Friday, 26 September 2014
Tuesday, 16 September 2014
TEACHING POEMS WITH THE SUPPORT OF KARAOKE
INNOVATIVE TEACHING MANUAL
NAME OF THE TEACHER : ANANDALAKSHMI S. NAIR
NAME OF THE SCHOOL :
SUBJECT : ENGLISH
UNIT : VI, MIRRORING THE TIMES
SUB-UNIT : TELEVISION
ISSUE : LACK OF COHESIVE UNIVERSAL VISION
SUB-ISSUE : ISSUE RELATED TO THE DEVELOPMENT OF VISUAL MEDIA
IN INDIA
TYPE OF LESSON :TEACHING PRACTICE
CONTENT ANALYSIS
Idea
"Television" is a caustic satire on the visual media culture which benumbs the young brains and thereby distances them from reading and books. The poet doesn't conceal his outright rage and protest against the idiotic thing. It is an ardent plea for throwing away the television set so that the old custom and culture of reading good books can be restored.
CURRICULAR OBJECTIVES
- The learner reads and analyses poems
- The learner identifies the theme of the poem
- The learner enjoys the genre, poetry
- The learner develops media literacy
- The learner creates an awareness on media and their role in the society
PRE-REQUISITES
- The learner has a knowledge about media
- The learner has seen television programs
- The learner knows the importance of television
LEARNING MATERIALS
- Karaoke
- Charts
- Flash cards
REFERENCE MATERIALS
- Course book
- Handbook
- Internet
- Dictionary
PEDAGOGICAL PROCEDURE
Before every task, we have a special conversation : a warm-up activity in order to relax and begin functioning in English; teacher review some topics or clarify/introduce others for a short period of time.
The teacher invites the learners to listen to a song. She presents the vocal record of the famous number from the movie "Titanic" - 'Every time in my dreams...'.
We discuss the type of music, some background information on the Film and song, as well as other possible information that students possess that the teacher did not know about.
The teacher tells the learners that now they are going to try some new lyrics for the song they have heard.
Teacher introduces the author of the poem and the title of the same and writes them on the C.B.
The teacher sings the karaoke song first as many students are not confident enough during the first sessions to start up; once the teacher sings it, students are asked to sing it again sometimes all together and sometimes a sole volunteer might appear. Once we sing the song, we have the activities with the lyrics included; students often asks about unknown words or look them up in the dictionary by themselves. The activities include familiarization of the lyrics and some discussion items about parts of the lyrics.
The teacher invites the learners to listen to a song. She presents the vocal record of the famous number from the movie "Titanic" - 'Every time in my dreams...'.
We discuss the type of music, some background information on the Film and song, as well as other possible information that students possess that the teacher did not know about.
The teacher tells the learners that now they are going to try some new lyrics for the song they have heard.
Teacher introduces the author of the poem and the title of the same and writes them on the C.B.
The teacher sings the karaoke song first as many students are not confident enough during the first sessions to start up; once the teacher sings it, students are asked to sing it again sometimes all together and sometimes a sole volunteer might appear. Once we sing the song, we have the activities with the lyrics included; students often asks about unknown words or look them up in the dictionary by themselves. The activities include familiarization of the lyrics and some discussion items about parts of the lyrics.
SIGNIFICANCE OF THE METHOD
Karaoke is a great tool for any language teacher as it will help students to enjoy and take into mind the lines of various poems in their text. Singing can be a fun activity for that can bring joy and relaxation to a setting that normally has lots of pressure such as some English classes. Learning English Poems can be a great challenge for many students. Most of them consider poems to be more difficult than prose.
Karaoke seems to be a promising aid for attracting students, and to achieve the great goal of helping them learn poems while at the same time having a good experience.Songs are tools used in sustaining cultures, religions and even revolutions. That is why I believe in the importance of music and the use of karaoke to improve a skill in my students.
