Technology for EFL/ESL Classes

Nowadays classrooms should be complimented by some technology tool. We cannot keep teaching with the traditional methods while our students are fond of computer and mobile devices. It is the mission of the educators to find the best way of implementing the technology in the teaching-learning process. As an EFL/ESL teacher, I like using the technology in my class. Before our technology course, I used very simple tools such as; YouTube, Google search and the Internet to show some images related to the lesson. However, after this course I started using blogging and twitter. I like both of them; they are user friendly and really helpful for both the teachers and the learners. They bridge between the learning inside and outside the classroom. They can also be used to develop the language skills such as; reading, writing, listening and even communication. Moreover, I really like the idea of the digital games especially with the young learners, but I have a concern about it related to the time consuming and anxiety issues that the young learners may not be able to control it. We can get many educational games from the following link WWW.EDUCATIONARCADE.ORG .

Finally, I would definitely continue using the technology. Although, I may need some help from computer teachers or technicians but I feel myself more confident now to try any technology tool to facilitate the learning process and engage the learners in lifelong learning process.

 

 

Cloud Computing and Google Apps For Education

Cloud computing is the delivery of computing services over the Internet. Cloud services enable individuals, organizations, education institutions and businesses to use software and hardware that are managed by third parties at remote locations. For example, online file storage, social networking sites, and webmail are all included in the cloud services. The cloud computing model allows the users to access to information or online resources at anytime and from anywhere that a network connection is available. Cloud computing provides a shared pool of resources, including data storage space, networks, computer processing power, and specialized corporate and user applications. One app is shared by everyone, with a commitment to security, reliability and flexibility. The U.S. National

Institute of Standards and Technology (NIST) defines the cloud computing as the following: NIST cloud definition, version 15 http://csrc.nist.gov/groups/SNS/cloudcomputing/

 

”Cloud computing is a model for enabling convenient, on-demand network access to a shared pool of configurable computing resources (e.g., networks, servers, storage, applications, and services) that can be rapidly provisioned and released with minimal management effort or service provider interaction. This cloud model promotes availability and is composed of five essential characteristics, three service models, and four deployment models.”

 

Cloud services are popular and have many benefits because they can reduce the cost and complexity of owning and operating computers and networks. Since cloud users do not have to purchase hardware, or buy software licenses, so it is flexible and can bring advanced services that a single company might not be able to afford or develop.

Some other benefits to users include scalability, reliability, and efficiency. It is Scalable because it offers unlimited processing and storage capacity. Additionally, the cloud is reliable because it enables access to applications and documents anywhere in the world via the Internet. Moreover, it is also considered to be efficient because it allows organizations to free up resources to focus on innovation and product development.

Another potential benefit is that cloud computing is secure. Users’ personal information may be better protected in the cloud. It improves specific efforts to build privacy protection into technology. Cloud computing will enable more flexible IT acquisition and improvements. It also permits changes to the procedures according to the sensitivity of the data itself. In addition, information in the cloud computing is not lost as easily as the paper documents or hard drives. Today’s education should not be limited; it needs technology to meet the evolving needs of teaching and learning. Google Apps for education help schools and institutions to extend the learning resources beyond the classrooms. It helps students to learn across a wide range of modalities and variety of learning opportunities. These apps are very important in the education because it engages everyone, such as the learners, families and faculties in the school community. It also increases the interaction and collaboration options that allows dynamic learning environment.  For example by visiting www.google.com/a/edu you can get today’s apps. www.Google.com/chrombooks/edu is also an easy and fast tool that unlocks the books for the students.

Finally, as an EFL/ESL teacher, I really like the idea of Google apps to enrich my knowledge and develop my methods. I would also like to help my learners to increase their motivation and creativity to become better learners.  

