Word processors
When students are asked to write their assignments using a computer they are doing much more than merely typing a text. They can have spelling aid, synonyms aid. We can edit their texts by using the commentary key, by changing the colour of the letters so as to stress out what we want them to notice and reflect upon.
We can easily show them the reasons for using italics, bold and underlining. Quite often the students need to be guided in summary writing which requires specific reading tools, as well. By using the possibilities mentioned above (italics, underlining, bold and a different colour for meaning) they are simultaneously acquiring strategies, which enable them to practise reading for learning.
By guiding learners in the editing of their writing we are making it possible for them to reflect on what writing is about and on how they should do it. It develops autonomy.
I inserted a commentary so as to illustrate its possibilities which do challenge our creativity.
As one authentic activity with word processing we could do what we usually do by hand, send the assignments back to the learners with the repeated errors signalled (colour, aesterisk, here I am following Veronica’s ideas, because I hardly ever mark tests or assignments by computer) according to a code previously arranged with them. Then, we could ask them to edit their work for publishing in a class blog. Here, I should mention my students are intermediate and upper intermediate.
I found Renata’s article quite useful in providing practical tips that we can easily adopt. I know I will try out her suggestions of categorizing words by means of chart creation and the other tip to organize a text by supplying its parts in a jumbled way, which learners will have to drag, cut and paste.
Saturday, January 31, 2009
Monday, January 26, 2009
Beyza & Andrea
We are both interested in learning new strategies for student collaboration and thought the ideas presented in the articles by Renata Chylinksi and Vance Stevens were interesting and simple to duplicate as word program is present nearly in every computer and it is a basic tool. Andrea had not thought about using the word processor to jumble sentences and categories of words or by having students to replace nouns with pictures. Beyza has some experience in using word processors for jumbling sentences and adding comments to her students’ first and second drafts but using it for replacing nouns with pictures is a new idea for her.
We are French, and English teachers and have some different ideas about how to use word processors with our students. Andrea is going to be working with students on the past and compound tenses and having them analyze the text and associate different colors for different tenses is something she will be using in the very near future. She wants to use green for the imperfect (the continuous past) and red for the preterit (narrative past tense in French). She will need to come up with different colors for the pluperfect (the past perfect). For her novice learners, she wants to use drop down text boxes to scaffold their writing. She believes having the students to select the correct verb and adjectives and then to rewrite the entire sentence correctly gives the students the firm base on which to create their own sentences with the correct sentence structure. Beyza has similar ideas on how implement some of the activities mentioned in two articles... In the future, she thinks she will use it for peer check through track changes option, use color codes for correction and punctuation exercises as she do believes punctuation is not taken into account by most of the students. She also thinks using tasks enabling real communication is also a good activity to be carried out with word processors. She usually uses her class wiki for such activities but she does not think there is a track changes option in it. Therefore, she believes it can be a good idea to use word processors for such activities as the students are more aware of the changes and therefore understand there is some kind of communication going on in such kind of activities.
We are French, and English teachers and have some different ideas about how to use word processors with our students. Andrea is going to be working with students on the past and compound tenses and having them analyze the text and associate different colors for different tenses is something she will be using in the very near future. She wants to use green for the imperfect (the continuous past) and red for the preterit (narrative past tense in French). She will need to come up with different colors for the pluperfect (the past perfect). For her novice learners, she wants to use drop down text boxes to scaffold their writing. She believes having the students to select the correct verb and adjectives and then to rewrite the entire sentence correctly gives the students the firm base on which to create their own sentences with the correct sentence structure. Beyza has similar ideas on how implement some of the activities mentioned in two articles... In the future, she thinks she will use it for peer check through track changes option, use color codes for correction and punctuation exercises as she do believes punctuation is not taken into account by most of the students. She also thinks using tasks enabling real communication is also a good activity to be carried out with word processors. She usually uses her class wiki for such activities but she does not think there is a track changes option in it. Therefore, she believes it can be a good idea to use word processors for such activities as the students are more aware of the changes and therefore understand there is some kind of communication going on in such kind of activities.
Sheila & Bertha
Using Word Processors in the EFL classroom
Having read both the articles, Vance Stevens and Renata Chylinski, the idea of teaching word processing and writing skills together is quite surprising, although it seems to be a valid idea.
As Kenan and Sedat have mentioned, students with no connection to Internet could benefit from word processing since it is an excellent way to handle collaborative writing and if the task is motivating to them, they will enjoy working together. However, in some cases if they don't have access to Internet, chances are they might not have access to a computer either, unless the institution provides them with space in a computer lab or if they work in the teacher's office. So it might not be very effective to use Microsoft Word in all cases.
With regard to Renata's piece, the same activities could be achieved with Hot Potatoes or any other tool where one can play around with graphics and words to fulfill a specific objective. The use of word processing for the particular tasks Renata mentions does not seem completely pertinent.
We both feel this approach is not relevant for our own students. Most of them are adult learners who use computers and so practice word processing in their native language at work all day. Their English is generally at the B2 level and above. We are convinced that they know already how to use the basic functions of Microsoft word or other word processing programs. They probably know more about them than we do, especially on German computers in the case of Sheila. In Bertha's case, her students have preferred Googledocs once they know it works online. In individual teacher-student conferences, she has learned a great deal from her students and has been able to enjoy sitting next to digital natives at work. They pick up everything related to technology really fast and use tools well.
There are nice activities in Vance's article that can be followed using Word as a tool. Vance's article, however, seems to have been more relevant for students in the late 90s or early 2000s. Students nowadays might not be so in need to be "taught" word processing skills while learning English. Of course each group of students is different and maybe it would be good to have them share their tips on how to use Word while writing collaboratively on a topic and sharing will probably come up naturally.
One or two of Vance Stevens ideas could be used, particularly the ones from Claire Bradin. (By the way Sheila could not get that link to work in Firefox). Students could work on the group's errors, though they would have to do this for homework as there are no computers in the classrooms. Peer correction is not popular with most of these groups as they do not like to criticize a fellow student, but if the errors were anonymous then they might be prepared to correct them.
Sheila can see a possibility of using cross class interviews especially across cultures if this were possible, this might work well in a blog.
Another exercise to use with exam classes might be jumbled texts where occasional sentences have to be replaced. This could replicate an exercise in the exam and could prove very useful, again for peer correction.
Having PC’s, especially with internet connection, in class is a dream for Sheila, the best they get is her laptop and her personal connection stick to give the students access to an online dictionary.
Some of the activities that could be assigned - either using Microsoft Word, Googledocs or any other collaborative tool- are the following:
- narrate an event where both students were present (another class, Election Day, a national celebration) mixing their experiences in the texts.
- write a poem on a topic they agree or disagree with.
- write the editorial of a newspaper on top areas to be improved in their community, institution, country, the world, etc., and ways to achieve this.
- write an ad about their country trying to persuade readers to visit it.
- write about things they wish they had known about when they were children.
Having read both the articles, Vance Stevens and Renata Chylinski, the idea of teaching word processing and writing skills together is quite surprising, although it seems to be a valid idea.