Monday, 8 September 2014
English Assignment - "ENGLISH TEACHER'S BLOG"
INTRODUCTION
There are many
teacher-related blogs on the internet where teachers can share information with
one another. Teachers familiarize themselves with edublogs before implementing
them with their students. Many teachers share materials and ideas to meet the
diverse needs of all learners in their classrooms. Teachers can often rely on
these sources to communicate with one another regarding any issues in education
that they may be having, including classroom management techniques and
policies. In this way, the blog often acts as a support system for teachers
where they can access ideas, tools, and gain support and recognition from other
professionals in their field. Weblogs can provide a forum for reading, writing
and collaborating.
Edublogs can be
used as instructional resources, in which teachers can post tips, explanations
or samples to help students learn. The use of blogs in the classroom allows
both the teacher and student the ability to edit and add content at any time.
The ability for both the teacher and student to edit content allows for study
to take place outside the classroom environment, since blogs can usually be
accessed using the URL of the blog on any computer. Blogs increase exposure to
other students from around the country or world, while improving writing and
communication skills. Teachers are using blogs as a way to post important
information such as homework, important dates, missed lessons, projects, discussion
boards, and other useful classroom information that is accessible by all. As
noted, students can access this information from home, or from any computer
that is connected to the Internet.
Teachers and
parents can also use blogs in order to communicate with one another. They can
be used to post class announcements for parents or providing schedule
reminders. Connecting to a teacher's blog is also a convenient way for parents
to find out daily assignments so that they can monitor their children's
progress and understand classroom expectations.
SOME EXAMPLES
This section lists those teacher or teaching blogs which we think merit
reading. The blogs are all very different, but all interesting in one way or
another. Some look at the day to day life of a teacher, others at teaching
techniques, materials and methods. In any event, whatever their content or
focus, we think they're all worth a read.
Through her blog
'Joyful Collapse', Mindy aims to help teachers - particularly high school
English educators - in determining best practices for reaching today's
adolescents. The website contains a blend of philosophy, practical advice,
discussion, and discourse.
English
Attack!
The Blog covers
aspects of teaching and learning based on principles of cognitive neuroscience
or so-called "brain-based learning"; provides explanation of the
pedagogical approaches used in the English Attack! online learning resource for
consumers, schools and organizations; and gives the author's thoughts and
impressions about industry events, IATEFL and TESOL conferences, and general
trends in the industry.
English Attack!
was selected as one of the finalists in the 2010 PLUGG pan-European competition
for technology start-ups, and in the same years was a finalist in the Tech
Crunch Paris, Seedcamp Paris (voted among the top five start-ups) and
pan-European The Next Web start-up events.
EFL Training
The blog includes
a wide range of sections covering topics such as CELTA, Teacher Development,
learning terminology, technology, dyslexia and more besides. In addition there
are sections and posts relating to resources you might find useful in your
classrooms. An interesting site, worth a visit!
Reflections of
a Teacher and Learner
One of the most
recent posts, for example, was 'How NOT to Teach a Great Lesson (or How to
Increase Student Creativity)' and subtitled 'How NOT to Teach a Great Lesson -
in Ten Easy Steps' which every EFL-ESL teacher should read.
If you're an
English teacher, this blog, once voted British Council Teaching English Blog of
the Month (February 2012), is certainly worth a visit.
KELTA
Kerala English
Language Teachers’ Association is an avenue to in-depth analysis on emerging
trends and challenges in Teaching English
KUETEF
Kerala
University English Teacher Educator’s Forum has everything a student teacher of
English is looking for. This is an exclusive blog for teacher trainees of
English optional under Kerala University. The site is interactive and
informative.
CONCLUSION
There are several uses of edublogs. Some bloggers use their blogs as a
learning journal or a knowledge log to gather relevant information and ideas,
and communicate with other people. Some teachers use blogs to keep in contact
with students' parents. Some bloggers use blogs to record their own personal
life, and express emotions or feelings. Some instructors use blogs as an
instructional and assessment tool, and blogs can be used as a task management
tool. Blogs are used to teach individuals about writing for an audience as they
can be made public, and blogging software makes it easier to create content for
the Web without knowing much HTML.