Learning Analytics

The connection between the learners and technology devices is consistently increasing. As an educator, I have always had concerns about the higher education. How can we make better decisions to improve the higher education? How can we learn about the weaknesses and strengths of our learners? How can we help our learners to improve their learning styles and become self directed learners? We really need reliable data to be analyzed and implemented in future higher education. Future education needs new technologies, flexible classroom designs, and higher interactive learning environment. Consequently, learning analytics depicts the future picture of the education. It is the measurement, data collection, and the reporting data of the collected analysis. For example, EDUCAUSE www.educause.edu and NGLC http://nextgenlearning.org work to focus on interactive learning communities to collect the data necessary for learning analysis. Online learning is able to record rich data traits and activity streams that can be used to prevent learners from dropouts and help them to achieve success and accomplish their learning goals. It also helps the institutions to make better decisions concerning their learners or the learning system itself. Additionally, it provides the learners with an important insight into their own learning strategies and methods to overcome the possible learning challenges. Moreover, watching the ted talk of Daphne Koller about online learning advantages inspired me with many creative ideas. She presented a new and young learning concept which mostly focuses on the learners. One of the most interesting features Koller referred in her speech is that the learners are able to listen to the lecture in an interactive way through answering to specific questions that may pop up on the screen throughout the lecture. The lecture will pause for a while so that the learner tries to answer a question. After watching Daphne Koller’s speech I changed some of the misconceptions that I used to have about the online education. I have never trusted the online education, but I was fascinated by her real life stories and how the online education helped people to accomplish important steps in their lives and get college degree. Finally, as MA TEFL profession I think developing the online learning features may have better results in the future higher education. www.linkedin.com , www.futurict.eu

 

 

LMS vs. PLE

The topic of this week comes in two different frames to shed the light on the feasibility of moving educational programming from institutionally centered learning, LMS, Learning Management Systems, which is also known as content management systems (CMS), to syndicated tools often referred to as PLE, Personal Learning Environment.  A learning management system (LMS) provides some tools which are considered to be comprehensive tools for educators to manage learning resources, administrative functions, assessments, and even grading. On the other hand, PLE is referred to be a unique interface into the owners’ digital environment. It integrates their personal and professional interests. PLE could include both formal and informal learning. It includes the same system of the portfolio which allows the user to follow their progress and have a content storage which can be used as needed. Moreover, the PLE is a social as well as an information environment because it uses the network to connect the user cooperative communities and activities, such as the YouTube, flicker, or Google. http://www.youtube.com/watch?v=a9zSd5Gs6Mw. However, in LMS your information does not travel with you, while in PLE you choose your data providers and manage your own data. AS an ESL/EFL teacher and MA TEFL profession, I think LMS and PLE are important systems or tools in teaching-learning process. These two may encourage the faculty and the students alike to see learning as circulative process where effective tools are emerging constantly to create lifelong learning environments. An example of PLE tool can be the personal blogs. Having the students to post their class reflection may engage them in a collaborative learning environment. It also serves as web document that will not disappear at the end of the semester. In addition, Moodle can be a good example for the LMS systems, where the students need to be enrolled in a certain course to be able to learn and cooperate. Finally, EDUCAUSE also provides good resources and activities to all its members. It is created to support those who lead, manage, and use IT in their higher education. www.educause.edu.

 

Online Language Courses

 

The idea of online learning courses is a new experience for the students. The learners can apply for professional, skills, or language courses. Distance language learning courses offer good opportunities for those who have limited time to develop their second or foreign language. These courses provide the learners new ways of learning with interactive methods. They can be short courses, long courses or even for specific purposes. http://www.rocketlanguages.com/free-language-resources Like any other invention, the online language courses have their own advantages and disadvantages. Moreover, some research frames these advantages in the many fundamental areas, referring to the learners, the learning environment and the tool itself. The online language course gives the learners the flexibility to study any time and in any place. It provides flexibility of access in terms of the learning settings. In addition, this flexibility requires more awareness and commitment on the part of the learners. They are more responsible of their own learning and progress. The students need to learn how to use the technology and implement it in their learning process. In this case, the teacher is less available to evaluate, monitor or manage the learning-teaching process. So the students should develop self-directing and self-managing skills to reflect on their learning. However, completing the students’ online readiness tool can be helpful for those who are not able to make their decision about starting an online study. One of the interesting questions in the tool was the amount of time learners need to devote to the course. I think 10-20 hours a week may crucial for a language course.  Students usually apply for online language courses because of its flexibility. Consequently a twenty-hour course may be overloading for some learners. Above all, these courses also address students who have computers with headset and access to the network. Finally, as MA TEFL professional, I think online language courses may deprive the learners from their main right to communicate face to face with each other and their teacher. While few learners may show commitment and continue learning, most of them may get de-motivated and quit the course.