As Kenan and Sedat have mentioned, students with no connection to Internet could benefit from word processing since it is an excellent way to handle collaborative writing and if the task is motivating to them, they will enjoy working together. However, in some cases if they don't have access to Internet, chances are they might not have access to a computer either, unless the institution provides them with space in a computer lab or if they work in the teacher's office. So it might not be very effective to use Microsoft Word in all cases.
With regard to Renata's piece, the same activities could be achieved with Hot Potatoes or any other tool where one can play around with graphics and words to fulfill a specific objective. The use of word processing for the particular tasks Renata mentions does not seem completely pertinent.
We both feel this approach is not relevant for our own students. Most of them are adult learners who use computers and so practice word processing in their native language at work all day. Their English is generally at the B2 level and above. We are convinced that they know already how to use the basic functions of Microsoft word or other word processing programs. They probably know more about them than we do, especially on German computers in the case of Sheila. In Bertha's case, her students have preferred Googledocs once they know it works online. In individual teacher-student conferences, she has learned a great deal from her students and has been able to enjoy sitting next to digital natives at work. They pick up everything related to technology really fast and use tools well.
There are nice activities in Vance's article that can be followed using Word as a tool. Vance's article, however, seems to have been more relevant for students in the late 90s or early 2000s. Students nowadays might not be so in need to be "taught" word processing skills while learning English. Of course each group of students is different and maybe it would be good to have them share their tips on how to use Word while writing collaboratively on a topic and sharing will probably come up naturally.
One or two of Vance Stevens ideas could be used, particularly the ones from Claire Bradin. (By the way Sheila could not get that link to work in Firefox). Students could work on the group's errors, though they would have to do this for homework as there are no computers in the classrooms. Peer correction is not popular with most of these groups as they do not like to criticize a fellow student, but if the errors were anonymous then they might be prepared to correct them.
Sheila can see a possibility of using cross class interviews especially across cultures if this were possible, this might work well in a blog.
Another exercise to use with exam classes might be jumbled texts where occasional sentences have to be replaced. This could replicate an exercise in the exam and could prove very useful, again for peer correction.
Having PC’s, especially with internet connection, in class is a dream for Sheila, the best they get is her laptop and her personal connection stick to give the students access to an online dictionary.
Some of the activities that could be assigned - either using Microsoft Word, Googledocs or any other collaborative tool- are the following:
- narrate an event where both students were present (another class, Election Day, a national celebration) mixing their experiences in the texts.
- write a poem on a topic they agree or disagree with.
- write the editorial of a newspaper on top areas to be improved in their community, institution, country, the world, etc., and ways to achieve this.
- write an ad about their country trying to persuade readers to visit it.
- write about things they wish they had known about when they were children.
Yulia & Joanna
I have never used collaborative writing tools before, I even was unaware of them. So now it is my first try.
I have not thought about using word processing in a class and these activities are new for me. Some of them are not necessary for my students as I work at a technical university and there is no need to teach them word processing, in fact, they know computer much better than I. But I found some tasks that I can adapt with my students- these are narrative and descriptive writing, different types of letters ( Vance Stevens). In general I think grammar and vocabulary exercises together with word processing are interesting for young school children and can replace traditional workbooks.For example, I jumble up words in sentences or sentences in paragraphs. Or order of instructions. Or paragraphs within an essay. And then ask students to unjumble these, again using dragging or cutting or pasting.» I think this an interesting task that would very well work with my students
As far as word processing tools for collaborative writing are concerned I think they are wonderful for project works. We do with students project works when they study a topic in small groups, write together a summary and present to the whole group. Such work can be organized with Google Docs (for example). First, students may generate ideas, share them, make a plan, then write each point of the plan simultaneously without need to type, compare in class, retype. I think about another way to use it in my class. When we get ready to FCE there is a task to describe a picture and comment your partner description. For more practice and more accurate speech it can be a home writing task. I need to divide the group into pairs, post a picture for them to describe and comment collaboratively.
I have not thought about using word processing in a class and these activities are new for me. Some of them are not necessary for my students as I work at a technical university and there is no need to teach them word processing, in fact, they know computer much better than I. But I found some tasks that I can adapt with my students- these are narrative and descriptive writing, different types of letters ( Vance Stevens). In general I think grammar and vocabulary exercises together with word processing are interesting for young school children and can replace traditional workbooks.For example, I jumble up words in sentences or sentences in paragraphs. Or order of instructions. Or paragraphs within an essay. And then ask students to unjumble these, again using dragging or cutting or pasting.» I think this an interesting task that would very well work with my students
As far as word processing tools for collaborative writing are concerned I think they are wonderful for project works. We do with students project works when they study a topic in small groups, write together a summary and present to the whole group. Such work can be organized with Google Docs (for example). First, students may generate ideas, share them, make a plan, then write each point of the plan simultaneously without need to type, compare in class, retype. I think about another way to use it in my class. When we get ready to FCE there is a task to describe a picture and comment your partner description. For more practice and more accurate speech it can be a home writing task. I need to divide the group into pairs, post a picture for them to describe and comment collaboratively.
Nadia & Veronica
In second language writing, as much as in second language teaching in general, any piece of practical advice, suggestion, idea or tip on “how to…” appears to be very important and, actually, indispensable for a language educator. Therefore I find these two articles useful and worthwhile reading even though many, or all, of these activities are updates of pre word-processing/computer lab activities that many of us have used in the classroom. In many cases, these papers seem to be “killing two birds with one stone”-- teaching keyboarding at the same time as language.
I have used these types of activities with my ESOL and Literacy (mainstream English) junior classes and now with my L2 French students. I use them in a traditional classroom f2f, simply because there is only one computer lab in our large secondary school, and I don’t get much chance to spend a decent amount of time in it (hopefully there will be more labs in future). In a pre-computer/no-computer f2f setting there are a number of variations on how these activities --minus the key-boarding skills--can be presented. However, my students do spend more hours in the lab in their Social Studies or English classes, and the students are generally highly literate in word processing (in most NZ schools it’s being introduced at primary level).
From my own experience I know that most of the activities mentioned in the two articles work well with the students and are very useful in developing their literacy skills. I presume that using a word processor would make these tasks even more attractive and desirable from a student perspective. However, in a larger classroom, it would be good to develop different levels of activities and have students work from lower to more demanding levels.
From the list of activities suggested by Renata Chylinski, I am particularly in favor of those that use highlighting to indicate different grammar structures, categories of words, or parts of a paragraph. So, my own example would be to give students a model paragraph (preferably, more than one) and ask them to identify the structure of the paragraph using different shades or some other method (underline, bold, italicize, etc). I usually teach paragraph structure to the formula: 1. topic sentence/or statement, 2. explanation, 3.example/or evidence. Having discussed the ideas, in relation to the model paragraph, they can write their own on different topics and swap in pairs to highlight the peer’s work as a form of peer editing and pair work.
Similarly, from the list of activities in Vance Stevens’ text, I have also used almost all of them in ‘pen and paper’ conditions. Some of these activities I use as speaking practice in my French classes, for example description of a picture or famous people, or cross-class interviews – with the only difference that instead of writing my students do all this orally. It’s usually quite fun. I have also tried and used different kinds of narrative based on pictures. They can easily be designed as ‘focused tasks’ in order to elicit the use of a particular grammar structure (very useful with verb tenses if there is a suitable picture-based story).
