A New Tool

The Utopias and Dystopias of Digital Culture - #edcmooc

I have just started taking E-learning and Digital Cultures in Coursera. In the first week we had to watch four short movies and discuss them in term of being a utopian or dystopian view of technology. After watching a the four movies, I have decided to post my take on them answering the questions and commenting in terms of their utopian\dystopian depiction of technology. Finally we had to come up with our own utopian or dystopian story told in a movie,

Here is my take:

Bendito Machine III and  Heaven Sent Technology

While watching the movie, I kept thinking to myself about the messages it was trying to convey. One message, in my opinion, was that technology brings progress and change. If this change and progress is for the better, is another issue. As I watched these heaven sent novelties take over this little tribesmen lives and make them neglect other aspects of their existence, I could also see that it brought information and entertainment. However, as I saw old technology being dumped because of the new one, I have to agree that it suggests that this obsession with technology, so present in our world, has a great impact on the environment because it generates a compulsion for thoughtless consumption and, as a consequence, the habit of dumping the old to welcome the new. The characters in this short movie do not seem to have a choice concerning the technology they use. However, they could create something instead of waiting for it to fall from the sky. To me, they seem a bit idle and always wanting to be entertained by a technology that is alien to them. It does not seem that technology provides them with what they need, they seem to simply get used and addicted to it. The technologies portrayed in the film are generally, as I have pointed out, alien to the characters, subject to constant glitches, unpredictable, and unreliable. The view of technology is quite dystopian and it enslaves the characters.

Inbox and the Utopian Idea of Perfect Communication

This short movie shows how people can connect through web-based technology. At first, one could argue that it is a utopian account of how humans interact with and use technogy because it shows it is possible to meet people in many ways. I could even say it is neither, because I have grown to believe that the way we meet people on the web is not very much different than the way we meet people in real life. There are always limitations and insecurities as go back and forth in our minds never sure what impact we cause on others. When we first meet someone we never know if we will meet again and communication breakdowns often occur independent of medium. It is, in my opinion, a realistic account, if it is possible to say so, because to me it seems utopian the idea of communication and romance without glitches and communication breakdowns.

Thursday and The Illusion of   Gaining  Control

The film presents technology as something that many times blinds humans preventing them to see the beauties of the natural world that lie above their heads, beneath their feet, and in front of their very eyes. Technology is portrayed as a second class substitute for brighter and enhanced equivalents in nature. It suggests that the price we pay for replacing the affordances of the natural world by manmade wonders is losing contact with ourselves and with the cycles of nature. On the other hand, making such substitution we gain control of our own bodies, our emotions, and our routine. Tech gadgets are the ones who have agency in this film. However, I ask myself, is it possible to have control? Isn't it utopian to believe we can take the reins of our emotions?

New Media x Bendito Machine

 

Similarities

In both short movies the machines have a great ecological impact. Just like in the first one, the second contains a reference to the skies thus implying a sort of helpless situation in which once characters\humanity cannot control the skies they cannot control the machines\technology.

Differences

The first difference is that Bendito Machine depicts a world that is still run by the characters, whereas New Media shows us an apocalyptical scenario in which whoever and whatever existed is a process of being destroyed, drained, or controlled. In addition to that, in Bendito Machine technology is not necessarily evil, it is asked for in a sort of prayer to the gods, while in New Media it looks more like an uninvited or invading alien force. In the first movie, technology comes into one form only and seems to be present only at one sphere of life and characters seem to have a choice, in the second movie it is ubiquitous occupying every corner of the habitat, even our bodies, and there is no choice. In the first movie technology is subject to glitches and needs constant updates while in the second it is state of the art and evolved to have a mind of its own. Finally, the ecological impact seems to be localized in one (limited to a landfill) and overspread in the second.

The Matrix and the Singularity 

As we become more dependent of technology and technology itself moves towards integration with gadgets and with our own bodies in so many ways, The Matrix is a perfect dystopian story for our times. The movie tells the story of how technology took over our bodies and minds and controlled the world. In such an apocalyptic world as the one depicted in the movie, I ask myself, if it is really a dystopic story. I really believe that this singularity is humanities future and the technology featured in The Matrix seem to protect humans from noticing the grim reality surrounding them. Thinking like that one can draw a parallel between the heroes and the family of birds in Thursday: they seem lonely and doomed to disappear as they struggle to survive. Survival of nature and of reality as we perceive is doomed in a world dominated by technology. If The Matrix world will become a reality maybe we are just starting to sleep. 

A Rhetorical Appeal to Stop Desertification

One of my tasks in my MOOC on Rhetorical Writing on Coursera this week was to watch ten minutes of the this video and post my analysis. It was a good exercise.



 In his speech on desertification, the rhetorical appeal Savory uses most successfully is logos. His logical argument stands firm on a claim, a reason, and an unstated assumption.

He claims that the “most perfect storm\tsunami” is “bearing upon” humankind who is facing a grim reality in which the world is getting hotter due to climate change that is being caused, among other factors, by desertification. He makes his point by showing evidence via images of before and after coupled with anecdotes collected through his vast experience as a scientist and researcher in the field.According to his argument, the reason why we should something about this problem, is because we are directly affected by it once we are also victims of climate change. Finally, his unstated assumption is that we are on the verge of disaster and that our civilization will perish (just like the Mayans as many others) if we do not find a way of reversing desertification.

His appeal is also logically strong because it is well supported by statistics, causal statements, and relevant examples.His statistics’ citations include the percentage of Earth (about two thirds) that is turning to desert and the amount of rain fall in Yemen and the fate of that water. His causal statements depict how land that was once covered by vegetation becomes desert. He also shows how livestock plays an important role in preventing desertification from happening.

Finally, he shares evidence that shows that, contrary to what many believe, it is large herds moving, grazing, and trampling the soil that makes vegetation come back and thus prevent desertification. Therefore, we should consider having large herds of livestock roaming in the land if we are to stop this disaster. Last but not least, I should say that the strength of his argument lies in the fact that he does not only appeal to logic, but also to ethos (his vast knowledge on the field), to pathos (his tone of voice and the life changing effect of his experience with elephants in Africa), and to kairos (he speaks at the right time, in the right place, and for the right audience).

Other Writers and I

                                               photo credit: Βethan via photopin cc

As I sat at my desk this morning staring at my computer screen, I was convinced one more time that I was not a born writer. In so many ways life has taught me that we have to fight many battles. So, as I crusade against the keyboard and a torrent of ideas for this essay, I was assaulted by the daemons of my fears and insecurities and many times I had the desire to take the road back to the couch and watch TV instead of writing. However, just as a farmer knows he has to plow the land if he wants to harvest something, I said to myself that if I had to engage the enemy in myself, I had to attack the dragon, rescue the princess of my self-esteem and write. Isn’t the creative process like this for everyone? Isn’t life a battle of some sort for every human being?

