Netiquette and Beyond School Blog

Netiquette
Well, I was surprised to fine my netiquette skills are not too bad. There was a few things I didn't know though. For instance,I had no idea what a flame was. Which is why I think it is so important to actually teach our student netiquette. I have been going on forum and chatting via IM and SMS for ages, and I still didn't know about some of these things. Student need to be able to be conscious of how they communicate. It is better to be conscious of our communication, then unconscious of our miscommunication.


Dales' cone
I have already come across Dale's cone and the learning pyramid in my studies. I feel that it is something all teachers need to keep in mind while planing a lesson. I have had, and still do have, many classes where I have been subjected to the "chalk and talk". Even by the teachers, educating us on how this is the least effective way to teach.

Beyond school
I love this blog. Clay Burell has so much passion for what he does. I love the idea of schooliness. Clay Burell has a post in his blog on it at http://beyond-school.org/2008/03/04/what-is-schooliness-overview-and-open-thread/.

Here is my take on schooliness-Schooly Language teaching; Teaching students target language with limited contact time. Teaching vocabulary and short sentences in target language, which they will soon forget. Both students and teachers believing there is no hope of students becoming fluent.

SlideShare- When I went to Japan

SlideShare was really easy to use. I think this would be very good for students who are afraid of public speaking, they could prerecord it. This wouldn't help them develop confidence though!

I originally had a SlideShare that had a few photos of people that were under 18 in it. I had permission from parents and the school but only verbal. I chose not to chance this so I changed my SlideShare. Here it is-

When i went to japan revisited

View more webinars from Sylvia Hamilton.

This would be good for my Japanese class. My students could make their own SlideShare complete with audio. The SlidShare could be used to have students correspond with other students in Japan. If they make a mistake they can always re-record. Pictures will also provide good visual to help convey meaning.

Synopsis

Throughout this blog I have discussed many different types of ICTs that can be used in education in order to increase engagement and bring education into the 21st century. As mentioned in my post Reflect on what has been studied already students need to use ICTs because it is part of the way they think. “The fact is that even if you are the most engaging old-style teacher in the world, you are not going to capture most of our students’ attention the old way. …More and more, they just don’t tolerate the old ways – and they are enraged we are not doing better by them” (Prensky, 2005). By using web 2.0 and information communication technology (ICT), we ‘engage’ the students, not ‘enrage’ them with old-style learning strategies.

Connectivism is a 21st century theory of learning. There is no longer need for the teacher to be the main source of knowledge, there is wider and more accurate information that can be sourced from the use of technology and web 2.0. Teachers now have a greater role of guiding the student in learning. They help students develop a network, overcome problems they face and offer support. A number of ICTs help this process of connectivism.

Godwin-Jones (2003) said emails, discussion forums, chat are familiar to many teachers but blogs, wikis and RSS that may be less familiar are a more powerful tools. Blogs can be a good way for students to keep an on-line journal about what they are learning. They can also be a good collaborative tool when used with RSS. In my Blogs post I mentioned how blogs can be used in education.

Wikis are also good for students to use, in order to collaborate, on projects. Wikis allow students to edit the same piece of work online. In this way there is one place and one copy that all group members have access to. This wouldn't be possible without a wiki because other mediums do not have this ability. The Wiki post talks about how a wiki can be used for educational purposes. A site called Mahara allows one to have both a Wiki, Blog on the same site. It also allows someone to have a resume, forum discussions and visible networks. The Mahara post talks about Mahara.

There are also a lot of sites on the Internet where you can get information about any topic. Wikipedia for example, although one needs to be aware that this site does not contain cold hard facts. This is because it is open to the public and they can edit anything on WIKIpedia. "WIKIPedia is an online encyclopedia that allow anyone to contribute, but also has a tight set of guidelines/rules and moderators to keep the information accurate and avoid breaches of copyright." (Aldred, 2010). Aldred also goes on to say that it is a good place to develop background knowledge about a subject in an effortless way.

Another useful site is YouTube. Like Wikipedia it is also open to the general public and as such is not a trusted source for authoritative material. It does however have content that can be used to create a educational and engaging lesson.The YouTube and TeacherTube post talks about how YouTube can be particularly useful with IcIs students. For more information about IcIs refer to the What is IcIs blog post.

Students that are having fun are going to be more engaged. Voki Avatars can be rather fun to create and offer students many learning opportunities. In my Voki Avatars post I talk about Voki Avatars being used for learning a second language. Another rather fun ICT is SlideShare. This allows students to make a powerpoint and add sound to the presentation. Sound can be used to add music or just talk about the slides. I talk about how students can use this ICT at SlideShare-When I went to Japan. Students really have a chance to show their level of knowledge with SlideShare.

Digital storytelling also is a very good task for students to display their level of knowledge. This ICT allow students to create and is rather open in how much they can demonstrate they have learnt. There really is no restrictions in how creative a student can be. In this post Digital Storytelling I talk about the benefits of digital storytelling. Group work with this ICT is a good project based tasks and can be really authentic.