Since I am personally very much in favor of respecting the genre and register conventions, I like the type of tasks such as Writing a letter in Stevens’ article. I think it is very important for second language learners to master control over the differences between formal and informal registers in letters, speech, etc. Personal experience tells me that students at all levels usually enjoy such tasks.
To wrap up, the two articles we have focused on this week, may give some ideas to those who teach at lower levels. Furthermore, they have helped me to revise my own ideas of collaborative writing. I have realized that actually my idea of collaborative writing has been rather limited – to the collaboration in writing essays, reports, academic papers or pieces of creative writing, but now I’ve seen that many of the ‘normal’ everyday activities I am practicing with my students are, in fact, some kind of collaborative writing. What a relief! It’s also interesting to see that these activities seem to be updates of the activities many of us used in the classroom in pre-computer days; they give a new twist to old ideas.
P.S. A bit off the track, or out of context, anyway, I’d like to comment on Renata Chylinski’s presentation of her text. I don’t know what others think but I suppose that all those “ums” are meant to be there for the sake of authenticity. (By the way, I usually use “ums” and “uhs” when transcribing a spoken text but in this article I cannot see anything else that would signal a spoken text.) To me it seems a contradiction with the content of the text – because we are still teaching our students to follow the conventional ‘rules’ of discourse, be it grammar, or genre, or pragmatics…if they are to succeed in life. Apparently, her text is exactly about that.
I have used these types of activities with my ESOL and Literacy (mainstream English) junior classes and now with my L2 French students. I use them in a traditional classroom f2f, simply because there is only one computer lab in our large secondary school, and I don’t get much chance to spend a decent amount of time in it (hopefully there will be more labs in future). In a pre-computer/no-computer f2f setting there are a number of variations on how these activities --minus the key-boarding skills--can be presented. However, my students do spend more hours in the lab in their Social Studies or English classes, and the students are generally highly literate in word processing (in most NZ schools it’s being introduced at primary level).
From my own experience I know that most of the activities mentioned in the two articles work well with the students and are very useful in developing their literacy skills. I presume that using a word processor would make these tasks even more attractive and desirable from a student perspective. However, in a larger classroom, it would be good to develop different levels of activities and have students work from lower to more demanding levels.
From the list of activities suggested by Renata Chylinski, I am particularly in favor of those that use highlighting to indicate different grammar structures, categories of words, or parts of a paragraph. So, my own example would be to give students a model paragraph (preferably, more than one) and ask them to identify the structure of the paragraph using different shades or some other method (underline, bold, italicize, etc). I usually teach paragraph structure to the formula: 1. topic sentence/or statement, 2. explanation, 3.example/or evidence. Having discussed the ideas, in relation to the model paragraph, they can write their own on different topics and swap in pairs to highlight the peer’s work as a form of peer editing and pair work.
Similarly, from the list of activities in Vance Stevens’ text, I have also used almost all of them in ‘pen and paper’ conditions. Some of these activities I use as speaking practice in my French classes, for example description of a picture or famous people, or cross-class interviews – with the only difference that instead of writing my students do all this orally. It’s usually quite fun. I have also tried and used different kinds of narrative based on pictures. They can easily be designed as ‘focused tasks’ in order to elicit the use of a particular grammar structure (very useful with verb tenses if there is a suitable picture-based story).
Since I am personally very much in favor of respecting the genre and register conventions, I like the type of tasks such as Writing a letter in Stevens’ article. I think it is very important for second language learners to master control over the differences between formal and informal registers in letters, speech, etc. Personal experience tells me that students at all levels usually enjoy such tasks.
To wrap up, the two articles we have focused on this week, may give some ideas to those who teach at lower levels. Furthermore, they have helped me to revise my own ideas of collaborative writing. I have realized that actually my idea of collaborative writing has been rather limited – to the collaboration in writing essays, reports, academic papers or pieces of creative writing, but now I’ve seen that many of the ‘normal’ everyday activities I am practicing with my students are, in fact, some kind of collaborative writing. What a relief! It’s also interesting to see that these activities seem to be updates of the activities many of us used in the classroom in pre-computer days; they give a new twist to old ideas.
P.S. A bit off the track, or out of context, anyway, I’d like to comment on Renata Chylinski’s presentation of her text. I don’t know what others think but I suppose that all those “ums” are meant to be there for the sake of authenticity. (By the way, I usually use “ums” and “uhs” when transcribing a spoken text but in this article I cannot see anything else that would signal a spoken text.) To me it seems a contradiction with the content of the text – because we are still teaching our students to follow the conventional ‘rules’ of discourse, be it grammar, or genre, or pragmatics…if they are to succeed in life. Apparently, her text is exactly about that.
Mariel & Rogerio
WORD PROCESSORS AND COLLABORATIVE WRITING
by Rogerio and Mariel
We believe that using word processing tools in collaborative writing is a great opportunity for teachers and students. Writing on a computer may be more motivating than using just pen and paper, and may make editing much easier.
Word processors are particularly useful for editing and revising texts. The teacher should make the most of it by stimulating students to keep record of the mistakes (and the improvements) they have made.
Most students are already familiar with the basic features of word processors (especially Microsoft Word) and should not be intimidated by activities in which they are supposed to use it.
On the other hand, it is also important to note that many students are likely to restrict their use of word processors to a few frequent functions, so if they have not been properly trained in this area, the language class may be the right place to develop their skills.
ACTIVITY ONE
Writing Emails.
Since I am teaching a workshop on ‘Writing Emails’, a real activity I can use to simulate an email exchange (about four messages for each pair of students) using Microsoft Word.
One of them is supposed to write the first message: he/she wants to schedule a meeting.
The other replies it is not possible for him/her and suggests a new date. They reach an agreement and then exchange ideas on the agenda for the meeting.
An additional practice would be to rewrite those messages in a neutral/informal style.
ACTIVITY TWO
Using Word Drawing Tools in Composition Planning
Imagine a situation suitable for the following exchange. Then, using Clipart, Autoshape and/or an Image Bank, draw the setting and the characters and insert the text in balloons to suggest a comic strip:
Come here.
What for?
You'll see.
You want me to get up?
Quick! Look!
Once you have finished, write a story that includes the situation as you imagined it. Remember to spell-check it.
Note: All the work could be done collaboratively in pairs. Alternatively, the strips could be swapped so that each student writes a story about their partner’s strip. Then they exchange views on how similar or different the final outcome is from the original idea. In any case, it is important that the conversation provided should be “vague” enough to allow creativity.
by Rogerio and Mariel
We believe that using word processing tools in collaborative writing is a great opportunity for teachers and students. Writing on a computer may be more motivating than using just pen and paper, and may make editing much easier.
Word processors are particularly useful for editing and revising texts. The teacher should make the most of it by stimulating students to keep record of the mistakes (and the improvements) they have made.
Most students are already familiar with the basic features of word processors (especially Microsoft Word) and should not be intimidated by activities in which they are supposed to use it.
On the other hand, it is also important to note that many students are likely to restrict their use of word processors to a few frequent functions, so if they have not been properly trained in this area, the language class may be the right place to develop their skills.
