Being technically free to do as I please now that the study is done, the habit of hammering away at some kind of work or another is a hard one to break. A question on the T42 Hub caught my attention and prompted the following basic ideas for Web 2.0 use in the language class.
Justification of Web 2.0 Use
Web 2.0 tools make rich, interactive language learning through social construction of meaning possible. Since learners can meaningfully and authentically interact, these tools can be ideal. Perhaps the most important reminder about Web 2.0, like any other teaching tool, is that its use should be justified by learners' needs and learning objectives. With technology, we should, naturally, also consider what equipment is realistically available. Finally, for successful use, the teacher's expertise, participation and guidance are essential.
Learner Needs and Resources
For teachers wanting to try out Web 2.0 platforms in the class, it may be wise to first ask what learners' needs are, and what resources (time, materials and equipment) are available to meet these needs. In terms of Web 2.0, learners' existing proficiency is another important consideration. Learners may also prefer certain platforms, and using these can make them feel more comfortable.
In Class or Out-of-Class Learning?
Where computers are available in the classroom, web tools can be a great asset. In some teaching situations, Web 2.0 materials for at-home use may be a better option, provided learners have the necessary equipment available at home or in computer labs.
A Few Examples
1. Social Networks:
A social network can provide a meeting place where learners can authentically use the language. (For classes I would recommend Ning, since sites like Facebook provide so many distractions!).
-With the teacher's guidance, discussions can be directed to encourage use of certain language usage or vocabulary areas.
-By adding rich media and hyperlinks, new language can be made more meaningful and memorable.
-For even more language learning power, learners can debate their posts with each other. For example, during a lesson covering restaurants and food, the teacher can open a forum post asking students to write about their favourite restaurant and foods.
-By adding pictures or hyperlinks to their answers, meanings become clear and memorable to others.
-Again, discussion with others can be extremely helpful.
2. Twitter:
Twitter is a way to communicate with and among students.
To organise Twitter info, add a #hastag that students can easily access to all tweets.
-For vocab practice, a word of the day can be posted with links to definitions, examples of use and even concordances. (Thanks to Henrick Borger for the idea).
-For grammar practice, the teacher can post a question eliciting use of the target language.
-Tweets can also be used simply for authentic communication, linking to suggested sites etc.
3. Wikis:
Wikis are outstanding tools for online collaboration. They can be used for any number of learner-generated projects, and learners can negotiate content, form and of course, language within the wiki. Clear guidelines are recommended, and teachers may choose to intervene for final editing to ensure language accuracy and quality. A few possibilities:
-Learners create their own language and usage dictionary using rich media and online concordances.
-Learners create projects on a topic that interests them.
-Learners collaborate to write a story.
-Learners collaborate to write the script for an audio, video or live presentation or performance.
-The final product can be published for the real world, and even for profit, at Amazon or Lulu's online bookstores.
4. Blogs:
Language learning journals are nothing new, but blogs are so much more. Their online presence gives blogs a real, interacting audience, rich media options and full searchability.
-Blogs can be used for free writing, adding rich media and hyperlinks for meaning.
-Students can add online photo albums to write about their daily activities, environment or a trip.
-Hyperlinks to maps and external information can enrich blog posts.
-More formal blogging assignments can also be given to students if there is a specific language learning goal.
-Learners can benefit tremendously from reading and commenting on each other's blogs. -This elevates a writing assignment to a critical reading and thinking assignment, which develops higher order thinking skills.
-Blog exchange programmes with students in other classes, schools or countries can be a thrilling way to make the value of the language real. This can be with native speakers, or non-native speakers with a different mother tongue, to ensure use of the target language.
4. Audio and Video Recordings and Podcasts
While any recording can be great fun, optimal language learning is supported if the final recording is the result of recursive negotiation and editing among peers. For a truly meaningful recording, the following steps can be followed.
-students brainstorm and draft the script, constantly negotiating the best content and form (a wiki is a great way to do this)
-peers or teacher edits for accuracy
-students rewrite to ensure optimal accuracy and quality
-students rehearse
-students record
-students edit and produce
-students share with others, in class or online, and comment on each other's work
-students analyse feedback and construct guidelines for future work.
an awards ceremony is never a bad idea!
-some of these steps, such as editing, rehearsing and recording, can be repeated for an optimal product.
Well, that makes for quite a mouthful. Most of these ideas can be used if students have access to a computer lab, even if they don't have computers in class. The bottom line, though, is that the use of Web 2.0 depends on the needs it intends to meet.
What Web 2.0 platforms have you used with students? I would love to hear about your experiences.
Picture credit: the Internet is This Way (c)(c)by Mike Le Org, Flickr.com.
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