REFERENCE
3.
http://www.english4keralasyllabus.com
4.
http://keltakerala.blogspot.in
5.
http://kuetef.blogspot.in
English Assignment - "KERALA CURRICULUM FRAMEWORK-2007"
INTRODUCTION
As an idea, curriculum stems from the Latin word for race course,
referring to the course of deeds and experiences through which children grow to
become mature adults. A curriculum is prescriptive, and is based on a more
general syllabus which merely specifies what topics must be understood and to
what level to achieve a particular grade or standard. In formal education, a
curriculum is the set of courses and their content offered at a school or
university.
A curriculum framework is an organized plan or set of standards or
learning outcomes that defines the content to be learned in terms of clear,
definable standards of what the student should know and be able to do.
KERALA
CURRICULUM FRAMEWORK
‘What we have left out of
consideration so far, or perhaps not considered sufficiently seriously, is the
problem of what subjects should be included in a curriculum that takes into
account 'the times, the location and the nature of the society' it is rooted in
and what benefits are expected from the subjects that are so included. It would
not be true to say that this problem had not been considered from the
beginning. When the educational experts
who were the spokesmen of colonialism laid out a curriculum, they had some
considerations in mind. It is as though
those considerations have not been questioned since then. We have only attached bits and pieces to what
was laid down then. In short, we have
not tried to bring about a fundamental change in the matter.’
- Prof. Joseph Mundasseri - the
first Minister for Education, Govt. of Kerala)
Kerala’s effort to develop a
curriculum framework is a turning point in the history of the state. It is for
the first time that the state is making such an exercise and it is rooted on
the ideas articulated in the National Curriculum Framework (NCF) -2005.
Whenever curriculum reforms were taken up at the national level, the state
responded to them in the past.
After the formation of NCERT in
1961, Kerala has been following all the curriculum reform efforts initiated at
the national level. For instance, the state initiated the process for reforming
its curriculum following the National Curriculum Framework -1975. The state also took steps to implement NPE-
1986 and the Programme of Action (1992). It was in 1997, that an effort for the
formulation of a comprehensive curriculum focusing on the process of teaching
and learning was attempted in Kerala.
Rooted in the emerging methodology and strategies, an integrated method
of learning, a process- oriented-activity-based approach, viewing learner as a
constructor of knowledge, recognising the role of society in knowledge
construction and the idea of continuous and comprehensive evaluation came into
effect. However, the state’s curriculum reform effort gained further impetus
with the formulation of the National Curriculum Framework (NCF) -2005. NCF-2005
and the position papers provided grounds for introspection and formulation of
the Kerala Curriculum Framework (KCF)-2007.
KERALA
CURRICULUM FRAMEWORK 2007
The curriculum revision programme
in Kerala was conceptualised on the basis of the recommendations of the
National Curriculum Framework (N.C.F-2005). The curriculum revision initiated
in 1996 in Kerala had a strong influence in the formation of National
Curriculum Framework. Kerala could display the active working model of a
learning process that has its foundation in the principles of Constructivism
and a learner-centred, activity-based and process-oriented pedagogy. Therefore,
we must now envision educational reforms that go beyond the National Curriculum
Framework, making it a springboard for further research.
Based on the National Curriculum
Framework 2005, efforts to revise the Kerala School Curriculum began in August,
2006. The first phase of the revision
process is culminated by the publication of the Kerala Curriculum Framework
2007. It has been made a reality through the process detailed below.
• The plan of action for curriculum revision was prepared
and was subject to the consideration of the NCERT and the Kerala State
Government.
• The Malayalam version of National Curriculum Framework
2005 was printed and distributed.
• A two-day workshop comprising curriculum committee
members, experts in the field of education, representatives of the state
advisory committee for education and SCERT faculty was conducted to form the
plan of action. 14 subject areas were fixed and 14 subject groups were
formed. A 30-member core group and 14
focus groups with 230 members were proposed to be formed.
• The first meeting of the core group that was formed by the
Kerala Government was held at SCERT. A
combined workshop for all the 14 focus groups was planned. The curriculum
revision process was sanctioned.