ACTIVITY ONE
Writing Emails.
Since I am teaching a workshop on ‘Writing Emails’, a real activity I can use to simulate an email exchange (about four messages for each pair of students) using Microsoft Word.
One of them is supposed to write the first message: he/she wants to schedule a meeting.
The other replies it is not possible for him/her and suggests a new date. They reach an agreement and then exchange ideas on the agenda for the meeting.
An additional practice would be to rewrite those messages in a neutral/informal style.
ACTIVITY TWO
Using Word Drawing Tools in Composition Planning
Imagine a situation suitable for the following exchange. Then, using Clipart, Autoshape and/or an Image Bank, draw the setting and the characters and insert the text in balloons to suggest a comic strip:
Come here.
What for?
You'll see.
You want me to get up?
Quick! Look!
Once you have finished, write a story that includes the situation as you imagined it. Remember to spell-check it.
Note: All the work could be done collaboratively in pairs. Alternatively, the strips could be swapped so that each student writes a story about their partner’s strip. Then they exchange views on how similar or different the final outcome is from the original idea. In any case, it is important that the conversation provided should be “vague” enough to allow creativity.
Dora & Vicky
First Draft - Word Processors tools in collaborative writing
With the advent of Internet connections and the great amount of tools for developing different activities at the computer, writing was highly benefited. Not only are there lots of word processing programs, but also there are many other tools to share those writings with other people.
Imagine you, as a teacher, assign some writing homework to your students on a certain topic, for example, the advantages of living in the city rather than in the country. Your students will go home, sit down next to their computers, and open their favourite word processor (as I said before, there are many of them!). Next step, they will open a web browser and search for different information in the topic. They will copy, paste, choose what information to keep and what to discard, summarize and, finally they will come up with a great writing. They may also add some graphs, using spreadsheets, or drawings, using an image editor. When they finish it, they can send it to you in several different ways: they can send it by email, post it in the class’ blog or website, or they can upload it to the class’ Yahoo group.
As each student works in his own pace, they will benefit from this kind of writing, because they can also write collaboratively. Imagine you make them prepare the previously mentioned assignment in pairs. They can discuss the main ideas using a chat program, send drafts between them by email, or, they can use some Internet tool, such as wizq.com, where they can take some advantages of the use of the whiteboard and brainstorm more ideas, or they can use a VoIP software such as Skype, and discuss their ideas in a more natural way. By then, they will have written an excellent assignment. When they come up with a final draft, they can send it to the teacher in one of the many ways they can find. And here comes another interesting aspect of using word processors for writing assignments: the teacher’s job is highly benefited with these tools, as well
Teachers spend lots of time checking homework, but with word processors, the job becomes easier. Not only can they check spelling quickly but they also can write clear comments without altering the students’ original work. They can also check grammar patterns in an easy way, and, what is also important, they can check if the students copied the whole essay from somewhere else. The most important part comes after the checking of the assignments: teachers can choose if they make comments next day, in a F2F interaction, or if they send them by email. They may also arrange a chat session to talk about the mistakes, and then, arrange a second draft due date.
There are some other technological tools of higher order which can be gradually incorporated into the course design by teachers or students. For instance, teachers and students can share some Collaborative Writing Tools, such as Google Docs, which facilitate the editing and reviewing of written texts by multiple subjects either in synchronous or asynchronous work. These technological tools greatly facilitate educational work as they make distance communication between multiple individual s easier. At the same time, they allow teachers to design creative activities, guide research and trace back their students performance in a full collaborative fashion.
There are still other more sophisticated technological tools designed and available for free for educational purposes. By means of video recordings, voice recordings and chat teachers can facilitate, motivate and monitor their students learning process, either in the oral or written code.
As teachers and students get involved with these tools, their jobs are made easier. Students can learn how to profit from the time they are on the computer, and teachers will have more free time if they learn how to use these tools effectively.
With the advent of Internet connections and the great amount of tools for developing different activities at the computer, writing was highly benefited. Not only are there lots of word processing programs, but also there are many other tools to share those writings with other people.
Imagine you, as a teacher, assign some writing homework to your students on a certain topic, for example, the advantages of living in the city rather than in the country. Your students will go home, sit down next to their computers, and open their favourite word processor (as I said before, there are many of them!). Next step, they will open a web browser and search for different information in the topic. They will copy, paste, choose what information to keep and what to discard, summarize and, finally they will come up with a great writing. They may also add some graphs, using spreadsheets, or drawings, using an image editor. When they finish it, they can send it to you in several different ways: they can send it by email, post it in the class’ blog or website, or they can upload it to the class’ Yahoo group.
As each student works in his own pace, they will benefit from this kind of writing, because they can also write collaboratively. Imagine you make them prepare the previously mentioned assignment in pairs. They can discuss the main ideas using a chat program, send drafts between them by email, or, they can use some Internet tool, such as wizq.com, where they can take some advantages of the use of the whiteboard and brainstorm more ideas, or they can use a VoIP software such as Skype, and discuss their ideas in a more natural way. By then, they will have written an excellent assignment. When they come up with a final draft, they can send it to the teacher in one of the many ways they can find. And here comes another interesting aspect of using word processors for writing assignments: the teacher’s job is highly benefited with these tools, as well
Teachers spend lots of time checking homework, but with word processors, the job becomes easier. Not only can they check spelling quickly but they also can write clear comments without altering the students’ original work. They can also check grammar patterns in an easy way, and, what is also important, they can check if the students copied the whole essay from somewhere else. The most important part comes after the checking of the assignments: teachers can choose if they make comments next day, in a F2F interaction, or if they send them by email. They may also arrange a chat session to talk about the mistakes, and then, arrange a second draft due date.
There are some other technological tools of higher order which can be gradually incorporated into the course design by teachers or students. For instance, teachers and students can share some Collaborative Writing Tools, such as Google Docs, which facilitate the editing and reviewing of written texts by multiple subjects either in synchronous or asynchronous work. These technological tools greatly facilitate educational work as they make distance communication between multiple individual s easier. At the same time, they allow teachers to design creative activities, guide research and trace back their students performance in a full collaborative fashion.
There are still other more sophisticated technological tools designed and available for free for educational purposes. By means of video recordings, voice recordings and chat teachers can facilitate, motivate and monitor their students learning process, either in the oral or written code.
As teachers and students get involved with these tools, their jobs are made easier. Students can learn how to profit from the time they are on the computer, and teachers will have more free time if they learn how to use these tools effectively.
Tuesday, January 20, 2009
Joana Rabinovitch
Hello everyone!
My name is Joana Rabinovitchch and I've been teaching English for 33 years now.
I teach at FCSH-New University of Lisbon, Portugal.
Some years ago I started introducing technology in the classroon and the response from the students was very positive. I'm looking forward to working with you all.
Introduction: Yulia
Hello! It's very exciting that there are so many people here from all over the world, so differant and alike in their enthusiasm. I'm a teacher of English from Nizhny Novgorod University of Architecture and Civil Engineering, Russia. I've been teaching for 10 years. Last year I took part in evo, blogging4educators and practiced blogging with my students. I'm interested in studying this and other tools, how to organise students' independent work and motivate them to work outside the classroom. I also would like to get in touch with colleagues around the world to involve our students in international writing projects.