Growing up in a developing country is not easy and learning to write depicts it quite well. In this manner, after clashing with many other possible titles, I kept the one I had chosen for my second assignment: ”a struggling writer.” I grew up the rural area of Midwestern Brazil in a poor peasant family. Therefore, as I scavenged the archives looking for stories, I came across three narratives of struggle that resonated with me and helped me paint a portrait of my adventures with writing and education in general. The first was "White Trash Writer" by Lucinda Eby, the second "I Am an Apprehensive Writer and Blogger" by Nancy O'Kelly, and the third "My mother, My Abuser, My Inspiration" by Alison Guynes. These three stories inspired me in different ways and I will try to weave them into my saga as a writer in the lines below.

Lucinda Eby tells us in her wonderful narrative that she was raised in a “book culture.” Finding out that her father, who had another family and was an absent parent, used to come once in while with a truckload of books, made me a bit envious because I wished I had been given more books as a child. Had I had half of the books she had, would I have become a bit better with words, a better writer? I wonder. Although my father was always loving and present, this story of scarcity unites us in some way because despite the absence of books, I grew up in a sort of “educational culture” and that was “one of the pieces of luck I had.” Our family kept moving from farm to farm and my parents would only accept to work in a place that had a school nearby. Nearby, many times, meant a two-hour walk to a place in the middle of nowhere with only one instructor to teach reading and writing to about thirty kids ranging from first to fourth grade crammed into a single room. Consequently, I grew up walking to school and learned to value every step of the way. Looking back now, I guess my parents’ passion for learning was in so many ways what saved me and my four siblings not only from poverty, but from ignorance.

Therefore, as I journeyed through elementary and middle school I was mostly a reader who incorporated stories into my dreams and nightmares. In high school, my penmanship made a debut in writing book reports and compositions in which I started expressing some of my own ideas and discovered I had a voice. I once managed to craft four different versions of the same book to help some classmates that were too lazy to read or just did not know how to do it. It was in a sense that hint of invention and trickery that made me suspect that there might be some hidden happiness, a lost treasure, in writing. A fascination with words was taking me over. That was when I developed an interest for song lyrics and was mesmerized by the way musicians played with words, the poetry within songs overwhelmed me. Inspired by the beauty of song lyrics, I made some attempts at writing poetry that I compiled in a little notebook of poems I used to read to my teenage peers.

As I grew older and prepared to enter college, the door of poetry shut as the curtains of academic writing opened in front of my eyes. I came across the mandatory composition prep course that culminated with the life and death challenge of a test. Such an exam was a turning point in my life because my choice of topic for the college entrance composition (dreams) made me a psychologist instead of a journalist. Maybe I just wanted to escape writing somehow. Can we escape fate? I ask. It seems we really cannot escape destiny. When I ran away from writing about social injustice and escaped being a journalist, I fell into the trap of being a psychology major who in the first semester just felt hypnotized by the writings of Sigmund Freud (the first one I read, The Interpretation of Dreams) and realized that a great deal of psychologist work is that of writer whose narrative that requires fine writing skills.

Different from Lucinda Eby, who says her English composition classes were not very helpful, I owe a lot to my academic experience with writing once it poured content\ideas into my soul. As a psychology undergraduate student, I read a lot of books about psychology and psychoanalysis. These readings taught me the importance of considering an audience and once again helped me develop my voice. As far as writing is concerned, I don’t think I wrote anything worth remembering as an undergrad. However, in my master’s degree I was coached in writing and learned, among other things, that one needs commas for breathing and that writing drafts and revising them as much as possible helps a lot in the composing process. Due to this coaching, I was always able to complete my assignments and that made me feel proud of what I had done.

Not a born, but a runaway writer, I became a blogger and an apprehensive essayist just like Nancy. Similar to her, I sometimes feel paralyzed in front of a writing task because I also "question every word, every sentence." Just like Nancy, when crafting blog posts, I fight battles all the time to compose a bit more than snippets. Nonetheless, a little different from Nancy, I do revise what I post despite feeling also “nervous and afraid” whenever I face a writing task. The psychologist in me reminds me that anxiety when facing a challenge is expected. If writing is such a struggle, why do I insist on doing it? Why did I enroll in this course?  

Wrapping up my chronicle as a learner and a writer and reflecting on why I keep fighting this battle, I guess I can relate with Alison Guynes’ narrative. She tells us that she started reading as a cloak to escape her bipolar, abusive mother’s fits of rage. I read and study as a shield against a government that does not invest in education, a way of escaping ignorance. However, Alison goes on to tell us that her camouflage was lifted when her mother told her to write her a story because she sure had something in her “useless little head”. Her first story was a success and she wrote many more and that did not only change her mother’s mood, but made of her a fan of her writing and a friend. So, thinking about why writing is so important to me, I guess that with my blogs I try to share some of the things I have my “useful little head” with my peers. Like a child that vows to conquer his mother’s love, I try to conquer some fans and friends through writing. Composing seems to emerge from the compulsion to tell stories, teach something to my peers, and unfold the creative process within my soul. The act of composing is a process of discovery in which I reveal and hide many aspects of myself. It is a chance to contemplate my multiple identities, my many possibilities. My camouflage is lifted and put back every line, every time I copy, cut, and paste. Writing allows me to deal with my fears and reinvent myself to keep fighting the daily battles within my soul.

What kind of writer am I?

 

                                         photo credit: bitzi ☂ ion-bogdan dumitrescu via photopin cc

This is an assignment for a course I am taking at Coursera called Writing II: Rhetorical Composing. The first task was to introduce myself answering the question on what kind of writer I was. Here is what I wrote:

First I should say that I was delighted with this task. I always tend to write too much in these “getting to know” you posts. They are always part of online courses and generally very informal, for this reason people tend to write the least they can to avoid overwhelming participants with too much to read. This one, it seems it is required to write a bit more. So, I am not going to feel guilty for writing more than I should. So, here I go.

I guess my introduction partially answers the question about what kind of writer I am. I am a struggling writer who just loves doing it. This love for writing is a newfound love though. I call it new because I love the craft, but I still feel like a beginner since the very act of writing itself is a struggle for me. I also see it as a recent passion due to the fact that it has not always been this intense. In the following paragraphs I will tell you the story of how it all began.