 

Open Educational Resources

Throughout the history of education, the educators and scholars have been struggling to get rid of any censorship imposed over the flow of knowledge and information. The sharing and reuse of educational resources by academics is not new; however the practice has become much more popular and feasible now that these materials are shared online. Open educational resources (OER) are freely available online learning and teaching materials. For example; full courses, course modules, lectures, games, teaching materials and assignments. They can take the form of text, images, audio, or video. They can also create highly interactive and collaborative learning environment. Teachers, administration, and students used to access information primarily from their own institution. Moreover, now they have access to a multitude of sources. Consequently, it has become even more important for those who want to reuse educational resources. A need has arisen for creators of educational resources to develop a better understanding of how to share their work. When the first full Jorum service became available, the intention was to provide a safe environment for educators to share materials. They used the licenses to restrict the access rather than permitting it. The launch of Jorum Open established a new approach, where all resources were shared by using an open license system. Teachers, learners and everyone in the public can access and make use of open educational resources. Individuals and organizations can create or/and share their own OER. However, we should know that releasing open educational resources is not only sharing some materials, we should also make it available in a truly open way. It is about retaining copyright so that others can copy it and make some uses of it. Open educational resources are shared via the websites of education providers and through public services like i-Tunes U, SlideShare, YouTube and Jorum. These resources considered to be rich educational packages that facilitate the learning process. In 2002 The Hewlett Foundation funds two major Open Course Ware initiatives: 1) MIT OpenCourseWare, free web-based course materials from subjects taught at Massachusetts Institute of Technology (MIT). The university would go on to publish materials from virtually its entire curriculum. 2) Carnegie Mellon University Open Learning Initiative, offering online courses for learners and teachers. In 2002-2006 Jisc eXchange for Learning (X4L) programme starts to share small units of teaching material created with a view to being repurposed and reused. Above all, the open resources may have some negative aspects. For example, we cannot use any shared material because not all the resources are good or highly qualified. Finally, I think OER are essential part in our education as learners and educators. Having the online libraries save the time of the students and provide necessary information from different sources. It enriches our knowledge and broadens our view by expanding our educational scope. Despite some disadvantages of open educational resources, I use OER in my education and teaching for different purposes. We can overcome the limitations by monitoring the work of our children or learners.

You can visit this site to get access to more sources http://edge-op.org/grouch/schools.html

 

MALL

 

Mobile phones and other portable devices are beginning to have an impact on language learning process. Nowadays, the interest of the scholars and educators in the Mobile assisted language learning is rapidly increasing. Some studies refer to the specific effects of MALL within the areas of second language acquisition. The findings of research show that mobile technology use in different aspects of language learning support the hypothesis that mobile technology can enhance learners’ second language acquisition. The technology is being integrated into teaching and learning, as many educators want to learn more about the effects of the new methods and materials provided through mobile devices. Ogata and Yano (2005) refer to the main characteristics of mobile learning, which can be summarized in permanency, accessibility, immediacy, interactivity, flexibility, low cost, small size and user-friendliness.