Sunday, January 18, 2009
Andrea Henderson
Hello everyone,My name is Andrea Henderson and although I have taught English in the past, I am currently teaching French levels I-IV at Elkins High School in Missouri City, Texas. Several years ago, I took a three week process writing course called the New Jersey Writing Project. I am a firm believer in using the writing process in second language writing as well. I have a Masters of Liberal Arts and I also believe in using as many interdisciplinary connections as possible.
I have always been interested in technology. Being able to combine my love of learning new things as well as my love of technology has allowed me to find exciting new things for my students. I have also been able to increase my own proficiency in French as well.
Using authentic materials in my class is important to me and a year ago I started blogging with my students http://mmehenderson.typepad.com . Blogging with my students has been a wonderful experience for both me and my students and I'd like to find new strategies for writing to exploit the blog to its fullest.
I expect to learn new strategies and to network with my colleagues here. Although my Master's degree is fairly recent I do need to experience what it is like to be a student again so that I create the best learning experience for my students.
I have been teaching for 23 years and I still love teaching. I sponsor both the French Club and the National French Honor Society and I consider myself very lucky to be able to know my students outside of the regular classroom. My students are fantastic and I want to give them the best instruction possible.
Beyza Yilmaz
Hi all,My name is Beyza Yilmaz and I am an English instructor at English Foundation Program at Bahcesehir University in Istanbul, Turkey. I have been involved in ELT for six years both as a teacher and material developer. I am also pursuing a master's degree in Teaching English as a Foreign Language (TEFL). My interest areas are Computer Mediated Communication (CMC), learner autonomy and online teacher education. It's my third EVO and I can definitely say that I learned a great deal from EVO sessions.
I have been using web2.o tools with different level of students in the foundation program for three years. I first started blogging and then explored using wikis with them. What we focus on is usually writing but I sometimes try to involve speaking activities in my class wiki. I am currently conducting a research on the relation between my particular use of pbwiki and motivation of the students in my class and writing an article to be published based on my study.
I keep two reflective blogs. One is for my reflections and experiences in web2.0 and the other is to share my MA reflections . You can find their links below:
http://beyzasfirstblog.blogspot.com
http://beyzasmareflections.blogspot.com
Here is a picture taken with the students I am conducting the research on.The photo was taken after an exam so everybody looks quite relaxed.
Here is another picture of me and my students taken when we were having a strawberry party in class. After reading a text about strawberries, we decided to have a party in the class with the students. Maybe you can notice some of them eating strawberries and grinning at the same time!
I hope to learn more about collaborative writing tools and strategies from all of you.
Best wishes
Beyza Yilmaz
Ana Paula
I am Ana Paula from Lisbon, Portugal. I am currently teaching 9th, 10th and 11th grades. I have approximately 150 pupils distributed by 6 classes. I love teaching with drama projects and stories. I believe the literary text can provide the most flexible kind of material to supply for all sorts of learning and teaching needs. A literay text is endless when you explore it with your students.
I still end up crashing a lot before all sorts of requests before it is possible to use internet based teaching. I mean I waste a lot of time logging in, forgeting passwords, not understanding where to click to be able to do what seems so easy for everybody, like contributing for a blog or finding access to WIZQ or sorting out what's relevant amongst the loads of shining scripted data on my screen. I sometimes end up fulfilling the tasks with the feeling that I don't know how I did it and being sure I won't be able to do it again. So far Sedat has been guiding me towards this blog.
If you can see my photo, it is in wonderful Algarve during Summer holidays. As it is a rainy day today it seemed appropriate. Sorry for the dark glasses!
I still end up crashing a lot before all sorts of requests before it is possible to use internet based teaching. I mean I waste a lot of time logging in, forgeting passwords, not understanding where to click to be able to do what seems so easy for everybody, like contributing for a blog or finding access to WIZQ or sorting out what's relevant amongst the loads of shining scripted data on my screen. I sometimes end up fulfilling the tasks with the feeling that I don't know how I did it and being sure I won't be able to do it again. So far Sedat has been guiding me towards this blog.
If you can see my photo, it is in wonderful Algarve during Summer holidays. As it is a rainy day today it seemed appropriate. Sorry for the dark glasses!
Tatiana
I'm a teacher of English . I've been teaching for 26 years already. My students are of different ages: from 8 to18. Every year we take part in collaborative work with our partner schools during IEARN sessions. Besides we have penpals in Finland. My students have to do a lot of writing. I found that it is very difficult to them to make a report on their research work, to write their attitude etc. That's why I'm here.
Last year I also took part in EVO sessions: Blogging4educators and PowerPoint Presentations. It was extreamly interesting and useful but at the same time it was extreamly difficult.
This is me and my 5-grade students. They've just started to learn English.
Saturday, January 17, 2009
Recording of the WiZiQ Recording
I usually record my WiZiQ recordings via TipCam and then upload them to Youtube if they are short or to Bliptv if they are long. You can find my recordings on bliptv and on English@WiZiQ blog and connecting online ning on the sides and blog.
Nellie Deutsch Profile
My name is Nellie (Muller) Deutsch. I have been integrating technology into the ESL/EFL classroom since the 1990s. I have been involved in collaborative projects and WebQuests via Moodle for the past 5 years. My first website, Nellie's English Projects was an experiment that evolved from a WebQuest and started me off as a webmistress in the days of html before web 2.0 tools. I love learning and collaborating with teachers. I am currently taking courses for my doctoral studies in educational leadership specializing in curriculum,and instruction online at the University of Phoenix and writing my dissertation. I am researching instructor use of web 2.0 tools in blended learning environments in higher education. In my free time, I facilitate free online courses on how to collaborate and use Wikieducator and mentor teachers for free on how to integrate web 2.0 tools in the EFL/ESL courses and in spreading the word about international collaborative projects such as Ruth Vilmi's International Writing Exchange and other professional and personal learning inititiatives on Moodle and on WiZiQ because I would like to see quality learning and specifically e-learning available and free worldwide. I am currently moderating EVO09 Digifolios and Personal Learning Spaces on how to build a professional ID in the 21st century with 3 other educators. 34 Minutes With Me
I am looking forward to connecting online with others for peaceful coexistence and in finding the best ways to integrate technological tools to facilitate instruction and learning. Please feel free to contact me by email
Friday, January 16, 2009
PATO - PATRICIA WIERNA SARAVIA
Here is a photo I love because that day I was celebrating the big success we had with a play we put on for our annual concert with our students. It was a great day!
HELLO!
I have been an English teacher since I was 16. First I worked with private students and understood it was my passion.
I started my teacher training at the age of 21 and my first experience in charge of a formal class was in a Computer Institute teaching specific vocabulary. That was ages ago, we didn’t even have internet access in our province those days! By the way, I live in Salta, Argentina. After that I always viewed computer matters as only for experts, so I left the idea of working with computers aside. Then I worked in private and public schools and in English Schools, where I taught almost all ages and levels.