• A three-day workshop was conducted, including the focus
group members and the core group members.
The participants could familiarize themselves with NCF 2005, collect
observations, fix the educational needs of Kerala, decide the mode of operation
of the focus groups and analyze the curriculum.
Dr. M. A. Khadar, the head of the curriculum group of the NCERT, Dr.
Anita Rampal, from the curriculum division of Delhi University and Dr. Manjula
Rao from the evaluation department of the Regional Institute of Education
attended the workshop.
• The activities of the focus group were centred on the
DIETs of all the fourteen districts. In order to discuss the curriculum
revision programme, DIET principals, DDEs, representatives from local
self-government bodies, representatives of SSAs, SCERT faculty and DPI held
meetings and seminars to form opinions at the district level.
• 14 district level seminars were organized by DIETs and
local self-government bodies.
• A three-day workshop was organized to form a general
approach for curriculum revision.
• A three-day seminar was organized for a detailed study of
the problems in different fields.
• A meeting of DIET principals was held to unify the
district level activities.
• A web portal titled www.kerala.gov.in was formed to
facilitate interaction with the public.
• The focus group conducted a detailed study for two months
in all the 14 districts under the leadership of the DIETs. 14 position papers were formed after school
visits and surveys to evaluate different textbooks and learning materials.
• An interim evaluation of the activities of the focus
groups was conducted.
• The position papers were brought for discussion in a
three-day workshop attended by curriculum committee members and the members of
the core group.
• Based on the suggestions in the position papers, the
Kerala Curriculum Framework was formed.
• This Framework was presented for discussion and approval
before the Kerala society. As a part of
this, the main suggestions therein were presented at the district, panchayat,
municipality and school levels. The
suggestions made in these discussions have been consolidated at the district
and state levels. On the basis of these suggestions as well the curriculum
framework was prepared. We have to now
take up the framing of the syllabus up to the 12th standard, the preparation of
learning materials, try-out, preparing teachers to use the new materials and
make structural reforms.
Thus the curriculum revision
programme in Kerala was launched as part of an endeavour to strengthen the
Primary, Secondary and Higher Secondary school education in Kerala. We have
already won laurels in matters like rate of literacy and enrolment of students
in school. In order to advance further in this direction, we should ensure
quality education to all children without any form of discrimination. Such an
endeavour should also serve the needs of the future society.
The curriculum that has been
designed, along with the learning materials prepared, has much to claim on the
grounds of quality. But it also serves to bring about changes in the academic
environment that usually tends to stick to worn-out practices. A new trend can
be established only with the active participation of the civil society. And
this is the reason which made the curriculum popular and acceptable.
CONCLUSION
Education in its general sense is a form of learning in
which the knowledge, skills, and habits of a group of people are transferred
from one generation to the next through teaching, training, or research.
Education frequently takes place under the guidance of others, but may also be
autodidactic. Any experience that has a formative effect on the way
one thinks, feels, or acts may be considered educational. Education is commonly
divided into stages such as preschool, primary school, secondary school and
then college, university or apprenticeship.
Therefore there is a general
demand to explain the social aims of a curriculum. A student who completes
his/her school education is expected to be able to face any real life situation
boldly and should be equipped to get employed at the time of completion of his
course. This is the purpose of general education and not a mere internalization
of academic subjects.
REFERENCE
2.
teachereducationindia.blogspot.com
English Seminar Paper - "CRITICAL PEDAGOGY"
INTRODUCTION
Pedagogy (/ˈpɛdəɡɒdʒi/ or /ˈpɛdəɡoʊdʒi/)
is the science and art of education. Its aims range from the full development
of the human being to skills acquisition. For example, Paulo Freire referred to
his method of teaching people as "critical pedagogy".
The purpose of this paper is to
introduce the concept of Critical Pedagogy to the classroom teacher - the
person who literally spends his or her life and energies in direct interactions
and relationship with the students in the public schools - and to offer
examples of Critical Pedagogy itself as implemented in the classroom.