These technology devices that are used to assist in teaching-learning process include any kind of handheld mobile devices such as cell phones, personal digital assistants (PDAs), smart phones, pads, and pods. Laptops are not considered to be mobile in this context. Some researchers state that “computer assisted mobile learning uses lightweight devices such as personal digital assistant (PDA), cellular mobile phones, and so on” However, there are also obvious disadvantages, that can be referred as small screen size, and dependence on networks that may not always provide very high transmission capacity and may be subject to disturbances of many kinds. Despite these limitations, technology devices continue to attract the interest of language learners and educators. Moreover, mobile phones have special options and capacity in integrating language skills, and creating collaborating activities. I have already used some of these options in my ESL/EFL classrooms, such as taking the picture of the text and then transmitting it to a text, using the voice recorder to record the speaking of the students inside or outside the classroom, using the text messaging for circular writing, using it for micro blogging on twitter, and using the mobile phones for listening activities. In addition, there are still many activities can be done by using the mobile phones or any other mobile devices. We can learn about it and get inspired through watching some videos such as, http://www.youtube.com/watch?v=5igaZe7gDLM. As MA TEFL professionals, we need to learn more about the advantages of the mobile devices and try to implement it our classrooms. Personally, I would like to try the free programs to make flashcards for mobile phones, www.flashmybrain.com. Reading may also be interesting if the screen is big enough to see the words clearly. Finally, using new devices in our teaching may increase the enthusiasm and the motivation of eth learners specially the teenagers.

Second Life

It is really interesting, how the researchers and the educators try to find different tools to facilitate the learning process. The virtual second life is an interactive medium that requires a blend of technology, tools, content, student ownership, identity, engagement, course structure, mentoring, feedback, and a good orientation. The computer experts and researchers refer to this experience as lively and active experience where the students are not passive. The interaction is highly learner-centered, and the students enjoy using it. Some research concludes that this tool is easy to use and the participants learn new words and expressions. They also point to the idea that the classes become more interesting with this tool. Other benefits include discovering new ways to study, discuss, create, and express their ideas under the supervision and support of the instructor or the teacher. In virtual worlds, the instructor’s role shifts to be the domain expert. The instructor provides guidance, feedback and facilitates the learning process.  Moreover, the question “Do virtual world classes replace campus- based classes?” seems important to me. I agree with the idea that refers to the campus based classes as rich interaction, expression, and communication atmosphere that provides real-world experiences that are not given in today’s virtual world technology. In addition, this tool may be useful and efficient in the future, but I really want to have all these interactions and communication in the real world classrooms. We can create the same atmosphere in our language or content based classrooms through many different activities and by using valid materials. I created an account in this virtual world, but I cannot share my experience because it is short and not enough to talk about the advantages of this tool. I can only say that I want to discover this world and learn how it can be used in the classrooms. Right now, I think it is time consuming and may deprive the students from the real world experience. Finally, as an ESL/EFL teacher and educator, I should learn more about the strategies and the psychological effects of this tool before I engage my students in it. I like to use the technology as supplementary tool in my classroom, but I do not depend on these tools to create the interaction and real communication. Teachers can have the most interactive classes even without any of the technology tools. Using this technology in my classroom may be  helpful but not essential to fulfill the objectives and goals of my course.

Video Games

The Video games are electronic games. Some people believe that these games engage the players and can be effective in learning. Recently, these edutainment software’s professionals have started to work to implement it at schools. Most research and studies that were done in this field shows that the players develop certain skills to monitor multiple locations simultaneously. Players may also develop other skills such as; critical thinking, problem solving and creativity through different tasks. Moreover, action games significantly increase the players’ speed of processing. As a result, the younger generations who play these games may have shorter attention span. They are also less patient than the older adults. Personally, I do not agree with some professors when they refer to the digital generations as smarter generations. These games may provoke collaborative work but still it is not the only tool that creates this kind of learning atmosphere. As an ESL/EFL teacher, I want to adapt any digital tool that engages the learners in a life-long learning process and makes the learning more interesting and meaningful for them. These video games can be interesting, if it is based on school subjects such as; languages, history, geography, science or mathematics. However, I think it should not be the only learning source; it may be used in computer classes as a supplementary tool. For example, playing the Friv games, http://www.friv.com/, may teach some vocabulary, problem solving, or time and money management skills. On the contrary, some other video games may be dangerous, because they can be used to codify the players’ brains with specific ideas. For example, kids who play Pokémon games can imitate the Pokémon which may be very dangerous for them. On the other hand, those who played the Counter Strike games very often, they may find the killing and the crime something legal and easy to commit. Enjoying the real life and learning through real experiments may be more enjoyable. Young generations should not be deprived from their human rights to live and experience the real life with all its details. Video games can be used in teaching-learning process as tool to reinforce certain academic information but not as essential tool. Finally, I totally agree that the learners should be producers rather than only being consumers. But their production should be supervised and monitored by adults.