In 1999 together with a colleague we decided to open our own English school in our neighborhood and I run it by myself since 2000. At the institute I am always trying to do new and innovative things and update our teaching resources and techniques. We have reading fairs, solidarity campaigns, annual concerts, Halloween parties, and lots more. Now, apart from the English school, I’m coordinator of the English Department in a private school.
And look at me now! Last year I bought a computer and six months later I joined BAW 08. Very courageous! I learned a lot about blogs and even taught my teachers at the English school. I didn’t work with blogs directly, but coordinated my staff and I’m very proud of their work. We couldn’t develop it very much though as we don’t have computers at the institute and it came to be quite difficult to have classes in cyber cafes. Anyway as we plan not to give in, I joined again EVO courses to learn more and to update what I already know.
I’m eager to learn from you all!
As I didn’t teach last year, I just coordinated, I share with you photographs of the groups we have at the institute.
BubbleShare: Share photos - Find great Clip Art Images.
Thursday, January 15, 2009
Carla Raguseo
Hello everybody!
My name is Carla Raguseo from Rosario, Argentina. ( you can find info about my city in Mariel's post) I am an EFL teacher and Computer Lab coordinator at ARICANA Binational Center
I've taught TOEFL ibt courses since 2007. Teaching my students how to improve their academic writing skills at this level has been really challenging. Luckily, the new TOEFL exam focuses on realistic tasks: Independent essays and Integrated writing in which students have to summarize and synthesize information from a lecture and a reading passage on the same topic. I've used web tools like blogs and wikis to brainstorm new topics and to showcase and share their productions with the class.
Here's a link to our class blog: www.toeflibtprep.blogspot.com
These are photos from my 2007 regular TOEFL class:
BubbleShare: Share photos - Play some Online Games.
I've also designed a Blended TOEFL iBT course. Students discuss new topics on the class forum and send their essays by mail and I correct them electronically during the week.
BubbleShare: Share photos - Find great Clip Art Images.
There's still a lot explore and improve in this area. I feel writing has always been a dull and rather neglected area in ELT. I think that with the advent of the Web 2.0 writing can be treated as just another meaningful skill in the communicative language class.
I look forward to learning and discussing views on this fascinating topic with all of you!!
Sheila Vine
Here I am with some of my students at my birthday party last year.
Hello everyone
My name is Sheila Vine. These are my two little dogs. I'm an EFL teacher from England but I work in Germany. I work in the Paderborn area in companies and Universities. I've worked in EFL for almost 11 years. I have also taught online and done some blended teaching but the Universities use of technology is still very much an added on topic and does not really make good use of the possibilities. I'm very interested in working with you all and I love the EVO sessions. Thanks to you all for setting up this course. I am a writer of course materials and very interested in collaborative writing ideas. Happy EVO all.
Sheila
Wednesday, January 14, 2009
Vanessa Vaile - Greetings & Expections
Hello all. It feels as though I have been introducing myself over and over all over the place. So here's my blogger profile, my introduction posted to group and my home town blog, Mountainair Arts. I do another local announcements blog as well as a poetry blog. Here are more more pictures of where I live. You may know me better now than some of my cousins do ... hahaha
Sable and me last winter
Yes, I am horse crazy even at 65, never outgrew it and taught riding for years before I taught writing. I trained Sable so she ought to count as one of my students...
I am now editing this page - that's why the font style and color are not the same as the rest of the post. I should have waited to read the specific instructions. Sorry, but I do not have any pictures of me with a class, not with an ESL class or a composition class or a literature class or a Spanish class.... if I dig back far enough, I might find a picture of a riding class to scan...
Brief education / teaching recap for reference: MA English @ UL-Lafayette, PhD work, Comparative Literature @ UC Davis; Composition, Literature, Developmental Writing, ESL online for StudyCom (since 1997), GED, Family Literacy, computer skills & computer mediated writing w/ local after school program.
So far my expectations are to be less confused and better organized by the end of the week. I am also in BaW (trying to keep track of all the other participants as well as all the tools) and and presenting Week 4 of Tips & Tricks, computer apps, software & strategies for evaluating student writing (without going bonkers under the load), Collaborative writing and writing groups will figure prominently. Needless to say you are all invited to show up. That's only fair since I'll be picking your brains and trying ideas and resources out on you. Anyway that makes a total of 3 sessions counting this one - 1 more than recommended. Obviously I am not a math teacher.
I've used different kinds of collaborative and group projects in writing and writing intensive classes over the years. On top of that, I've been surfing and bookmarking sites, articles, handouts, resources on collaborative writing. The term can cover a lot of ground. I was thinking just sharing our understanding of what it is and what other kinds there are might be a good idea. Maybe not all of us understand or use collaborative writing in the same way.
I'm looking forward to learning new ways to use collaborative writing, fine tuning the familiar - making it new again and collecting as many new ideas for projects as possible.
Sable and me last winter
I am now editing this page - that's why the font style and color are not the same as the rest of the post. I should have waited to read the specific instructions. Sorry, but I do not have any pictures of me with a class, not with an ESL class or a composition class or a literature class or a Spanish class.... if I dig back far enough, I might find a picture of a riding class to scan...
Brief education / teaching recap for reference: MA English @ UL-Lafayette, PhD work, Comparative Literature @ UC Davis; Composition, Literature, Developmental Writing, ESL online for StudyCom (since 1997), GED, Family Literacy, computer skills & computer mediated writing w/ local after school program.
So far my expectations are to be less confused and better organized by the end of the week. I am also in BaW (trying to keep track of all the other participants as well as all the tools) and and presenting Week 4 of Tips & Tricks, computer apps, software & strategies for evaluating student writing (without going bonkers under the load), Collaborative writing and writing groups will figure prominently. Needless to say you are all invited to show up. That's only fair since I'll be picking your brains and trying ideas and resources out on you. Anyway that makes a total of 3 sessions counting this one - 1 more than recommended. Obviously I am not a math teacher.
I've used different kinds of collaborative and group projects in writing and writing intensive classes over the years. On top of that, I've been surfing and bookmarking sites, articles, handouts, resources on collaborative writing. The term can cover a lot of ground. I was thinking just sharing our understanding of what it is and what other kinds there are might be a good idea. Maybe not all of us understand or use collaborative writing in the same way.
I'm looking forward to learning new ways to use collaborative writing, fine tuning the familiar - making it new again and collecting as many new ideas for projects as possible.
Expectations- Gabriela Sellart
I am an EFL teacher from Buenos Aires, Argentina. I have been teaching for more than 30 years. I've been struggling* to embed new technology in my classes for the last three years. Struggling. Yes. The institutions I work for still don't see much value in the new possibilities social media offer to build learning environments.
I work in a Secondary School and in a Language School and even though I started to use web2.0 tools as means to enhance my teaching, I soon discovered they were enhancing my own learning.
I'm always asking myself: What can we do now that we couldn't do before? Something we couldn't do before (at least not easily) was the production of a collaborative text overcoming space and time limits. Now technology allows us to do so. However, access to the Internet + use of collaborative tools -such as wikis or google docs- doesn't necessarily guarantee the production of a collaborative piece of writing.