CRITICAL
PEDAGOGY
Critical pedagogy is a teaching
approach inspired by Marxist critical theory and other radical philosophies,
which attempts to help students question and challenge posited
"domination," and to undermine the beliefs and practices that are
alleged to dominate. In other words, it is a theory and practice of helping
students achieve "critical consciousness."
Critical pedagogy is a philosophy
of education and social movement that combines education with critical theory.
First described by Paulo Freire, it has since been developed by Henry Giroux
and others as a praxis-oriented (Praxis is the process by which a theory,
lesson, or skill is enacted, practiced, embodied, or realized)
"educational movement, guided by passion and principle, to help students
develop consciousness of freedom, recognize authoritarian tendencies, and
connect knowledge to power and the ability to take constructive action."
Among its leading figures are Michael Apple, bell hooks, Joe L. Kincheloe,
Peter McLaren, Henry Giroux, and Patti Lather.
Critical pedagogy includes
relationships between teaching and learning. Its proponents claim that it is a
continuous process of what they call "unlearning",
"learning", and "relearning", "reflection",
"evaluation", and the impact that these actions have on the students,
in particular students whom they believe have been historically and continue to
be disenfranchised by what they call "traditional schooling".
Ira Shor identifies principal
goals of Critical Pedagogy: “when pedagogy and curricular policy reflect
egalitarian goals, they do what education can do:
I.
Oppose socialization with de-socialization
II.
Choose critical consciousness over commercial
consciousness
III.
Transformation of society over reproduction of
inequality
IV.
Promote democracy by practicing it and by
studying authoritarianism
V.
Challenge student withdrawal through
participatory courses
VI.
Illuminate the myths supporting the elite
hierarchy of society
VII.
Interfere with the scholastic disabling of
students through a critical literacy program
VIII.
Raise awareness about the thought and language
expressed in daily life
IX.
Distribute research skills and censored information
useful for investigating power and policy in society
X.
Invite students to reflect socially on their
conditions, to consider overcoming limits. . . .
Critical pedagogy considers how
education can provide individuals with the tools to better themselves and
strengthen democracy, to create a more egalitarian and just society, and thus
to deploy education in a process of progressive social change. Media literacy involves teaching the skills
that will empower citizens and students to become sensitive to the politics of
representations of race, ethnicity, gender, sexuality, class, and other
cultural differences in order to foster critical thinking and enhance
democratization. Critical media literacy
aims to make viewers and readers more critical and discriminating readers and
producers of texts.
Critical media pedagogy provides
students and citizens with the tools to analyze critically how texts are
constructed and in turn construct and position viewers and readers. It provides tools so that individuals can
dissect the instruments of cultural domination; transform themselves from
objects to subjects, from passive to active.
Thus critical media literacy is empowering, enabling students to become
critical producers of meanings and texts, able to resist manipulation and
domination.
CRITICISMS
OF CRITICAL PEDAGOGY
Criticisms:
1. Ignores Virtues of Dominant
Culture - Critical Pedagogy disregards the values implicit within social
structures. For example, in its criticism of American Imperialism, critical
pedagogy ignores the virtues of America. They miss the fact that our foreign
intervention has liberated people and stopped genocide, even if it has also
killed civilians and created totalitarian governments.
2. Critical Pedagogy
Indoctrinates – Because they do not believe that education can be neutral,
there is a subtle temptation to indoctrinate students. Critical theorists point
out that the current system already indoctrinates and that critical theory at
least allows students to develop their own convictions. However, critics of
Critical Pedagogy feel that this undermines the work of parents, churches,
family and other social institutions in instilling values among their children.
3. Limited in Scope – Critical
theory makes sense in language arts and in social sciences. However, it is
difficult to see how it can apply to math or science. Though there is some
validity there, critical pedagogy could be applied in certain circumstances to
math and science. For example, critical pedagogy encourages students to
challenge assumptions, create hypothesis and test it with action.