Video Production in ESL/EFL Classrooms

 

Nowadays, technology is an essential part of the education. It can promote successful language learning and acquisition. Educators should invest the learners’ technological interests in developing their proficiency level. In ESL/ EFL classrooms, students usually perform role playing activities, which can be used in videotaping to engage the learners in an active language use. It provides them with the opportunity to work on their pronunciation and improve it. To start the video production, we need to have a good storyboarding. This raises the awareness of the learners about the meaning and the usage of the target language. Then we take different shots such as full shot, medium shot, long shot and close up, to start the editing process. This editing stage is an extremely creative project by itself. In this stage, we need to figure out what works for our project. Moreover, we add the sound tracks and try to make the shots as attractive as possible to focus the attention of the viewer on the importance of the video. However, this project is time consuming, whether it is being produced by the teachers or the students, because it demands long hours to be completed and presented.

Additionally, the technical problems may be frustrating. For example, this is the first time I and my sister use I-Movie video editing software to create our video. Indeed, we took our shots based on a storyboarding, but we ended up editing shots that were taken by us previously in different events. We could not import our main shots to the computer, because of some technical problems. Eventually, we decided to change the shots to export our video and present it on time. Finally, I think using this type of technology in ESL/EFL classrooms may increase the students’ self confidence and motivation. It may also encourage the group work inside and outside the classroom. On the other hand, it may be a real time consuming project, if the students do not have enough technical and tutorial instructions.

 

Wikis

A class wiki can be great source of material that motivates the students. Sometimes, shy students flourish when they are given the chance to express their thoughts and opinions with wikis. Once their confidence is boosted they may find classroom participation to be easier. On the other hand, students who over-participate in class find their outlet on the wiki. Moreover, class wiki gives the learners the chance to communicate in the target language. Wiki may have many possible uses in ESL classes. It may be used for novel studies, where the students can create different pages in the wiki t discuss different characters or events in a certain novel. This helps the students to become more interested in what they are reading and helps to develop their comprehension of the plot. In addition, it can also be sued for literature circles; something like a book club, when groups of students read different books and create a page about their book in which they discuss their topics. Consequently, discussions and debates can be held in wikis. Students can have virtual discussion or debate on any topic connected to the class while the teacher monitors their interaction. Above all, wikis can be used to create group projects, which enable the students to work on their project even if they are not able to meet physically. They can also use peer editing as a separate assignment or part of the other assignments. Researchers refer to the role of the wikis in online collaborative language learning. The articles that I read highlight the fundamental factors that facilitate or hinder the collaboration of the students. The two most important factors that facilitate this process are the instructor’s attitude and the students’ preference of working style.  If the instructor is excited by the idea the students may get excited too. Above all, wikis suit for collaborative authoring as many people can edit each page, although it can be an individual project. On the other hand this may be considered as a hinder if the students are not prepared to the idea of editing to each other’s post. Finally, wikis can be implemented in some of the ESL/EFL classroom, because of its collaborative attributes.