I teach a foreign language, maybe it is due to that fact that I think writing is about finding your own voice. The thing is... what happens to your own voice when you are writing with others? How do you merge those voices so that the outcome is a new one? What is modified in you, as a unique subject, when you go through that experience?
I tend to search for questions rather than answers. I know the answers will eventually come in the shape of the new questions. New questions is what I expect to come across in this session. I strongly believe learning is social. Therefore, I know I will learn with you -my session mates, and with you -the eventual participants in the open environments of this session.
*link in Spanish
PHOTO: one of my last groups, photoshopped to preserve their identities, they are under 18.
I work in a Secondary School and in a Language School and even though I started to use web2.0 tools as means to enhance my teaching, I soon discovered they were enhancing my own learning.
I'm always asking myself: What can we do now that we couldn't do before? Something we couldn't do before (at least not easily) was the production of a collaborative text overcoming space and time limits. Now technology allows us to do so. However, access to the Internet + use of collaborative tools -such as wikis or google docs- doesn't necessarily guarantee the production of a collaborative piece of writing.
I teach a foreign language, maybe it is due to that fact that I think writing is about finding your own voice. The thing is... what happens to your own voice when you are writing with others? How do you merge those voices so that the outcome is a new one? What is modified in you, as a unique subject, when you go through that experience?
I tend to search for questions rather than answers. I know the answers will eventually come in the shape of the new questions. New questions is what I expect to come across in this session. I strongly believe learning is social. Therefore, I know I will learn with you -my session mates, and with you -the eventual participants in the open environments of this session.
*link in Spanish
PHOTO: one of my last groups, photoshopped to preserve their identities, they are under 18.
Tuesday, January 13, 2009
Nadia Mifka-Profozic
Hi, I teach French at Mount Albert Grammar School in Auckland and occasionally have some ESOL students. Currently I am also working on my PhD research study in L2 acquisition at the University of Auckland (just yesterday handed in the report on my pilot study carried out with the English learners of French.) So, second language acquisition, psycholinguistics, bilingualism/multilingualism have recently become the areas of my great interest which I’m very keen to investigate more deeply. Otherwise I have a B.A. in English and Comparative Literature, CELTA Cambridge, Postgrad Dipl. in Teaching and MA in Applied Linguistics from Auckland University. Although I haven’t been a user of web tools in teaching so far I am aware of the huge potential that lies in the computer assisted/based language learning and teaching. Therefore I would really love to start using it with my students, in teaching both ESOL and French. We do use computers at school but so far it has been limited to using the sites that offer some exercises for languages learners (mostly grammar). I am very keen on exploring more and offer my students the learning though wikis, blogs, and all that I hope I’m going to learn in these six weeks. Otherwise I have been teaching quite a lot of essay writing both in English and French, academic writing (preparation for IELTS), some creative writing with younger classes (13-14 year olds) of mainstream English.
There’s also the issue of motivation – I hope the students will be more motivated to learn and take part in on-line activities and communication.
As a first time participant in EVO I have probably taken up too much, this section and also BaW09, but I ‘ll try to do my best – learn as much as I can and also share, ideas, knowledge, experience, etc.
Yeah, I didn’t say, I have two wonderful kids, actually adults (a daughter of 23 and a son of 29 who I am both very proud of). I have also a cat who has become very lazy these days, having to cope with high summer temperature.
Sure there will be more opportunities and time to add more info.
And, here ‘s just a couple of my photos (the lovely little girls are my nieces). The others were taken not long ago, in Sydney .
Best wishes and warm reagrds from New Zealand,
Nadia
Mariel Amez
Hi, everyone. I have lived all my life in Rosario, Argentina, where I graduated as a Teacher of English about 20 years ago, and I have been teaching EFL ever since.
Our most important landmark is this monument to our National Flag. 
Rosario is called "Birthplace of the Flag", since it was here that it was first hoisted in 1812, during the War of Independence. Here's another website of the city
Since 1990 I have been teaching English Literature (and now Literature in English) at Teacher Education and Translation Programmes both at IES "Olga Cossettini" (state) and ISPI "San Bartolomé" (private).
This is a picture of teachers-to-be at IES "O. Cossettini" in 2007. Many of them have already graduated.
In addition, I teach General English at a private language school, in courses preparatory for FCE and CPE Cambridge exams, and I am an Oral Examiner for Cambridge Esol.
I find teaching writing at CEFR B2 level (ie FCE) extremely challenging, and I hope this seminar will help me to design new strategies to cope.
I am mamez on Yahoo, and marielamez on Skype and Delicious.
Looking forward to working with you.
Mariel
Hi ! I'm very excited to start collaborative writing EVO 2009
My name is Liliam Prytz Nilsson, but my nickname is Vicky (do not ask why). I've been an English teacher since the 80's when I graduated from a teachers training in Misiones, Argentina. I've taught teenagers at public schools and children at my own private institute for many years. In 1998 I graduated from University on literary studies and in 2008 I got the second University degree on linguistics. Since 1998 I teach Applied Linguistics at the teachers training and I also work at the Ministry of Education where I coordinate the Area of Intercultural Bilingual Education.
There are two most interesting projects, one is directed to Guarani indigenous people , the other to two schools situated on the borderline with Brazil where the teaching of Spanish and Portugues are the focus of the pedagogical proposal.
I have participated at EVO 2008 and I enjoyed learning and putting into practice some of the many techniques introduced during the on line sessions. I'm eager to put hands on this new proposal, mainly because, on the one hand, I really believe blogging is an excellent pedagogical tool for language teaching, and on the other, because the collaborative generation of knowledge through writing is a potencial still not developed in full depth, but which deserves a wider exploration within academy.
Well, i do expect to be able to contribute to this social learning space and get many friends from around the world.
There are two most interesting projects, one is directed to Guarani indigenous people , the other to two schools situated on the borderline with Brazil where the teaching of Spanish and Portugues are the focus of the pedagogical proposal.
I have participated at EVO 2008 and I enjoyed learning and putting into practice some of the many techniques introduced during the on line sessions. I'm eager to put hands on this new proposal, mainly because, on the one hand, I really believe blogging is an excellent pedagogical tool for language teaching, and on the other, because the collaborative generation of knowledge through writing is a potencial still not developed in full depth, but which deserves a wider exploration within academy.
Well, i do expect to be able to contribute to this social learning space and get many friends from around the world.
Veronica Baig
That's my official photo on the left. I currently work for Athabasca University, Canada's Open university--I don't have any photos with students as all of our students are at a distance. I stay in touch with them through e-mail, a toll-free telephone number, and moodle.As Academic Coordinator for English Language Studies, I look after a variety of courses designed for ESL students and native English speakers to prepare them for regular undergraduate studies in an English speaking environment. There are some specific skills courses, some integrated courses, and a remedial writing course. Because we use individualized study (there are no classes, terms, or semesters--new students start the 1st of each month and have up to 6 months to complete a course--it's something like a revolving door) it's perfectly possible to have NS and NNS take the same courses. The emphasis in on writing and the skills needed for undergraduate study.
The other photo was taken at the TESL Canada conference last May where I co-presented a
symposium on "E-Tools and Teaching ESL through Distance Education." My contribution was to share the work I have done on blogging with my students.