As an undergraduate student in psychology in Brazil and a graduate student in TESOL (Teaching English to Speakers of Other Languages) in Oklahoma City University City in The U.S.A., I just went through the motions in writing. Although, looking back, I think I already liked it, I saw it as just an assignment. The papers I wrote at the time were for grade and only a requirement to be filed and a form to be filled out. This formal education also gave me a chance to learn something about writing. I remember that when I was getting my master’s I always had a coach (a native speaker) to proofread my work and have always received good tips on how to write a better essay or research paper. One of my professors on some occasions complimented me on how I had progressed as a writer throughout the course. I was glad and flattered by his remarks, but I saw that as a task that had been done and writing as something I would be done with by the end of the course.

 In 2006 I participated in a workshop and was introduced to a new world: web 2.0 and the world of blogging. This new world was what forced to start writing for a different purpose and for a new audience, and as a consequence, forced me to see that I was not done with writing just yet. Now I was not being graded anymore and I was not writing for my professors, but for everyone on web that happened to come across one of my blog posts. It is funny to see now how my idea of what an audience was has changed over the years. At the beginning of my blogging journey, my immediate audience was my students. I wrote posts for them and expected them to react to what I wrote.

After some time, maybe due to my lack of training in the art of writing and also for practical and pedagogical reasons, I started finding that (writing posts myself and asking students to comment) a real drag to my students. I then handled the duty of writing to them. It was a blossoming garden of composing: all my students started blogging. I was delighted to discover how creative they were. They illustrated their posts with their own drawings and I commented on them and also asked them to comment on their peers’ posts. At that time the audience was my students and the purpose was to get them to react to what their peers had written. Therefore, I did not realize I was a bad writer and did not feel the need to start doing it myself.

Fast forward about four years and due to my involvement in professional development and my presence in the blogosphere, I started feeling compelled to take writing a bit more seriously. I had now started writing reflection posts about the things I was doing and how much I was learning. I had a need to start sharing my experiences. That was when I saw that my audience was no longer just my students but educators who were a bit more demanding concerning the quality of what they read. That was when the struggling writer emerged.

When I started writing as an educator, I realized I had a lot to learn about it. From that moment on, I noticed it was hard work to come up with something that went beyond a simple paragraph. I really have some basic doubts on where to place a comma. English, not being my first language, was also another problem because it was always so difficult for me to find the right word. I gave up posting to my blogs many times. Other times it just took me weeks to finish a post and finally add it to my blog. I tried to set a posting schedule and deadlines for writing, but it proved ineffective as a means of making me a more prolific and competent writer. It seemed that writing was not for me.

When I was about to give up, I had an idea and thought to myself that a book about writing would be a good idea. I said to myself “There should be a book with a recipe on how to write a good essay, a good blog post.”  It was with that in mind that I bought the book On Writing Well by William Zinsser. To my disappointment, I discovered that there is not a recipe for writing this or that kind of thing. My problems were far from being over. Nonetheless, this same author showed me that there was light at the end of the tunnel. I discovered through reading (and I already knew it from my own experience) that writing is difficult for everyone and that is something that, like so many other things, is learned by doing. It was about the time I was reading this book that I decided to enroll in this course and here I am. So, my name is José Antonio da Silva (my online friends call me JA), a Brazilian EFL (English as a Foreign Language) teacher in Brasilia, and I am a struggling writer. It is really nice to meet you all and be able to battle the monster of writing together.

What we learn when we learn by doing

Everyone in the education field is familiar with Dewey's axiom "learn by doing." It is well known that experiential learning is not only preferable by students, but also more effective. I recently started taking a MOOC (Massive Open Online Course) on Coursera that helped me understand better what learn by doing is. While I was going through the weekly readings, I could see that the following three basic questions were being addressed: what is learning by doing? what do we learn when we learn by doing? when learning is not motivated by learning to do something (practical/experiential), what is the motivation behind It? In this post I will try to share some of the answers I found to these questions through the readings and the connections I made to my experience as an EFL teacher using technology to advance my own learning and that of my students.
First let's try to define what learn by doing is and give some examples. Learn by doing is experiential learning. Students learn by doing when they do things instead of being told about things. It is many times easier said than done. In the language classroom, students learn to speak the target language by speaking it, not by being lectured about it. The same goes for writing, reading, and listening. However, for students to speak, there should be a reason for them to do so. Therefore, teachers usually create scenarios or simulate situations to bring about a need to communicate. The more realistic the situation is, the more effective it seems in generating real communication. Having understood that, we should say that using Web 2.0 tools should follow the same "learn by doing" guidelines. Students learn about blogging by actually having a blog, posting, adding, and replying to comments.
Once we know what learn by doing is, we need to understand what one learns when he learns by doing. When there is experiential learning, what is learned cannot be put into words. If you ask a teacher who integrates technology into his teaching to tell you how to create a blog, for example, he will probably be able to show you step by step the procedures for doing it. However, he might not be able to tell you about it without visualing a given blogging platform and actually testing its features. Therefore, when one learns by doing, he learns micro scripts and scripts that help him assimilate and index new experiences. When a student has to create a blog, he first has to create an account. This one is probably a micro script that he has already assimilated. He probably knows automatically that to create an account he will have to provide his e-mail address, a user name, and so on. So what he will learn by doing will be how to customize his blog, how to insert a video or an image using HTML code or just copying and pasting. Besides that, he will also learn how to create a post and with this he will be familiar with rules for typing and editing text. He will learn that paragraphs have to be indented, that capital letters are required in the beginning of new sentences (the later might sound weird, but this is true for my teenage students). So, the scrips I have listed are extensions that are incorporated to the micro scripts he already possesses. The digital native claim proves to be a myth when it comes to creating content. This holds true especially if we are talking about young learners. So that is what is learned when one learns by doing.
However, it is not always that learning is guided by such an experiential tone. Sometimes learning is driven by reasons other than learning how to perform a specific task. In this case, learning is motivated by the willingness of knowing more. This is generally what guides professional development: a desire to learn about the philosophy behind a given practice, a new way of thinking about a given area of knowledge. It is learning for learning sake. I guess that in the field of language teaching this is the reason why EFL/ESL teachers, that supposedly already know enough about the English language, go conferences conferences as attendees or presenters and take other professional development initiatives such as reading/commenting/posting to blogs, connecting with peers through social networking channels, and taking online courses.
Finally, I would like to say that learning by doing also applies to writing. And this is exactly what I am trying to do with this blog and my posts. I confess that writing is not easy for me and I make a big effort to make my ideas come accross the way I want. Nonetheless, I never give up. I have been reading books about writing, I have just decided to blog with my students (I mean writing a short blog post after ech class reporting what went on). I did that because I read that if you ask your students to blog (which I frequently do), you should blog to. Finally, I am just about to begin a course in writing and hope I will feel more confident as a writer when it ends.

