for many, blogs will be the first step in that evolution. By selecting the best attributes from the past experience and looking forward to the future will produce the strongest ELT instruction. Now is the time to take action and use technology to meet the ever-growing needs of English language learners
reference: Thank for information a lot
Read more: http://www.articlesbase.com/languages-articles/theoretical-and-practical-applications-of-emergent-technology-in-elt-classrooms-how-the-blog-can-change-english-language-teaching-2568080.html#ixzz1Ucx1gPGW.
Read more: http://www.articlesbase.com/languages-articles/theoretical-and-practical-applications-of-emergent-technology-in-elt-classrooms-how-the-blog-can-change-english-language-teaching-2568080.html#ixzz1Ucx1gPGW.
Blood, R., (2000). Weblogs: A History and Perspective. Rebecca's Pocket, September, 2000. Online:http://www.rebeccablood.net/essays/weblog_history.html (access date: April 2004).
Blood, R., (2003). Ten Tips for a Better Weblog. Rebecca's Pocket, March, 2003. Online: http://www.rebeccablood.net/essays/ten_tips.html (access date: April 2004).
Ferdig, R.E., & Trammell, K.D., (2004). Content Delivery in the ‘Blogosphere'. T.H.E. Journal, February, 2004. at http://www.thejournal.com/magazine/vault/articleprintversion.cfm?aid=4677 (access date: April 2004).
Blood, R., (2003). Ten Tips for a Better Weblog. Rebecca's Pocket, March, 2003. Online: http://www.rebeccablood.net/essays/ten_tips.html (access date: April 2004).
Ferdig, R.E., & Trammell, K.D., (2004). Content Delivery in the ‘Blogosphere'. T.H.E. Journal, February, 2004. at http://www.thejournal.com/magazine/vault/articleprintversion.cfm?aid=4677 (access date: April 2004).
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