These are not traditional blogs, but they are an attempt to reduce the isolation of students studying at a distance and to to help them understand many of the grammar vocabulary and tools necessary for good writing. I update these blogs on a regular basis, and some of the students really get into it. I have three course blogs in total, they are all somewhat similar: here is a link to the one on English 177.The road I have taken to where I am now is not a traditional one. I grew up in England, and my first degree was in Geography from the University of Wales. I emigrated to Canada--many years ago--and continued my studies at the University of Calgary. While I and my husband were living in Kenya (a long story), I was asked if I would help a young French girl improve her English skills. Needing the money, I gave it a try! When we returned to Canada, I went back to university to get the qualifications I needed to teach ESL--I wanted to make sure that I could get a job no matter where we travelled, and that I would know what I should know in order to teach ESL. I've worked in the volunteer sector, in public and private language schools, I have been a teacher and an administrator, and ten years ago I started working at Athabasca University.
For those of you for whom snow is a novelty, here is a photo of AU at this time of the year. Luckily, I also work at a distance; I can usually stay at home and work from there!I'm particularly hoping that I can learn or see how to adapt some collaborative writing technology to my own asynchronous teaching situation.
Joel Bloch
I am taking two EVO sessions this session.I have taught ESL composition for about 15 years. I have a PhD in Rhetoric from Carnegie Mellon University and a MA in Education/TESOL from the University of Michigan. I recently published a book on the use of technology in the L2 composition classroom. I have a number of publications on plagiarism, the use of technology in composition class, and academic writing. I have served as guest editor for a special issue of Language, Learning, & Technology on technology and writer as a reviewer for a number of academic journals. I am currently teaching a variety of academic courses to graduate and undergraduate international students and a graduate course on teaching composition, including one composition course that focues entirely on plagiarism. I have been married for twenty-five years. My wife is from Guangzhou, China. I have a 10-year old daughter who attends the Columbus School for Girls.
Hi from Berta
I am Bertha/Berta Leiva from Venezuela where I have taught EFL English for about 30 years. I have a B.A in Modern Languages from Metropolitan University, Caracas, and a Master´s in Education (Policy, planning and administration) from Boston University, MA. I am also a certified public translator in my country.I have taught EFL English in different settings (in-company courses in Italy and
Venezuela, to professionals at the training center of the national oil company and at three universities). For the past 16 years I have worked in the Language Department of Universidad Simon Bolivar where I have also held different administrative positions (Coordinator of Freshman 
studies, Head of Department, etc.) I think I already mentioned to the group that I am currently associate profesor but just submitted my promotion thesis to full profesor on socioculturally oriented EFL writing by means of web 2.0 tools. It is still under evaluation and I owe all I know about this research area to EVO, and especially to the Webheads in Action.
When I saw this session, I got really excited and immediately signed up. I expect to meet colleagues from all over the world who would like to take part in international projects where students from different cities could
be able to practice writing in a collaborative environment and to learn together about new 
possibilities in EFL writing teaching and learning in a sociocultural environment.
The photos? Too many, right? I am very visual and love pictures. My office on the upper right, collage of reading and writing students (in computer lab) last July, our main library building, student protest in 2007 in favor of democracy and against the present government, and finally two students with me during consultation hours last term.
I am bleiva2003 in yahoo, gmail, skype, messenger, delicious, etc.
Aaron Torres
Hi, my name is Aaron Torres from Costa Rica, Central America. I am a current English teacher at a very prestigiuos private institute in my country named Centro Cultural Costarricense Norteamericano. I got my BA in English Teaching at the University of Costa Rica. I am also currently taking some courses of the Masters Program on English Literatute. I`ve been teaching for more than eigth years, making it a wonderful experience because I love my job! In addition, I am very interested in helping out my students to improve therir written skills. I worked on a research last year and found out that students in my country consider writing the weakest skills developed in thier calsses; thus, it lacks motivation for them. I wish we could change such perception and they understand that a language is not only speaking and listening.
I am very excited to start sharing and learning through these weeks we are gonna be in touch!
Hope to read from you, a new friend from Costa Rica, and as we say "Pura Vida!"
Hi everyone! I'm Rita Trickel from the Cleveland, Ohio area (United States). I just completed my Master of Ed in TESOL, and teach adult international students (from undergrads to professionals) at Cleveland State University. Although their goals vary, they all want to strengthen their English as quickly as possible, and I believe collaborative writing techniques with give them much more active production time than solitary writing alone. I'm eager to learn as much as possible from all of you and incorporate techniques and ideas into our classes.
Rogerio Costa (Sao Paulo, Brazil)
Hi there!
My name is Rogerio Costa and I'm 28. I've been teaching EFL (private classes) for five years though this has never been my main occupation. I work as an academic assistant in a business school in Sao Paulo, Brazil. I deal with international accreditation processes, national regulation procedures and faculty management policies.
I got a BA. in Computer Science and graduate degrees in Educational Law and Business Management. I also hold a graduate degree in Translation (English-Portuguese) and FCE and CAE certificates. I intend to get a TEFL asap...
As you can see I lack the (full-time) teaching experience as well as appropiate academic qualification but I try to study as much as I can by my own and I also keep in touch with more experienced teachers. I attend local seminars whenever I can and get a lot of resources from the internet.
Currently I have 5 students in two different levels, I post weekly articles at www.inglesonline.com.br and I'm teaching an online workshop on 'Writing Emails in English'.
I'm sure this EVO session will help me understand the writing process and the importance of practicing collaborative writing in a society which is becoming more and more collaborative.
Thanks for the opportunity and keep up the great work! :)
Cheers,
Rogerio
PS. This is a photo of my wife and I in Paris last year. :)
PS. I just realized I don't have pictures with my students. :(
Sedat Akayoglu
Hi, my name is Sedat Akayoglu. I graduated from Department of English Language and Literature Hacettepe University in 2002 and worked as an English teacher for two years.
Then I started working as a research assistant at the Department of English Language Teaching Abant Izzet Baysal University in 2004 and got my MA degree at this department writing a thesis titled "The Functions of Negotiation of Meaning in Synchronous Text Based Computer Mediated Communication" in 2006.
At present I am a research assistant and a PhD candidate at the Department of English Language Teaching Middle East Technical University in Ankara, Turkey. This term I taught Advanced Reading and Writing I course at the university and we used PBwiki, Nicenet, Blogger and Wordpress in our classes. Next term, I will teach Advanced Reading and Writing II and I am planning to use Second Life for the class.
My main interest topics are Computer Assisted Language Learning, Computer Mediated Communication, Discourse Analysis and Ethnography of Communication. URL: http://www.ibu.edu.tr/akademik/sakayoglu . Yahoo ID = sakayoglu, Skype ID = sakayoglu, Second Life = Sedat Usher
This photo was taken in Drama course at Abant Izzet Baysal University. Fourth year students were preparing for a drama performance and when this photo was taken some of the students were on the stage and some were working for costumes, decoration and music.
This photo was taken in 2003 when I was working at Anatolian High School of Fine Arts. We performed Moliere's Miser with these high school students and I was also on the stage with my students but the audience did not notice that the teacher was also acting.
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