Esteban,  Andrés,  Daniela,  Paulina, stefany, Hugo.

WebQuest for the Classroom by Blake Day. Daniela,Paulina,Stefanny,Hugo,Esteban,Mateo,Andrés.

Educational technology :

• There are many different methods, strategies, and software programmes that are meaningful for communication, in which students are engaged in the use of technology in a good way.

• this tool is important for students and for teachers because it allows to improve and make easier teaching learning process.

WEBQUEST.  

• Is an Educational program that helps to develop critical Thinking , cooperative learning,authentic assessment, and technology integration.
• The webquest makes students to be involved in researching a problem /question.

Title Page

• This page starts the WebQuest, titled Industrial Revolution WebQuest. Each item on this page should be one or two words to give a summary of what the page will be. The page also include graphics or pictures, representing elements of the WebQuest.
• The Industrial Revolution marks a turning point in history, changing and influencing all aspects of daily life in one way or another . Both agricultural production and the nascent industry multiplied while decreasing production time, also this revolution included new technologies and methods to improve the productivity.

Task

• A short concise explanation of the events is taking place during the Industrial Revolution and the product a student must produce. For this mission , the students will be the leading researchers in the social conditions of life of Great Britain.

Process

• The process splits the variety of detailed task that the students are to accomplish. For example: Working conditions of children.

The Production of Products

• The production of products includes:

1. An essay which provides findings a recommendations.
2. A presentation showing conditions and recommendations for change.

Sites to review and research.

• The web sites in where students find and resource information should be sites approved, for example databases, thesis grades, investigations and articles.

• The information should be divided in hyperlinks according with the topic, date or lesson.

Evaluation and Conclusion

• For evaluation and conclusion the use of rubrics is recommended, for the students, in order to allow them be clear about what they did well or not, and which aspects they need to improve.

Teacher's page.

the teacher’s page is a summary of remarkable topics of real world feedback, from people outside the classroom, in order to have relevant material for students to develop their critical skills.

Examples of suggested criteria for students, are as follows:

Subject: History

. Analyze reasons (why england was the first country to industrialize)

. Examine how (scientific and technological  changes bla bla bla…)

. Discuss the important inventions ….

. Describe the growth of cities …

. Describe the changes and work ….

. Describe the effects of …

and so on…

English language arts .

• writing strategies
• writing applications
• Write expository compositions.
• write persuasive compositions.
• Use different semiotics modes for make an appropriate presentation.
• Deliver persuasive arguments
• Deliver descriptive presentation

National technology foundation standards for students.

-Basic operations and concepts. (The students should have an idea of how to use technology)

-Social ethical and human issues. (Students manage technology very responsibly)

-Technology productivity tools (Technology allows for more effective learning)

-Technology communications tools (students communicate ideas through multiple media)

-Technology research tools (Allow for the search of new sources, plus the possibility of reporting results)

-Technology problem solving and decision making tools (Students apply technology to solve issues in the real life context)

Credits Page

Here you credit the sources for information, images and the like, in the case of Day’s article, Dodge and Rubistar are to be credited.

WHAT IS A WEBQUEST?

1. A WEBQUEST is a tool for learners so they do not waste time looking for information that might be not useful. They have to use the information the teacher puts on the WebQuest in order to help students to learn something new.
2. It is a didactic way to allow students to learn how to access effectively to technology through implemented activities that demand researching in which students construct their knowledge by themselves.
3. It is a powerful tool for learning. It provides students various tasks designed to motivate them. It allows them to create, make, something they are proud of and because of this, they are left with something, even after the task is done.

Strategies to improve English. Daniela, Juan Pablo, Mateo , Andrés.

Strategies for using WQ in classroom . Daniela and Andrés.

Education in the digital era, a report of it by Esteban and Freddy

After talking during the class, we both came to some ideas which we are going to share today:
Teaching with ICT can be tricky, as one could leave behind some competences in favor of others.
Plus, it is very obvious that technology opens new path as it allows one to use never seen before tools.
However, if teachers use the same teaching software in the same way all over again, there won't be innovation.
Now the best scenarios for teaching are ones in which...
-there si exposure to language
-there is exposure to what the learner wants
-there are opportunities to interact with language
-the learner can receive assesment from others and can make self-assesment

The ideal way to teach would be to merge as many of these as possible, and using technology to appeal students would make it even better.
Teachers should develop their method to be both creative and effective.

Educatio in the digital era. Hugo Areiza by Estefany Posada

Teaching and Learning with the Net Generation by Estefany and Daniela

Education in the digital era: More than technology use in the classroom Prof. Hugo Areiza by Hugo and Daniela

Written about the first two videos about webquest BY: Paulina Alvarez, Mateo Benavides

For students it is a great challenge, educate hand of technology why? Because it is challenging, it is something new, today's business world make use of the technology because already part of their lives, if business and money are such an important area why education can´t access also this mean? , Using for example the internet (Wi-Fi), using different desktop computers that provide ease and comfort to a student learning English or any area.