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Some Simple Activities that Wire Students' Brains

photo credit: krischall via photopin cc

Teaching is a craft that is learned by doing and constantly reflecting on your practice. Knowing theory and getting constant training do play an important role in the making of a good teacher. However, very often, we seem to forget the connection between theory and practice so immersed we are on doing. Of course this kind of "automatism" that seems to come with experience is in part the result of diligent investment in professional development, but we do not always know where we learned certain things. We use a given activity because it works for our students. However, we are not always cognizant about why it works so well. These were some the thoughts that crossed my mind when after being done with the overwhelming end-of-semester teaching duties, I resumed reading a book by David A. Souza called Mind, Brain, and Education (specifically Chapter 3 - Impact of Neuroscience on Teaching and Learning - by Judy Willis). To me, at least, and I am sure to many of my colleagues, what the author had to say about the role "intake filters" play on learning and how research on neuroscience validates what we teachers have been doing, made of lot of sense. Therefore, I decided to write a post to summarize and share some connections I made in relation to the effectiveness of some activities I use in class and how they correlate with the latest neuroscience discoveries on how our brains work.

Questions for conversation/discussion

One thing I always do when teaching upper intermediate and advanced levels is to use "questions for conversation/discussion." Sometimes I create the set of questions on my own or use ESL Discussions questions by Sean Banville. For this activity, I usually give pairs of students a set of different questions and ask them to take turns asking and answering them as if they were engaged in conversation. I generally select questions that have to do with the topic of the lesson we are covering and use them as a lead in or a wrap up activity. For real information gap you might want to warn students not to allow their partners to see/read their questions. According to Judy Willis, one of the reasons why activities such as this one are successful is because they help learners make connections and relate new information with memories they already have. In addition to that, discussion questions allow students to predict what is ahead or review what they had seen.

Run dictation

I also like to use run dictation. This is a very dynamic activity and one of my favorites to use with teens or pre-teens levels. Most textbooks generally feature a series of questions for a lead in, before-while-after reading or a listening activity. So, instead of having the whole class sitting quietly and mechanically asking and answering these questions, I type the questions, ask them to close their books and stick a couple of sets of questions to the classroom walls or outside the classroom. Working in pairs they should run to the board and come back dictating questions one by one to a partner who should write them down. Once they are done, they should get together and answer or discuss them. This is a multisensory activity that activates more than one area of the brain. While doing it, students have to move around, read, listen, and speak. Besides that, it is fun and helps them in dealing with the fear of not knowing in a safer way. Once the responsibility of answering the questions becomes a shared task, it becomes a collaborative endeavor and thus a more rewarding learning experience. This multisensory factor, the author tells us, ends up promoting more connections at the brain and for this reason being more successfully recalled.

True or false

This is one activity I like to use and I always observe that learners cheer at feedback stage as if they were celebrating their luck in a game or the like. I confess, such reactions puzzled me sometimes. We many times take true or false exercises for granted and deem such tasks as only a guessing game. However, according to Judy Willis, the very predictive or guessing nature of true or false exercises can be stimulating for students’ brains. If the student is merely guessing ( in case of a predictive true or false exercise), the dopamine reward he or she gets with the risk associated with making a guess is a guarantee of making learning a pleasurable activity. In fact, it is related to the compelling aspects of achievable challenge present in computer games that our students are addicted to. So, as long as true or false activities are designed to guarantee a reasonable number of correct guesses, they can be a plus for students’ interest and a boost to their brains.

Process writing

In intermediate and advanced courses writing is a vital part of a good English course. This is not different in the school I teach. Therefore, students are supposed to write paragraphs and later four or five-paragraph essays. Using an approach in which they write a first draft, hand in for correction, get feedback in form of symbols and comments on content, and later write a second draft (process writing), seems to be the best way of getting learners involved. The role this plays on students' brain and thus learning is extremely important. The process of revising and giving constant do feedback, the author points out, is a form of ongoing assessment that is powerful in promoting long term memory and developing reasoning and analysis. Besides that, Willis says, we are recognizing learners effort and achievement and providing an opportunity for improvement, and at the same time reducing frustration.

No News

As you could see, there is nothing new. Nonetheless, it is worth noting that many of the things we teachers do find resonance with the latest scientific research. It also reaffirms the necessity of studying and reassures us (as pointed out by the author) that Vigotsky, Piaget, Kashen and others that have guided us in our practice have been pointing at the right direction. I guess, it is above all, a reminder of the validity of investing in professional development as a way of keeping up with or ahead of our own time when necessary. As educators, we should always make an effort to challenge and require our own brains if we are willing to provide food for thought to our students and our colleagues.

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EAP - A Door of Opportunity for EFL Instructors and Language Learners

A gift I received from my EAP group on their graduation.

In January 2011 I took a course to prepare for teaching a new one. The course I took online through UMBC was called TET (Teaching English to Teens) and the course I would start teaching was named English Access Microscholarship Program or just Access or EAP as we call it now. This program according to the official description on the web "provides a foundation of English language skills to talented 13-20 year-olds from economically disadvantaged sectors through after-school classes." In this post I will try to describe my experience with the English Access Program and how I applied some of the theory I learned in the preparatory course. (or already knew) to my classes.

The course on teaching English to teens lasted about a month or so and the new EAP group started in March 2011. The TET course was helpful because it reminded me that teenagers, despite social/economical background, are equal in the sense that they share certain characteristics of personality and have needs that are almost universal. Therefore, taking that issue into consideration and trying to address it, is vital for a successful class. Being aware of these variables, what I did was to apply principles for teaching language to this group catering to some of their specific needs.

One important thing I had to do was to change students' attitude towards the language. Knowing that they were probably coming from a school where English was taught mainly through translation, I could assume that many them believed that learning English was difficult or even impossible. Therefore I told and showed them (through teaching) that translating was not always the best strategy for learning a foreign language. Once they knew it and realized they could understand chunks of language without necessarily finding the equivalent word or expression in their mother tongue, they discovered a new way of learning, and consequently, started changing their attitude towards the target language.

