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.