The world of media and entertainment, are also part of education and it is important to learn more about it, in what way? Creating web pages that will help us as a means of information, the blogs, the web quest, and the media that serves as a means of participation and that student’s don´t get bored or lazy study any area, or for example English.

Net Geners 

mind map Created by Andres Correa, Johan Henao y Hugo Guerrero.

Concept map built in class. By: Felipe Gómez Patiño, Juan Pablo Córdoba Muñoz.

Map built en class.. by: Paulina Alvarez, Esteban Euse, Mateo Benavides

Strategies for teaching English.

By: Wbeimar Morales- Sebastian Carvajal- Felipe Gomez

Does it look familiar?

WebQuest for the Classroom by Blake Day

Educational technology :

• There are many different methods, strategies, and software programmes that are meaningful for communication, in which students are engaged in the use of technology in a good way. 
• This tool is important for students and for teachers because it allows to improve and make easier teaching learning process.

WEBQUEST.

• It is an Educational program that helps to develop critical Thinking , cooperative learning,authentic assessment, and technology integration.
• The webquest makes students to be involved in researching a problem /question.

Title Page

• This page starts the WebQuest, titled Industrial Revolution WebQuest. Each item on this page should be one or two words to give a summary of what the page will be. The page also include graphics or pictures, representing elements of the WebQuest. 
• The Industrial Revolution marks a turning point in history, changing and influencing all aspects of daily life in one way or another . Both agricultural production and the nascent industry multiplied while decreasing production time, also this revolution included new technologies and methods to improve the productivity. 

Task

• A short concise explanation of the events is taking place during the Industrial Revolution and the product a student must produce. For this mission , the students will be the leading researchers in the social conditions of life of Great Britain.

Process 

• The process splits the variety of detailed task that the students are to accomplish. For example: Working conditions of children. 

The Production of Products

1. An essay which provides findings a recommendations. 
2. A presentation showing conditions and recommendations for change. 

Sites to review and research.

• The web sites in where students find and resource information should be sites approved, for example databases, thesis grades, investigations and articles. 
• The information should be divided in hyperlinks according with the topic, date or lesson.

Evaluation and Conclusion

• For evaluation and conclusion the use of rubrics is recommended, for the students, in order to allow them be clear about what they did well or not, and which aspects they need to improve.

Teacher's page.

The teacher’s page is a summary of remarkable topics of real world feedback, from people outside the classroom, in order to have relevant material for students to develop their critical skills.

Examples of suggested criteria for students, are as follows:

Subject: History

. Analyze reasons (why england was the first country to industrialize)

. Examine how (scientific and technological changes bla bla bla…)

. Discuss the important inventions ….

. Describe the growth of cities …

. Describe the changes and work ….

. Describe the effects of …

and so on…


English language arts .

• writing strategies
• writing applications 
• Write expository compositions.
• write persuasive compositions.
• Use different semiotics modes for make an appropriate presentation.
• Deliver persuasive arguments
• Deliver descriptive presentation

National technology foundation standards for students.

• Basic operations and concepts. (The students should have an idea of how to use technology)
• Social ethical and human issues. (Students manage technology very responsibly)
• Technology productivity tools (Technology allows for more effective learning)
• Technology communications tools (students communicate ideas through multiple media)
• Technology research tools (Allow for the search of new sources, plus the possibility of reporting results)
• Technology problem solving and decision making tools (Students apply technology to solve issues in the real life context)

Credits Page

Here you credit the sources for information, images and the like, in the case of Day’s article, Dodge and Rubistar are to be credited.

WHAT IS A WEBQUEST?

1. A WEBQUEST is a tool for learners so they do not waste time looking for information that might be not useful. They have to use the information the teacher puts on the WebQuest in order to help students to learn something new.
2. It is a didactic way to allow students to learn how to access effectively to technology through implemented activities that demand researching in which students construct their knowledge by themselves.
3. It is a powerful tool for learning. It provides students various tasks designed to motivate them. It allows them to create, make, something they are proud of and because of this, they are left with something, even after the task is done.

Reconceptualizing and Recontextualizing Webquests.

Sanford, J., Townsend-Rocchiccioli, J., Trimm, D., & Jacobs, M. (2010). The webquest: Constructing creative learning. The Journal of Continuing Education in Nursing, 41(10), 473-479.

Based on the nurses' experience using WebQuests for learning purposes, how could we as future teachers replicate this successful action when planning our own lessons?


Sviridon, R. (2008). WEBQUEST AS AN EFFECTIVE TASK-BASED ACTIVITY IN THE ENGLISH LANGUAGE COURSE. АНГЛИЙСКИЙ ДЛЯ ЧЕЛОВЕКА ХХI ВЕКА: ВЛАДЕНИЕ АНГЛИЙСКИМ ЯЗЫКОМ КАК ЗАЛОГ УСПЕШНОСТИ НА РЫНКЕ ТРУДА, 107.

Why have WebQuests become a preferred tool for class planning nowadays?

Week 2 (Jan. 26-28) – What are WebQuests I: (Re-)Introducing the Term

Since we’re back to work on WebQuests, it is important to revisit what they are. This will be our work for this week.