Another important aspect to consider was keeping learners interested in coming to our Friday meetings. Although these students were quite motivated to take the course, I thought it would be advisable to give them something to look forward to when coming to class. To achieve this goal, I used music. Almost every class I played some latest hit song. I usually had some kind of task related to the song. In other occasions I just projected the lyrics on the screen and we sang along. They really had fun and later told me they had that song on their heads all week long. Sometimes songs were not that recent, but if I felt the song had a cultural/historical value, I played it and explained to them why it was important. For example, if there was a major event in which a certain musician (unknown to them because of their age, but famous worldwide) was going to give a performance, I would play his/her most famous hit. This proved to a good strategy because it anticipated something they would see on TV and made them feel more aware of the world around them. So music was a motivator and another way of changing their attitude towards the language.

Providing a range of learning options and resources is also another important issue when teaching a foreign language. In relation to this, I remember that before the course began, we (school coordinators and teachers involved in the program) were concerned about the digital divide. We were a bit cautious about using the web for blended learning because we assumed that these learners, given their social economical background, would not have the desired access to computers with internet connection. To our surprise, however, not only did they have access to the web but were also able to do tasks assigned for web based projects and the available web resources to advance their learning. In this regard, the initial assumption that they had no access to computers was wrong. Under these circumstances, we were able to work on several projects in which they went home, gathered information from their relatives and community, and later shared them in class and published their work on the web. Such projects did not make them more autonomous but also provided an opportunity for reflection and discovery.

It is true that teens have emotional and intellectual needs. However, they also have a very basic physical need: food. Their growing bodies demand a lot of energy and they love eating junk food and sweets. Cooking, however, is not one of my specialties. Nonetheless there is one thing I can make that almost all my students simply love: chocolate chip cookies. Therefore, I made cookies for my EAP class quite often. Once I made them during class Getting some involved in making the though, others in writing the recipe on the board, and others in taking pictures or filming the event. Some of them learned the recipe and baked cookies for their families. I could see that something as simple as this helped them see themselves as more valuable and autonomous learners once they could share something learned in class with their community. Cookies became a sort of transitional object that frequently popped in our conversation and mediated our informal interactions. This connection was so meaningful that we scheduled a reunion some time next year to get together and have some cookies and refreshments.

The enhancement activities were a kind of mandatory part of the course. What we tried to do was to whenever possible draw a parallel between their culture and the target language culture. This was a nice away of contextualizing learning and providing students with an opportunity to make discoveries or recycle their own culture. Once they did that it also made them proud of their background and increased their self-esteem. The latter being an area that deserves special attention first due to their age group and second due to their social economic situation.

All in all, I would definitely say that my experience with this program was a very rewarding one for me and for the students as well. As I watched each one of them walking towards the stage to get their certificate, I felt that they were a bit transformed and had taken their first steps into their journey of learning a foreign language and many other things that will be extremely important for their lives. As a teacher, I felt grateful for the contribution they had given to make my classes better, enabling me to teach teens just like them that will be entering my class next year.

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Gagne and the Nine Events of Instruction in an English Lesson

After years and years of teaching and planning, it is common to think that we know everything. During this teaching journey we also discover that our craft is everywhere we look around. I recognize this might sound like I am a bit obssessed about teaching. But, think with me, don't sports stars and actors also seem a bit obssessed about what they do? So, why shouldn't we? Anyway, obsessed or not, we see a lesson and an opportunity for teaching in a film we watch, on a flyer handed out in traffic light, in a science podcast. Being that enthusiastic about what I do, I have always thought that this is a wonderful job. It extends throughout your life and the older you get the better you become. It might not be so, but thinking like this makes me more comfortable about getting older and having chosen such a career. This pervasiveness is true especially for those who teach language once our subject matter is everywhere. We have a drive to communicate and spoken, written, and even sign language is everywhere. This way, we language teachers, are never at a loss for teaching materials and and the instruction ideas that spring out from them. In this matter, I would like to share with you what I have learned in the course I took at UMBC about Gagné and the Nine Events of instruction. In this post, I will try to connect each of the nine events to the way most teachers teach language.

Gain attention in the first event of instruction according to Gagné. It is true that if we want to engage our students in the learning process, the first thing we should do is to find a way of having, if not all, at least ninety percent of them, focused on what we have planned for a given class. So, this is the moment in which we announce that there will be discoveries. It is that " hey you " moment in which you stop any parallel conversations without asking your students to shut up. To gain attention, you share something that is in way connected to the lesson you are about to start.

Inform learner is the second event of instruction proposed. This is an opportunity to tell your class what your objectives are. I know many teachers are against doing it explicitly (especially if it is a grammar lesson), however we can always come up with implicit/inductive ways of doing it. Informing learners make them realize that we care about their intake of the content ahead and also helps building autonomy. Besides that, it is helpful in the wrap up process at the end of every lesson. Once informed about what lies ahead, learners can access what they have really achieved once the lesson comes to an end.

Stimulate recall of prior learning is the third event in a language class. It is during this event that we show students that we want to learn a bit from them, that what they already know is extremely important for us and for that specific learning community. When we do this, we allow them to share their knowledge and give the first steps in the direction of building a tapestry in which their contributions start being woven into the fabric of collaboration that emerges in class. This event sets the foundations to build the rest of our teaching event. It tells students that they are active participants in the learning process and not mere passive, blank slates.

Present stimulus material is the fourth event on Gagné's list. This one refers to the moment we show learners the content that needs to be retained. For retention to occur, Gange points out, we need to organize the material in meaningful chunks. That is exactly what language teachers do: we divide the content in bite sized morsels so that our students can slowly swallow, digest, and later use it. I like this analogy with food because it helps language learners and teachers realize that it is not possible to speed up the process.

Provide learner guidance is the fith event of instruction. This step has to do with how the instructor communicates with the learner and is intertwined with the previous one. This communication, in case of language teaching is very specific. The teacher tailors the language and instruction to guide the learner and help him or her stay on track. This guidance comes not only in verbal discourse, but also through images and any other media that assists the learner in retaining and encoding information. Such precise and guided communication allows learners to understand content and process it in a way that they gradually feel capable of using it later.

Elicit performance is the sixth event. This one is in a way much anticipated by educators. After crafting a good attention getter, informing the learner, and grading the language used to present content, we do look forward to the moment of having our students perform a task that demonstrates we are doing a good job. Performace at this stage, is still a controlled practice and limited to the repetitions of examples we have given. It is a moment for repetition of a model provided by the instructor. Nevertheless, it is much awaited because it gives us feedback on how much progress is being made by students in retaining the target content.

Provide feedback is the seventh event. This is the one in which we prune or praise the controlled practice. Here lies an opportunity we have correct the course of the learning journey. This correction can be done in many ways. The istructor can give explicit and direct feedback or use strategies that allow students to notice what needs to be corrected and do it by themselves. Here teachers give opportunity for students to review and improve performance.