CONCLUSION
Simply
put, to remain a teacher who relies on schooling is the despair that we all can
fall into. School structures - be they time, bureaucracy, hierarchy, curriculum
- have a way of deskilling the teacher and robbing her/him of the enthusiasm to
proceed with their job creatively. One point I tell prospective and in-service
teachers. To begin the "critical" project is to simultaneously be
reflective on how one is personally schooling themselves and their clientele,
while also attempting to move out of the schooling mentality, both
theoretically and practically. Therein lies the hope for teachers in the
trenches. We can indeed educate our students if we choose when and where it is
appropriate to resist schooling structures. Hope lies in asking and answering
this following question, and then, subsequently, taking action. To what end do
I teach? When I can truly answer that question, the critical pedagogue will realize
that teaching is more than about transmitting the basics of schooling, but
really about the vitality of educating for citizenship, democracy and the hope
that this can be passed on to future generations. Clearly, teachers, there is a
lot of work to be done!
REFERENCE
English Seminar Paper - "BLOG"
INTRODUCTION
A blog (a truncation of the expression web log) is
a discussion or informational site published on the World Wide Web and
consisting of discrete entries ("posts") typically displayed in
reverse chronological order (the most recent post appears first). Until 2009
blogs were usually the work of a single individual, occasionally of a small
group, and often covered a single subject. More recently "multi-author
blogs" (MABs) have developed, with posts written by large numbers of authors
and professionally edited.
The term "weblog" was coined by Jorn Barger on 17 December 1997.
The short form, "blog", was coined by Peter Merholz, who jokingly
broke the word weblog into the phrase we blog in the sidebar of
his blog Peterme.com in April or May 1999. Shortly thereafter, Evan Williams at
Pyra Labs used "blog" as both a noun and verb ("to blog",
meaning "to edit one's weblog or to post to one's weblog") and
devised the term "blogger" in connection with Pyra Labs' Blogger
product, leading to the popularization of the terms.
ORIGINS
The modern blog evolved from the online diary, where people would keep a
running account of their personal lives. Most such writers called themselves
diarists, journalists, or journalers. Justin Hall, who began personal blogging
in 1994 while a student at Swarthmore College, is generally recognized as one
of the earlier bloggers, as is Jerry Pournelle.
Early blogs were simply manually updated components of common Web sites.
However, the evolution of tools to facilitate the production and maintenance of
Web articles posted in reverse chronological order made the publishing process
feasible to a much larger, less technical, population. Ultimately, this
resulted in the distinct class of online publishing that produces blogs we recognize
today.
TYPES
There are many different types of blogs, differing not only in the type of
content, but also in the way that content is delivered or written.
i.
Personal
blogs
The personal blog is an ongoing diary or commentary written by an individual.
ii.
Microblogging
Microblogging is the practice of posting small pieces of digital
content—which could be text, pictures, links, short videos, or other media—on
the Internet. Microblogging offers a portable communication mode that feels
organic and spontaneous to many and has captured the public imagination.
Friends use it to keep in touch, business associates use it to coordinate
meetings or share useful resources, and celebrities and politicians (or their
publicists) microblog about concert dates, lectures, book releases, or tour
schedules. A wide and growing range of add-on tools enables sophisticated
updates and interaction with other applications, and the resulting profusion of
functionality is helping to define new possibilities for this type of
communication.Examples of these include Twitter, Facebook, Tumblr, and by far
the largest WeiBo.
iii.
Corporate
and organizational blogs
A blog can be private, as in most cases, or it can be for business
purposes. Blogs used internally to enhance the communication and culture in a corporation
or externally for marketing, branding or public relations purposes are called corporate
blogs. Similar blogs for clubs and societies are called club blogs, group
blogs, or by similar names; typical use is to inform members and other
interested parties of club and member activities.
iv.
By
genre
Some blogs focus on a particular subject, such as political blogs, health
blogs, travel blogs (also known as travelogs), gardening blogs, house
blogs,fashion blogs, project blogs, education blogs, niche blogs, classical
music blogs, quizzing blogs and legal blogs (often referred to as a blawgs) or dreamlogs.