To get us started, I want you to watch these two videos. One featured the WebQuest master himself, Dr. Bernie Dodge:

Also, watch this video where a group of gifted students in 1st and 2nd grade talk about WebQuests

This second video is particularly interesting as it goes on to prove that WebQuests as a learning tool don’t really have a ceiling. All ages and language competence levels have the potential to create top-notch WebQuests.

As you watch this, in class you are going to come up with a brief working definition of WebQuests. 

Reconceptualizing and Recontextualizing Language Education and ICTs in the Classroom – An afterthought

As you watch Prof. Areiza Lecture last week, think about the central transformation that lecture is calling for in the way we should conceive language teaching today. Complement this discussion with the new challenges for ICT and language learning posed in the three articles below:

Barnes, K., Marateo, R., & Ferris, S. (2007). Teaching and learning with the net generation. Innovate, 3(4). Retrieved from  http://uruguayeduca.edu.uy/Userfiles/P0001/File/Teaching_and_Learning_with_the_Net_Generation.pdf

Please post here your mind maps and comments regarding Barnes, K., Marateo, R., & Ferris, S. (2007) reading.

Mora R. A. (2011, August). Challenges and Opportunities for Literacy and Technology in ELT Teacher Education. Keynote Presentation at the 2nd Colloquia on Research and Innovation in Foreign Language Education 2011, Bogotá D.C., Colombia. Retrieved from http://files.eric.ed.gov/fulltext/ED547648.pdf

How could we as preservice teachers adapt education to our students' needs nowadays bearing in mind the characteristic of obiquitous learning, in a world everytime more multimodal?

Mora, R. (2014a). Technology, digital literacies, and language ecologies. Rethinking the intersection between technology, digitalliteracies and Language Ecologies. Enletawa Journal (7), pages 115-128. https://www.academia.edu/13823015/Rethinking_the_intersection_between_technology_digital_literacies_and_language_ecologies

How has a language user been influenced by the implementation of ICTs?

Week 1 (Jan 19-21) – Reconceptualizing and Recontextualizing Language Education and ICTs in the Classroom

Reconceptualizing and Recontextualizing Language Education and ICTs in the Classroom One of the goals of this course is to help preservice teachers gain a deeper understanding of everything that introducing ICTs/digital literacies/internet-based tasks entails. The central argument here is that we need to engage in an epistemological discussion about the use of these new media and digital literacy practices as the precursor of the instrumental work that will take place in the classroom, and not the other way around.

To engage in this work, students will initially watch Prof. Areiza lecture:

Lecture: Education in the Digital Era: More than technology use in the classroom by Prof. Hugo Areiza (Universidad del Valle)

Primera Parte

Segunda Parte

Use this space to write about your insights from Prof. Areiza lecture.

Course Presentation

In the context of preservice second language education in Colombia, there is a concern about the implementation of online and digital technologies in our classrooms (Mora, 2014a). With this push, there is the need to consider pedagogical alternatives for the use of computer labs and other resources available on the web (e.g. learning platforms, webpages, blogs, etc.). However, as Mora and colleagues (Mora, et al., 2012a, b, c) have pointed out, if there is not a clear conceptual framework or well-defined tasks, activities may not go further than using Google or Wikipedia to end up writing (sometimes barely cutting and pasting) a report. When activities in the computer lab require little engagement and creativity, and the end result is not conducive to the construction of new environments for knowledge generation and interaction. At the same time, teacher-moderators and their students are discussing the inclusion of conceptual frameworks such as socio-cultural theories, critical thinking and competencies, and multimodality, to name a few, as ideas that are becoming more predominant in today’s classrooms.

This background supports Communicative Competence V. Through the readings and discussions in class, students should be able to develop a sense of autonomy in relation to their own learning strategies while engaging in deeper language and literacy practices. This component will retake some of the initial work with WebQuests (Dodge, 1997; March, 2000; Mora, et al., 2011, 2012a, b, c) that belonged, prior to the curricular transformation of the Communicative Competence Cycle (Martínez, 2012; Mora, et al., 2012a), to Communicative Competence III. The work with WebQuests that we will continue in Communicative Competence V will revisit the first additions to the conceptual background that integrated ideas about communicative tasks, competences, and the analysis of the Common European Framework and will add a few more ideas (Mora, 2014d). Specifically, in this iteration of the component we will zero in on the inclusion of multimodality (Kress, 2010; Mejía-Vélez & Salazar Patiño, 2014; Mora, 2014b) as the key feature that will help teachers design better and more meaningful WebQuests.

In line with the overall spirit of the Communicative Competence cycle, this component will continue emphasizing a heightened awareness of two realities permeating our work: (a) the need for all teachers need to be highly qualified practitioners of their craft and (b) the position of this course within a preservice teacher education program. Therefore, a constant reflexivity (Bourdieu & Wacquant, 1992; Mora, 2011, 2014c, forthcoming) process about how to apply these contents and ideas to our work with students in the local contexts of Antioquia and Colombia will be a fixture will be a fixture in our class activities and discussions.