Assess performance is the eight event. It is at this moment that the teacher checks whether learners have fully understood the lesson. Different from the previous one which involved controlled practice, this one involves a larger degree of freedom because the goal is to assess, not to correct or give feedback. This event is the coronation of a lesson and might indicate the need for change of methodology in the future. An attentive instructor might discover during this event that one of the previous events need to be re-evaluated.

Enhance retention and transfer is the last event. Once assessment has been carried out, learners must feel they have learned the content and are ready to apply it to other situations. So, teachers should plan activities that expand students' knowledge and make them confident in using what they have learned. This is the moment in which students produce language that goes beyond what has been drilled or modeled by the instructor. It is a moment for exercising creativity and transferring what has been learned to a variety of situations. This event is an occasion for free production of language.

As you could see, the nine events proposed by Gagné are a good way of revisiting what we know about teaching. Besides that, they also offer some insights into steps we should consider taking when planning our lessons. For me, the breaking down of the standard lesson plan into more discrete units seems to be helpful for instructors trying to better understand the dynamics of teaching and learning. Finally, it is good exercise to read the steps and compare them to our prior knowledge, and also, a way of enhancing retention and transferring our skills.

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Classroom Interaction

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Techniques and behaviors for increasing student participation and practice in class.

On July 25 Dr. Ron Schwartz came back to teach and entertain us a little bit. This time we also had the pleasure to have Madeleine Schwartz as a lecture. The topic of the day was classroom interaction and here is a summary to myself and my readers.

When we teach English, we do not just teach a language, we teach communication. If communication is the goal of our teaching, then classroom interactions are really a vital part of our classes. Therefore, this workshop made us reflect on our practices and gave some ideas on how to promote classroom interactions that help our students learn. This reflection, however, was coupled with experiential learning. Such feat was achieved because the techniques and behaviors discussed were role played during the entire workshop having participants act as teachers or students.

One of the tips shared by Dr. Schartz was a chart in which we could mark the kinds of interactions happening in class. As Dr. Schwartz proceeded with the lecture, participants marked on the hand out the equivalent interaction pattern (teacher asks question, student answers question, student volunteers, etc). This exercise reminded us of the importance of guaranteeing even participation and monitoring the quality of language produced by our students. Although the procedure demonstrated seemed to some of us a little challenging to be execute, it could be used by a peer teacher to observe our classroom and later feedback. A chart like this could also serve as check list to keep on the back of our minds, as a reference to remind us of promoting good exchange and real communication.

As we discussed interaction, the theoretical discussion came to the foreground. This gave us an opportunity to reexamine our, beliefs, methods, and approaches to language teaching in the light of our experince as teachers and the context of our institutions and countries. This was good exercise because it allowed us to share our perspective and reminded us that there is no such a thing as one size fits all method or approach. The ideal method or approach is the one that takes students needs into consideration and is flexible and not restrained by theoretical limitations.

Still related to classroom interaction, we discussed techniques and behaviors that conduct to effective leaning. At this point, Madeleine Schwartz gave us a sample class for teaching very young learners (eleme notary students). We played the role of students and she conducted a very instructive reading activity. The used of foldables together with reading strategies such as predicting, clarifying, asking questions, and summarizing gave us precious tips on ways to engage young learners in reading activities.

On a cultural note, we were reminded that culture affects one interaction style. Although this is little stereotypical, but is helpful to understand the way people interact. Americans are monochronic/linear and when answering to a question go straight to the point and do not give much extra information on the topic. Latins, on their turn, are polychronic and tend to zig zag as they answer a question or tell a story. So being aware of these differences between our culture and the target culture is helpful in making our spoken (and even written - essays) interactions more successful.

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Teaching English to Young Learners

 

 

Today, July 24, Dr. Joan Shin conducted a very interesting workshop on Teaching English to Young Learners (TEYL). As usual, in the lines below, I will try to summarize what I learned from her and from my colleagues in this workshop.

 

English has become a lingua franca and in the globalized world we live in. In many countries it has also become a symbol of status and prestige. Besides that, there is a belief that starting learningn thenlanguage earlier is better. As a result of these facts, governments in many countries have implemented policies that oblige schools to make the teaching of English mandatory at younger and younger ages. In addition, parents also feel the need to give their offsprings a lead in the competition for better jobs, and as a consequence, are placing their children in language institutes at earlier ages. 

This demand for an earlier exposure to English places an extra resposibility on school admisnistrators and on teachers' shoulders: they need to come up with best practices for teaching taking into account all the peculiar chacteristics of young learners. Such practices .involve, among other things, designing a curriculum that is appropriate to their age, training teachers in methodology that caters to young learners emotional and psychological development, and building an atmosphere that makes students life long learners. In this respect, Dr Shin's workshop was really helpful once she conducted a series of activities that were practical, enjoyable, purposeful, and meaningful. Besides that, she also gave us hints on adapting these activities to our context.

To those not familiar with the field of teaching, the task of teaching young learners might an easy one. However, as participants pointed out, there are many challenges to be addressed. Among those problems are: the number of hours dedicated to instruction, the lack of support from parents for exposure to target language outside the classroom, and limited linguistic competence of teachers. Some of these problems require a dramatic change in policies at the government level and there is not much we teachers can do about them. However, all of us believe in the power we have as multipliers. Change that is lasting has to be a bottom up process. So, while governments do not change policies, we can try to reach our peers. And that was exactly what we started doing in the afternoon session: try to come with ideas that promote professional development in our local teaching communities.

 

 

 

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A Little on Intercultural Communication

On July 23rd, continuing the UMBC E-Teacher Scholarship Program, we formally started our workshops. I say formally because all of us in the program realized that in the last three days we have been part of a big informal workshop. In the lines below I will try to integrate my perceptions of this whole experience and how the situations we have been through and the interactions we had illustrate concepts related to Intercultural communication.

First, one of the things that Dr. Schwartz showed on his entertaining lecture was that when it comes to communication, we are not any different from our students, and as such we have a drive to communicate and make the uniqueness of our identities perceived. So, as we strolled down streets, went shopping, ate together at The Grits and in restaurants, we were having conversations and expressing our cultural identities through communication. Communication is not restricted to words only, it includes our gestures, the way we dress, and even our silences and pauses. Although we all might claim we teach English, what we really teach is communication.

