The journey of a blogger

I could not help but smile as I read my first blog written at the beginning of this semester. New to the blogosphere, I voiced how daunting the writing experience could be. And now, as the semester draws to an end, I find myself somewhat nostalgic when thinking about this learning experience.

Not only have I learned the skill connected to sharing one's thoughts in this online environment, but I appreciate the community that has been comprised of myself and my fellow classmates. Through the blogs and comments, we shared in each other's joy when appointed to a new job, or the discovery of hidden talents, we learned through each other's daily experience of technology and teaching, we experienced each other's pain, frustration and disappointment. And in this environment, so open to anyone to see, we found comfort in the solidarity that this community offered.

I have really enjoyed learning from all of you, my fellow class bloggers, and wish you all the best with your future endeavours. May the integration of technology in our classrooms forever testify of the semester when we reigned as queens of the blogosphere.

And with that, perhaps it's fitting that I end this semester's blog in the same fashion that I started it, with a quote.

"They may forget what you said, but they will never forget how you made them feel"

~ Carl W. Buechner ~

Leandi

A CALL for learner training

This past week I thought back to all the wonderful web 2.0. tools discussed during our previous class. In my excitement of thinking of higher education classroom applications for these tools, I am reminded of a chapter written by Hubbard (2004), Learner training for effective use of CALL, which as the title suggests argues that in order for learners to effectively use Computer Assisted Language Learning (CALL) tools, they need to receive proper training in the use of said tools. Hubbard (2004) presents five principles for learner training and these remain true regardless of whether it is a first, second or foreign language class (including reading and writing classes) of all grades, although some of the principles might be more practical for higher grades.

According to Hubbard (2004), the five principles for learning training are:


1. Experience CALL yourself. If you learn and use the technology yourself first, before asking your students to use it, not only does your empathy with any learner difficulties increase, but you might also gain "uncaptured insights" (p.52) and teach students to use the technology in a way where the difficulties are addressed before they occur (and thus ultimately avoided or their presence decreased).

2. Give learners teacher training. Hubbard (2004) explains that "while it is of course not practical to give language learners the level of training we give language teachers, it is possible to provide them with some general knowledge about the field so that they can incorporate it into their own language practices" (p.53). This is one of the principles that might be more appropriate for higher grades and even then, we cannot present learners with as Hubbard (2004) expresses the same level of training teachers would get. We can however "begin by giving learners some general advice on the importance of setting objectives, planning, and recognizing and maintaining motivation" (ibid.).

3. Use a cyclic approach. By providing learners with training throughout the course or use of the tool (as opposed to a once-off training session) has two advantages. Hubbard (2004) explains that using a cyclic approach has two advantages. "First, it allows new ideas to be accreted one at a time in a focused manner. Second, it gives the opportunity to remind students of points they may easily forget over time" (p.54).

4. Use collaborative debriefings. After using the CALL (or web 2.0) tools, learners need to be debriefed in terms of what they learned, what they should have learned, how, why, etc. Hubbard (2004) notes that these debriefing sessions allow learners to not get of track of "what they are doing and why they are doing it" and thus the purpose is to help learners "maintain a balance between the task objectives and language-learning objectives so that the latter do not get mislaid (p. 55).

5. Teach general exploitation strategies. This principle holds that after completion of a task, students need to be shown how they can use the material or tools to further their language learning or further develop their reading or writing skills (p. 55).

Considering these five principles, the various web 2.0 tools and software programs we have discussed during the course of the semester, the integration of technology in the reading and writing classroom, has the potential to effectively address language learners' needs.

Reference

Hubbard. P. (2004). Learner training for effective use of CALL. Fotos & Browne (Eds.) New Perspectives on CALL for Second Language Classrooms, 45-67. New Jersey: Lawrence Erlbaum Associates, Inc., Publishers

The blog applied

Where I once (only a few weeks ago) struggled to see the use of a blog in the reading or writing classroom, for especially tertiary education, I now struggle to envision my classroom without the integration thereof. I therefore dedicate this post to....The Blog.


A few uses I could see having potential for a higher education reading and writing classroom include:

First, one could create a class-blog, similar to a class website or webpage. Blogs allow for easy embedding of links to videos and other online resources. Students could be directed to the blog for daily activities, instructed to follow the links posted and a world of learning sources, tasks, texts and activities can be presented. And because work is posted to the blog, students do not have an excuse that they did not know, or could not make it to class, as the blog can be accessed from virtually anywhere there is internet available.

A second use of blogs is that it presents students with an opportunity to express their views. Because of the public nature of the blog posts and comments, students are provided with an opportunity to become critical, reflective and creative thinkers that purposefully contribute to the learning environment. In addition, students have to take responsibility for their writing and in the process they become more autonomous learners. This potential of using blogs can be materialized through asking learners to complete pre-, during and post-reading and various writing activities through using this environment, whether it be jigsaw, discussion, reflection, evaluation, summarizing or role-play activities, literary circles, book reviews, etc.

A third potential use of blogs in the higher education classroom is situated in blogs' collaborative nature. Because blogs have the feature of posting and then allowing others to comment, blogs can effectively be used for peer review of written work as well as commenting on specific issues related to writing that could facilitate editing and writing as a process, and in doing so, facilitate the development of the writing skill. This collaborative feature need not be limited to one classroom alone, but higher level classes can peer review the lower levels (be it in terms of seniority or proficiency), and thus commenting can occur across levels, cities and even countries (again raising motivation and autonomy).

The fourth and final use of blogs as is discussed here, lies in its potential to act as an effective brainstorming forum. Not only can students brainstorm (in a traditional way,the mere listing of ideas), but they can comment on existing brainstorming lists, or add a bit more to the brainstorming session, by adding information, external links etc. The same can be said for class debates (as a brainstorming session through using blogs).

Even though I only listed four applications for blog integration into the reading and writing classroom, the potential that blogs carry, really are numerous and can address various learners' needs and learning styles.