How To/Tutorial blogs are becoming increasing popular. Two common types of
genre blogs are art blogs and music blogs. A blog featuring discussions
especially about home and family is not uncommonly called a mom blog and one
made popular is by Erica Diamond who created Womenonthefence.com which is
syndicated to over two million readers monthly. While not a
legitimate type of blog, one used for the sole purpose of spamming is known as
a Splog.
v.
By
media type
A blog comprising videos is called a vlog, one comprising links is called a
linklog, a site containing a portfolio of sketches is called a sketchblog or
one comprising photos is called a photoblog. Blogs with shorter posts and mixed
media types are called tumblelogs. Blogs that are written on typewriters and
then scanned are called typecast or typecast blogs; see typecasting (blogging).
A rare type of blog hosted on the Gopher Protocol is known as a Phlog.
vi.
By
device
Blogs can also be defined by which type of device is used to compose it. A
blog written by a mobile device like a mobile phone or PDA could be called a moblog.
One early blog was Wearable Wireless Webcam, an online shared diary of a
person's personal life combining text, video, and pictures transmitted live
from a wearable computer and EyeTap device to a web site. This practice of
semi-automated blogging with live video together with text was referred to as sousveillance.
Such journals have been used as evidence in legal matters.
vii.
Reverse
blog
A Reverse Blog is composed by its users rather than a single blogger. This
system has the characteristics of a blog, and the writing of several authors.
These can be written by several contributing authors on a topic, or opened up
for anyone to write. There is typically some limit to the number of entries to
keep it from operating like a Web Forum.
BLOGGING AND EDUCATION
As the Internet becomes an
increasingly pervasive and persistent influence in people's lives, the
phenomenon of the blog stands out as a fine example of the way in which the Web
enables individual participation in the marketplace of ideas.Teachers have
picked up on the creative use of this Internet technology and put the blog to
work in the classroom. The education blog can be a powerful and effective
technology tool for students and teachers alike.
Blogs work well for students
because they can be worked on at virtually any time, in any place with an
Internet-enabled computer. Hence, they can be used by computer savvy teachers
to create a classroom that extends beyond the boundaries of the school yard.
User-Friendly Technology
Fortunately for teachers, blogs are surprisingly easy to use. They require minimum technical knowledge and are quickly and easily created and maintained. Unlike many traditional Web sites, they are flexible in design and can be changed relatively easily. Best of all, students will find them convenient and accessible via home or library computers.
Educational Benefits of Blogs
In addition to providing teachers with an excellent tool for communicating with students, there are numerous educational benefits of blogs. Blogs are:
Fortunately for teachers, blogs are surprisingly easy to use. They require minimum technical knowledge and are quickly and easily created and maintained. Unlike many traditional Web sites, they are flexible in design and can be changed relatively easily. Best of all, students will find them convenient and accessible via home or library computers.
Educational Benefits of Blogs
In addition to providing teachers with an excellent tool for communicating with students, there are numerous educational benefits of blogs. Blogs are:
- Highly
motivating to students, especially those who otherwise might not become
participants in classrooms.
- Excellent
opportunities for students to read and write.
- Effective
forums for collaboration and discussion.
- Powerful
tools to enable scaffolded learning or mentoring to occur.
Using the Blog in the
Classroom
As an educational tool, blogs may be integrated in a multi-faceted manner to accommodate all learners. Blogs can serve at least four basic functions.
As an educational tool, blogs may be integrated in a multi-faceted manner to accommodate all learners. Blogs can serve at least four basic functions.
- Classroom
Management
Class blogs can serve as a portal to foster a community of learners. As they are easy to create and update efficiently, they can be used to inform students of class requirements, post handouts, notices, and homework assignments, or act as a question and answer board. - Collaboration
Blogs provide a space where teachers and students can work to further develop writing or other skills with the advantage of an instant audience. Teachers can offer instructional tips, and students can practice and benefit from peer review. They also make online mentoring possible. For example, a class of older students can help a class of younger students develop more confidence in their writing skills. Students can also participate in cooperative learning activities that require them to relay research findings, ideas, or suggestions. - Discussions
A class blog opens the opportunity for students to discuss topics outside of the classroom. With a blog, every person has an equal opportunity to share their thoughts and opinions. Students have time to be reactive to one another and reflective. Teachers can also bring together a group of knowledgeable individuals for a given unit of study for students to network and conference with on a blog.