Once we realize how important communication is, we have to start reflecting on the role that culture plays in communication to be aware of two very important aspects of culture: macro and micro culture. In our interactions with the scholars in the program, the coordinators, and program assistants, while we were striving to memorize names and countries the most salient aspect of their and our identities was the macro culture. Every time we introduced ourselves to the cafeteria staff we tried to snow our macro culture badge. Our macro culture IDs work as an ice breaker and makes communication flow. Macro culture is helpful for small talks and to help us to place people on a map (as we did when we were introducing ourselves and pinning the world map with colored post it notes).

While our macro culture is an important badge or hat to identify us and put a pin in the world map, our micro culture is the one that differentiates and defines us in a unique way. In these three days we have been here we were all lucky to have more meaningful interactions with som e of our peers and express a bit of our uniqueness. In these occasions we talked about our ethnic groups, our marital status, our preferences concerning food and dressing. These were moments that we treasured because they gave us a chance to stop being just a pin on the world map. Our micro culture is what helps us to form more meaningful relationships and break the mold of stereotypes that are many times attributed to our macro culture identities.

Although it seems fascinating to think, talk, and write about this dance of cultural identities, we should take into account that conflicts arise. When different cultures meet, at first everything seems to be a bed of roses. This is true especially if it is long awaited encounter, as is our case. This cultural honeymoon also lasts longer when you already know a lot about the target culture or are otherwise under the spell of the fascination of discovery. However, as time goes by and you start experiencing frustrations due to unmet expectations, difficulties to achieve very basic goals, and other difficulties. As a result of such frustrations a relationship with a person or country (a culture) goes stale - culture shock. Symptoms of culture shock can be subtle such as criticism of aspects of host culture such as food or way of dressing. Other times culture shock can cause depression and a total refusal of further interaction with the target culture. Hopefully all of us are just in this minor state of culture shock (the fun crab feast) and under the spell of discovery. So, let's hope it continues like that, but if we happen to be victims of such cultural experience we know there are friends we can count on.

Finally, we have also learned from Dr. Schwartz culture shocks are not a privilege of those traveling abroad. Culture shocks happen within the walls of our schools and classerooms and we have to be aware of them. However, awareness only is not enough. As educators, we should design activities that do not only allow students to express their macro and micro cultures, but that also makes them aware of differences and conflict and teach them strategies to deal with them.

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An Example of a Students' Fairy Tale

I was very sick and I didn't have anything to do, so I called my daughter and asked her if she and my granddaughter could go to my house. She said that she couldn’t, but my granddaughter could and she’d bring some candy to me.

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The girl picked up her bicycle and went to my house. She went through the park, because it was faster. She couldn’t talk to strangers, but one wolf stopped her and asked where she was going, as she was very sweet, polite and didn’t lie, she said and showed him, how he would arrive at my house. He ran fast and arrived at my house, pretending to be my granddaughter.

However I’m very smart and I was suspicious, in fact I looked at my surveillance camera and saw who he was. So I called the police and they arrested him. My granddaughter arrived and I told her the story, she was sorry about her innocence. Then, we ate a lot and the wolf couldn’t carry out his evil plan.

(Written by Natália -Juvenile 74)

UMBC Day 03 - Baltimore Art Festival, Baltimore Aquarium, and Mezze Restaurant

July 22nd was another surprising day of activities for e-teacher scholars. We started the day with breakfast at The Grits. Next we got into the bus to go to the Baltimore Art Festival. As usual, the bus dropped us at our first destination - the Baltimore Art Festival - and we were told it would pick us up in about three hours. From then on we were on our own. I really like the configuration these group strolls take. We generally depart with a group of friends and change our strolling peers as we walk and get called by someone else or get distracted by our uniqueness of interests. This unintended group arrangement provides an opportunity for a bigger variety of interaction and is itself a very enriching personal and cultural experience.

The Art Festival

                                          

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Apart from the human and interactional side of this excursion, the Art Festival in itself is fantastic. The festival is one the biggest of this kind in The U.S. Part of the downtown area streets are blocked for the event. As you walk up and down you can see lots of interesting works of art. Works of art range from paintings to handcraft and from glass miniatures to installation art. There was even an impressive collection of insect replicas. Besides that, there were food stands with a great assortment of choices in case visitors got hungry. I did and I got myself some smoothie and a gyros. Really a great choice for a Sunday morning.

The Aquarium

After the art festival we got the bus and headed to the Baltimore Aquarium. Sitting at the harbor area, this is a four-story building displaying a fascinating collection of water creatures in their different habitats, some rain forest insects and frogs and tropical botanic garden. Again we constantly changed our walking, chatting, picturing peers. I personally found it a very enriching educational experience. As I walked with Valentina, she shared very interesting stories related to animals and the discoveries one can make while closely observing animals in general. We talked about how kids and adults as well can benefit of such experiences and develop a deep respect for all species of life surrounding them. I kept wishing I had my English Access students and my nephews with me. It was so interesting that we had to rush to mange to get a glimpse of everything before our bus arrived. The aquarium showed some of us a world that some of us had only seen on television and it allowed us to share our personal stories about the ones that were familiar to us.

Dinner

After so much walk, we felt tired and hungry. So, the next stop was the Mezze Restaurant. For this early dinner we sat in parties of five, six, or seven. On my table we talked about so many things. Some of the topics were: food (of course), our students and schools, vacations, what we watch on television, our native languages and their peculiarities and similarities. Needless to say the food was delicious, and being such an unskilled cook, I could not name all the dishes that we were served. The conversation was fantastic, and to be honest, with such wonderful conversation and conversationalists, I could probably go hungry for another two hours. My roommate Chauki and Hisham, who were fasting, would probably agree with that. This reminds of a scene of one of my favorite movies AI (a project of Stanley Kubrick directed by Steven Spielberg). In this scene the mother is taking the now unwanted boy robot to disposal ground on the woods. The boy robot, unaware of his "adoptive mother's" intentions strikes a conversation. The mother is extremely sad and really does not want to abandon him because she has grown to love the robot boy. It goes more or less like this.

" What will we have for dinner today? " asks the boy robot.
" You never eat." the mother says. He is robot and he can't eat. If he does, he is seriously damaged.
" But I like to sit at the table." Replies the boy robot.

UMBC Day 02 - Crab Feast Dinner

After breakfast at The Grits, we got the bus to go shopping. First stop was Best Buy (my favorite store ever). Guess why! We spent some there checking tablets, PCs and other gadgets. We had about four and a half hours to walk around. Some of my classmates agreed that shopping malls are very much the same all over the world. This similarity breeds congeniality and makes us feel at home. As a result, we become more relaxed and interaction becomes smoother, an ideal situation to get to know one another.  
The climax of the day was The Crab Feast Dinner at Dr. Joan Shin's place. We first took a ride through very nice neighborhoods with lush green gardens and beautiful houses. After we went through a beautiful little town (sorry, I forgot the name and google maps was not that helpful). Then we finally arrived at Dr. Joan Shin's home and we were kindly received by her, Teresa, Adriana, and the program assistants. Before getting to the much awaited crabs, we could try some delicious finger foods. Some of us almost forgot that there was something else to eat later.
 