Digital Storytelling

Digital storytelling can be used as a powerful tool for self-expression. It is one of the new digital tools that allow the students to create their own story. They can communicate to create digital stories and share believes. Moreover, it promotes good writing, reflection, creativity and innovation. Students may also develop cooperation, problem solving and critical thinking skills. This digital project encourages research by helping the students invest in issues and engage them in dynamic learning process. Learners can use pictures, videos, text, music and narration to present a particular concept. As a result, digital storytelling may target the four skills of a language, reading, listening, speaking and writing. It also improves the students’ technology skills by providing a meaningful environment to interact with technology. Students get encouraged to write to become better writers, because their audience is not only the teacher, they may address larger group of readers and listeners. They speak and record their speech, which may help to improve their pronunciation and speaking skill in general. Additionally,  students are likely to build self confidence and develop their relationship with their friends, because they may work for weeks to accomplish this task. However, this tool demands carefully designed instructions. Teachers should introduce the digital storytelling tool to the learners and train them if needed. For example, once I planned to give my learners PowerPoint presentation assignment. They were group of adults with intermediate proficiency level, but there was a problem, none of them knew the PowerPoint program. So I decided to make a training session for my students to help them achieve the assignment. Above all, this problem may not be solved if the course syllabus is already planned by the administration with limited sessions. Finally, digital storytelling is just one more tool that can be used to engage the students in an interactive learning process. It can be adapted in ESL/EFL classrooms to be used as an excellent alternative assessment tool.

 

 

 

 

 

 

Podcasts in ESL/EFL classrooms

Digital learning tools can no longer be ignored by ESL/EFL instructors. A lot of research has been done on the importance of these tools to develop the learners’ skills. One of the most popular tools is the podcast. A podcast is a media file uploaded to the internet by an individual, radio station, or any organization that wishes to disseminate information by audio format. They are usually free and can be downloaded and saved on the computer. So the question is how to use the podcasts in ESL/EFL classrooms? I think using the podcast to develop the students’ listening comprehension is very useful. The teacher should use the podcast that suits his/her students’ interests and level. The learners can also take podcasts home in a USB storage device and listen extensively. To make it more interesting the teacher can create a blog for the whole class, where she posts all the podcasts that the learners need for their assignments. So the students listen and then write some comments under each podcast. Additionally, podcasts are good to support the learning process. Learners can listen to the same podcast more than once, they can replay it many times or pause it to take some notes. 

 
 

 Christopher Shamburg refers to the learners as consumers and creators of the digital media. I agree with him when he says we need to teach our learners how effectively synthesize content, to create original materials. I would definitely enjoy watching my students interviewing each other or participating in other social activities through the podcasts. I think we should teach our students how to connect their interests with popular activities and occupations which are socially and culturally meaningful. The podcast provide good L2 input for the ESL/EFL learners. However, it can easily be transformed into technology task if the teacher doesn’t choose the correct activity. The students may enjoy recording each other’s interview, but it may also be waste of time. Recording/listening each other’s podcast may not be as effective as it should be especially with the young learners. With advance students recording process may work better, if they work in a computer lab. Finally, I believe that podcasting is part of the blended learning approach. I would use it in my classroom to develop my learners’ imagination, to engage them in an authentic experience, and to support their learning. The extensive input of the podcasts will motivate and encourage my learners to overcome L2 listening anxiety.

 Blogging and Micro blogging in ESL/EFL classrooms

Teaching English to ESL students is very challenging. The English language classroom has always been associated with competencies, such as grammar, discourse, sociolinguistic, and strategic competencies, which are practiced through classroom tasks and activities. However, ESL/EFL learners need an authentic chance to use English as a tool of communication. Usually, this latter is not provided in traditional classrooms. So the technology comes to provide opportunities for the students to integrate new ideas with prior knowledge, to make meaning and enable learning through reflection. Blogs and micro blogs have specific pedagogical roles in language learning.

 

 Will Richardson, the author of the highly read blogs refers to the blogs as spaces to share experience, exchange knowledge and achieve communicative competence. We can find people who are passionate about the same things we are. The blogs are more than journaling or writing diaries. They can link and provide more learning, more investigation and more evaluation. Blogging takes some energy and needs intellectual involvement. It trains the learners to think critically and share their ideas in an interesting learning framework. Additionally, Micro blogging tools enable users to post short messages that are distributed within their community. They are also used as active learning tools in ESL/EFL classrooms. For example, twitter can be used as an colloquial communicative tool, where the students exchange short massages using the target language. Blogging and Micro blogging tools can be used safely, securely and easily. As an ESL/EFL teacher, I am ready to implement blogging, Micro blogging and any other tools that motivate my learners’ creativity and improve their language proficiency skills.

