A few weeks ago, I watched a program on 3Sat which, in my opinion, disproves wikipedia being a construction of collective “mass knowledge” because actually, there seem to be only few authors.
Unfortunately, I’m not authorized to embed this video but here is the link:
http://www.youtube.com/watch?v=g12qh4zB1v0 –> The report on wikipedia starts around 3:49 min.
This weblog has been designed by Modern American Literature students at Hunterdon Central Regional High School. It serves as a reader’s guide because the class has read the book “The Secret Life of Bees” by Sue Monk Kidd. As the authors of the blog say, it is meant to “provide an in-depth look at [the book]” and to “create and encourage discussion about [it]“. For that purpose, they created different categories:
Although these students live in the USA and are proficient in the English language, they, however, can learn a lot by doing this project. They discover ways to analyze literature and get a deep insight into the topic by detecting interesting details like metaphors and so on. Moreover, they are able to comment on posts about e.g. chapter summaries and thus can easily start a discussion. Furthermore, I think that students in general wouldn’t have talked so much about books in the classroom. It’s much more fun to use the Web 2.0 to talk to each other (you can use for example smilies,etc.). In addition, they can integrate their personal works of art or refer to appropriate links, which would be much more complicated to do in the classroom, too. In this project, students even have the opportunity of talking to the author of the book via their blog, which surely increases their motivation.
I like this project and I think it’s a good way to motivate and foster students. For instance, they can be productive (drawing pictures), learn how to summarize a text and learn how to research on the internet (e.g. facts about historical events).
Moreover, I like the page about the students’ impressions of the book on which they can reflect on the book, their reading and their works on it.
However, I don’t like the design of the weblog that much. It’s just white and one post for one category follows immediately another post of another category. In my opinion, every category should be on a separate page to create a clearer structure.
Weblog (Source): http://weblogs.hcrhs.k12.nj.us/bees/
Picture (Source): http://www.flickr.com/photos/anniemole/85515856/
How can Web 2.0 tools support language learning?
On the internet, students can interact with each other by means of Web 2.0 tools. They have the opportunity of writing about anything they are interested in and to talk to many people all over the world. Thus, they are able to get to know different accents for example by using podcasts. Moreover, pupils have the chance to join social communities or “communities of practice” which negotiate meaning by collaborating because “new content is constructed through collaboration” (277). Like this, students can use for example wiki to interact with others and to work on a certain project. This implies that in Web 2.0 the reader is able to become an author and thus can spring into action. Even when using blogs, students do have the opportunity of interacting with each other by commenting on posts.
Furthermore, Web 2.0 supports ICC because it is worldwide and offers easily accesible online encounters with students from foreign countries.
What do you think does the Web 2.0 offer that other media or social arrangements in the classroom cannot offer?
You can use the Web 2.0 wherever you are, it is not as restricted as the classroom. Moreover, it offers real existing communities and real audiences. It provides authenticity and gives the learners a purpose or a reason for their langauge learning. Students realize that they will really need language skills in life because there are English-speaking people out there. Learners who do not use the internet and thus do not talk to English-speaking counterparts maybe do not know for what purpose they should learn the English language, and thus are not as motivated as the others.
How have you learnt to communicate in English as a foreign language?
I have started to learn English in seventh grade and thus learned to communicate in English in school.
Describe the process of your development.
First, I had to learn a lot of grammar, so the focus was rather on accuracy than on fluency. After a few weeks, we started to interview each other and to simulate authentic encounters. At the end of my time in school, we read many books.
Which experiences played a major role?
I learned a lot by reading books and watching films. Moreover, I was confronted with the English language in terms of songs. Due to the fact that I am a singer, I had to perform songs in English very early and had to deal with English lyrics. Another job which helped and still helps me is my function as a teacher who offers private lessons. My students learn from me and I learn from them.
In how far has learning in school helped?
School has helped me to internalize some important grammatical rules and has forced me to learn vocabulary. Furthermore, school motivated me to read English books. However, the situations in school were always simulated and often less authentic because during my time in school there was nothing like an email-project.
How will these experiences influence you as a teacher?
I will try to create more interesting lessons including more group work and more real encounters than I had during my own time in school. However, I think that some basic grammar rules are necessary. Furthermore, I want to read appealing texts and books with my students.