Finally we were invited to the basement. Surprisingly we were told we did not need any plates. At the basement there were two large tables covered with brown paper. On the tables there were also wooden hammers (one for each one of the guests). Having realized what for and how they were going be used, I thought to myself "This is going to be messy."
 
At the head of each table stood two white cardboard boxes and inside them, we guessed, famous crabs. The boxes were open and just like paparazzi most scholars with cameras on hand took lots of photos.  
Flashes gone on and off, Dr. Shin did the honors of guiding us through the process cracking the crabs open and extracting the meat. It so noisy and so fun. I have to confess I was not the most skillful person in opening the crab, but I really enjoyed the experience as everyone else did. Some scholars suddenly became experts in the task and were very soon bragging about establishing a new recording of being the who ate the biggest number of crabs. It was definitely a messy, and fun experience to all of us. It makes us think about how different cultures can be. The ritual of breaking the carbs looked at the same time primitive and extremely sophisticated. Definitely a life changing cultural lesson.

 

E-Teacher - The Grits

Meet The Grits. This will  be our first hang out place every morning. This morning I got there at seven something. I had to go back an forth many times. First I had forgotten my umbrella, then my iPad, then my jacket. I guess I am getting old or just forgetful. All these things turned out to be really useful. 

It was really nice to meet everyone rested and enjoy the first meal together.

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E-Teacher Journal - A Draft

E- Teacher Scholarship Journal

I am just trying to use Blogsy on my iPad and posted an entire version of two previous posts by copying and pasting straight from pages.

 

When I arrived in my room I found a beautiful wine notebook on my desk. I opened it and it suggested that I wrote a journal about my days here at UMBC. I asked myself "Where is my pen?" Then I thought, why using pen and paper if I have a bag full of gadgets (iPad, iPhone, netbook, camera). I had already taken two photos. So I just opened my iPad on pages and started writing. As I wrote, I jus copied and pasted the photos.

Let's see what happens. I already love the idea.

 

UMBC - Day 01

 

 

Today is the 20th of July. After about ten hours of flight I finally arrived at the UMBC Campus. I really caught myself biting my nails all the way till I got here. I was a bit impatient with the taxi driver. Although I had a map and everything, I was still a bit afraid to get lost and not make it. First I went to the wrong entrance of the building. One of the staff showed me where I had to go. While walking to the next entrance, I realized that on the rush to find the right place I had left my taxi receipt behind. When I turning around to fetch the forgotten paper, I saw the lady that had given me directions walking behind me with the receipt on her hand. Then again, I entered the wrong building. Finally, with help of a second person, I made it to the right place. It was a relief when Rebecca welcomed me, gave me key and took me to my room. I was really happy to find this beautiful bag filled with treats. Now I am headed for lunch. Just cannot wait to meet the other scholars later tonight.

 

Lunch was fine. There was a big variety of things to choose from and this made me feel home. I usually eat in a restaurant that has a wide choice of vegetables. So, I stuck with vegetables, some pasta, and bread. For dessert, I just couldn't help eating some cookies.

 

 

 

 

 

 

 

While BBQ time did not come, I took the usual after lunch nap. I slept for about an hour and then took a walk around the campus. I was dying to get some coffee. So I went to the bookstore building The Commons. However, as I checked the possible coffee place it seemed to be a bit after hours. So, I decided to check the bookstore.

 

The BBQ

Barbecue time was fun. We finally met Teresa Valais who has been chaperoning us in this voyage. Joan and Adriana also joined us. We had a great evening and while we savored the food we talked a bit about our experiences and the present state of education in our countries. Scholars arrived little by little, and as they arrived they joined the conversation. I know I should try to name everyone, but I am terrible with names. The food in the pictured is wrapped because we were always waiting for someone else o arrive. Chaouki, who is going to be my roommate, had not arrived till I wrote this post. I really tried to wait as much as I could, but tiredness got the best of me and I had to come to my room. However, before going to bed, I decided to write this post.

 

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Where to Publish Students' Work?

Since I started using the web in my classes I have become a big fan of publishing and I have always been proud of some of mine and my students' accomplishments in this arena. In the beginning I started blogging. At first, I wrote blog posts myself and asked students to post comments. I could see that this seemed to be a nice and interesting way of engaging students. It elicited a given structure or lexicon, and got their opinion on a given subject. However, it lacked initiative from the part of learners. I felt that I could not limit blogging to comments from the part of students only. Besides that, I found my posts a little predictable and missing the desirable originally.  To be honest, I started getting tired of listening too much of my own of voice as the conversation initiator.  

photo credit: Βethan via photo pin cc

Once I realized that reducing blogging to students comment was not enough, I moved on to the second stage of my publishing efforts. This stage involved getting my students to create blogging entries themselves. As a result, my class blogs blossomed with creativity. Students used their own drawings and images to illustrate posts. Besides that, I could see that they were more interested in reading and commenting on what their friends had written. Comments were not always written, but they always checked and browsed their peers’ posts. Therefore, there was a change on the cyber landscape. At this point, I also could change my role and started being the one  reacting, giving feedback on my their work. Not only that but I also got some of my online friends to give feedback on my students published content.

However, as time went by, I started realizing that blogging also had some limitations of its own. For example, in a large, prolific group, one easily loses track of content. If you have too many posts, it becomes difficult to keep up with the time line. Posts that are quite recent are not visible and only the most recent ones are displayed on the first page. As result, your audience (students themselves and others) might feel a bit overwhelmed with content. To top it all, as the web evolved, blogging started losing its appeal to younger learners. Their interest moved to platforms that allowed adding peers as friends and all sorts of connections besides mere comments on posts.

It was after realizing that students needed a more connected publishing platform that I went for social networking. So, that is where I am now. I am struggling to find one that suits mine and my students need. Although I really like Facebook, I think it has the drawback of being sometimes too overwhelming for getting an audience to more reflective publishing. Facebook is good to connect a group, but it is limited if you want to teach writing or engage your group in a given activity. I might be wrong, but I think a barrage of posts and updates does not help teaching. Meanwhile I am still looking for a more suitable and "free" social netwoking platform. While I wait, I am using grou.ps. Here is what my students and I have been doing. 

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