As a TEFL professional, I really like the ideas of blogging and twitting. I think our students belong to the digital generation and they are interested in exploring the world through their knowledge, rather than just being passive receptors. Consequently, I can adapt these tools in different learners with different age groups, based on their needs and the course objectives. I can use blogging and twitter in any school that has a computer lab. I think that language lab classes may be very useful to facilitate the students’ learning and develop their proficiency level. In the schools, we can ask the computer teacher to help the learners to solve the technical problems. Additionally, the blogging assignments may be good to develop the students’ reading and writing skills. For example, it would be interesting to create a digital book club by posting a reading article and asking the learners to read it and write some comments. This can be evaluated according to a classroom rubric, which can be only for reading comprehension or for writing accuracy and fluency. Some other tasks can be created by using the twitter. For example, the teacher asks the students to twit each other using past tense verbs, proverbs, or idioms. Finally, I think we need to practice these tools to overcome all the challenges that we may face. Learners may also have some technical problems at home which may prohibit them from doing their homework. As a result, it would be better to do most of the assignments in the language lab classes.

 

 

 I want to provide opportunities for my learners to reflect on their learning and do some interesting writings. Moreover, I think using these tools to create an extensive reading community can be very helpful for my students. We can read educational posts and have a discussion, based on the information presented in the post. I believe that the learners are more interested to read and write in spaces, where they are free of the classroom limitations. Finally, we should practice blog if we want to use it. There is free blogging software available for everyone such as; blogger.com or audblog.com. I want my students to build a community where they can interact with each other, share their ideas and have a lifelong learning.

Blogs are much more than journaling or writing diaries. Kids are more interested to write for real audience. They like the idea of having their own space to express their thoughts.

 

Digital Youth Portraits

All the stories that I've watched were very interesting and inspiring. I was fascinated by the passion of this young generation which leads them to be creative and explore the world. I used to believe in the power of the young generation, but after watching these videos I've realized that the young generation can work  three times harder when they do something they enjoy it. As a TEFL professional, I think that the learner-centeredness can be embraced in ESL classrooms by taking the learners' passion into consideration. Learners are less interested in learning just for the sake of learning, than in learning to achieve their goals. For instance, Cameron, who is a visual learner, he learns by watching videos. He starts to use the green screen at school, and even teaches his teachers some techniques. Moreover, Dylan is another 13 years old teenager, who makes his own podcasts and works on projects with people from all over the world. They collaborate while they are in different countries. Undoubtedly, the passion of the learners to discover the world is the key of their success. We need to support the learners to achieve their goals in all different ways. It is not enough to have the learners think globally, the teachers should also think and act globally.
Additionally, Thomas Friedman in his book "The World is Flat", discusses ten forces that flattened the world. All of them are amazing, but I think the Netscape is one of the basic forces which prepared the platform for all the other forces. Netscape made the internet accessible to everyone from five-year olds to eighty-five-year olds. Besides, Informing is also an important flattening force because Google and other search engines helped millions of people to find so much information about anything they may want to learn. Thinking and acting globally have great impact on the education. Because of all these collaboration, we are able now as teachers and students to work with people from all over the world. We are able to exchange experiences with professions from different countries and share our education without even meeting these people in person. Friedman says, "We need to know the tools of the world to prepare people for that world." This latter inspired me in all aspects of my life.
After watching all the above mentioned videos and reading parts of Friedman's book, I think there is a connection between Sugata Mitra's "The Hole in The Wall" project and the other two sources. They all present the idea of globalization. They also encourage the idea of thinking and acting globally, in a way that people from all over the world collaborate and work together on projects using a shared medium. As Friedman says, "Whatever can be done, will be done." So I think we should work to move forward and support ourselves and our learners to get a life-long learning.