Student Portfolios
Blogs present, organize, and protect student work as digital portfolios. As older entries are archived, developing skills and progress may be analyzed more conveniently. Additionally, as students realize their efforts will be published, they are typically more motivated to produce better writing. Teachers and peers may conference with a student individually on a developing work, and expert or peer mentoring advice can be easily kept for future reference.
Blogs present, organize, and protect student work as digital portfolios. As older entries are archived, developing skills and progress may be analyzed more conveniently. Additionally, as students realize their efforts will be published, they are typically more motivated to produce better writing. Teachers and peers may conference with a student individually on a developing work, and expert or peer mentoring advice can be easily kept for future reference.
Blog Risks to Consider
School districts have guidelines and acceptable use policies (AUP) regarding the use of school and division-wide computer networks and the Internet. These terms and conditions identify acceptable online behavior and access privileges. Policies regarding the displaying of any student work must be adhered to strictly. Take the necessary steps to secure parental permission before using the blog in a participatory manner.
Blogs may be viewed publicly, as any other Web site. Students must be trained on issues regarding access, privacy, security, and free expression. As blogs have no publisher, producer, or editor, students must carefully consider the content of postings to avoid anything defamatory, libelous, or an infringement upon the rights of others.
Blogs are created by individuals for various and assorted purposes. Content should be recognized as the opinion of the blogger, and, therefore, may not necessarily be factual.
Preparing Students for Blogging
School districts have guidelines and acceptable use policies (AUP) regarding the use of school and division-wide computer networks and the Internet. These terms and conditions identify acceptable online behavior and access privileges. Policies regarding the displaying of any student work must be adhered to strictly. Take the necessary steps to secure parental permission before using the blog in a participatory manner.
Blogs may be viewed publicly, as any other Web site. Students must be trained on issues regarding access, privacy, security, and free expression. As blogs have no publisher, producer, or editor, students must carefully consider the content of postings to avoid anything defamatory, libelous, or an infringement upon the rights of others.
Blogs are created by individuals for various and assorted purposes. Content should be recognized as the opinion of the blogger, and, therefore, may not necessarily be factual.
Preparing Students for Blogging
- Determine
that all students' AUPs are in place and up to date.
- Inform
parents of procedures and secure parental permission.
- Teach
students safe, acceptable, and sensible behavior as online authors and
readers.
- Review
policies and guidelines pertaining to student access.
- Teach
the non-posting rules of no complete names, e-mail accounts, or references
to reveal location.
- Set
clear expectations regarding tone, respect, and consequences.
Steps for Getting Started on Blogs
There are a number of free blogging tools available.
There are a number of free blogging tools available.
- Go
to one of the available free blogging sites (Blogger at www.blogger.com is
a very popular one).
- Provide
the necessary information requested. (user name, password)
- Create
a title for your blog.
- Accept
terms and select a template.
- Publish!
CONCLUSION
The impact of certain “stories” gave greater credibility to blogs as a
medium of news dissemination. Though often seen as partisan gossips, bloggers
sometimes lead the way in bringing key information to public light, with
mainstream media having to follow their lead. More often, however, news blogs
tend to react to material already published by the mainstream media. Meanwhile,
an increase in number of experts’ blogged, make blogs a source of in-depth
analysis.
Blogs are digital platforms that provide students with a medium for sharing
knowledge and experiences that go beyond the traditional means of reading and
writing in classrooms. Teachers and students from different states, countries,
and continents are able to collaborate on different projects and ideas. Thus the
use of blogs in education gives students a global perspective.
REFERENCE
2.
Blood,
Rebecca (September 7, 2000). "Weblogs: A History And Perspective".
Monday, 10 March 2014
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