Technology is the virtual world and it allows us to explore many things which otherwise would be impossible. Animations and simulation are a wonderful tool that allow for students to do many things. Go to this post Animations and Simulation for mors information about the benefits of this resource.

Comments
6:17 AM 6 May 2010
Posted a comment to Merly’s Blog () commenting about making an IWB with a Wii remote.

6:21 AM 6 May 2010
Posted a comment to Amanda’s Blog (http://amandascqu.blogspot.com/2010/05/incompetech.html#comments) commenting about INCOMPETECH.

6:215AM 6 May 2010
Posted a comment to Amanda’s Blog (http://amandagilley.blogspot.com/2010/04/slideshare-incompetech.html#comments) commenting about how to add sound to SlideShare.

6:31 AM 6 May 2010
Posted a comment to Amy’s Blog (http://amysjournaling.blogspot.com/2010/04/voki.html#comments) commenting about Voki Avatars.

Time unknown 6 May 2010
Posted a comment to Zelina’s Blog (http://zelinasblog.blogspot.com/2010/04/sydney-opera-house.html) commenting about using Google Earth to demonstrate where we are and how big Australia is in comparison to Japan. Also using Google Earth to establish Japan and China are different places as students often have trouble with this.

10:23 AM 1 May 2010
Posted a reply comment to my Blog (http://teachwithicts.blogspot.com/2010/03/wiki.html#comments) replying to Zelina’s and Merly’s comment about my ideas for a Wiki.

11:58 PM 29 April 2010
Posted a reply comment to my Blog (http://teachwithicts.blogspot.com/2010/04/i-am-left-with-anger-sadness-and.html#comments) replying to Zelina’s comment about how teaching can sometimes be difficult when trying to find a job.

4:32 AM 6 May 2010
Posted a reply comment to my Blog (http://teachwithicts.blogspot.com/2010/05/when-i-went-to-japan_05.html#comments) replying to Sarak83’s comment about using ICTs to teach second languages.


References
Aldred, S. (2010) Applying Digital Pedagogies. Retreived from, CQUniversity e-courses, FAHE11001 Manage e-Learning, http://moodle.cqu.edu.au/mod/resource/view.php?id=53491

Godwin-Jones, R. (2003)Emerging Technologies:Blogs and Wikis. Retrieved May 2, 2010, from
tp://cmapspublic2.ihmc.us/rid=1131480053328_1801720929_4296/godwin.pdf

McInerney, D. & McInerney, V. (2006). Educational psychology: constructing learning.
(4th ed.). Frenchs Forest : Pearson Education Australia.

Nunan, D & Clarice, L. (1996). The self-directed teacher, Cambridge University Press,
Melbourne.

Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon. MCB University Press,Vol. 9
No.5,October 2001.

Richards, J & Lockhart, C. (1996). Reflective teaching in second language classrooms,
Cambridge University Press, Melbourne.

Digital Storytelling

I like the idea of digital storytelling being used in the classroom. I can see it being particularly useful in IcIs. Students can create a digital story explaining something about their own culture keeping in mind it will be for a Japanese audience. This will then show their third place (refer to IcIs blog posting for more information on third place in IcIs).

I had actually suggested something like this to my CRUSADERS group without reading about digital storytelling. I have really liked this idea of telling ones own story ever since watching haw it helped indigenous students in Cape York.

You can watch it here -

Part 1- http://www.abc.net.au/tv/messagestick/stories/s2496801.htm

Part 2- http://www.abc.net.au/tv/messagestick/stories/s2502934.htm

INCOMPETECH

INCOMPETECH was a really confusing site for me. The links that we were meant to click on I mistook for ads we see on almost all web pages. So I literally had to go back to the instructions from Scott dozens of times. Also the site didn't allow me to enter for the first few tries, and I have really good Internet. I still managed to accomplish the task though.

The music I chose is of a traditional musical instruments played in Japan- the Koto and Shimisen. I would use this to help further educate my IcIs students on the Japanese culture. As music is a part of culture, I would have students investigate what different types of music mean in Japan. My students would then be asked to think of music we have in Australia and how that is a part of our culture.

WIKIPedia

WIKIPedia is just one big wiki the whole world is allowed to manipulate. I use WIKIPedia at least once a month and while it is not 100% accurate it is a good way to get regular facts quickly. I can count on it to usually be correct and, if not, I don't usually put all that much at state.

In education I think I would get students to use WIKIPedia as a starter point. The students would be well aware that this site is not always accurate but can give some handy points to start from. Students would then need to investigate information they found on WIKIPedia though more authoritative sources.

Goggle Earth

Google Earth the best way to waste tones of precious time, well it was for me anyway. I still remember being in Japan and showing my host family my house from above. Actually it was rather difficult as it was their computer and the whole system was in Japanese, lucky the layout is relatively the same.

I love this idea of creating earth tour, it definitely would be make an interesting activity for students. In my Japanese class students could plan a trip they would recommend somebody took. At each place they could write reasons why someone should go to each place. Things like they have really good sights, excellent festivals and many other things. They could included photos and even go into detail about why this is done. The activity would be excellent in having students investigate the culture according to different parts of Japan.

Animations and Simulations

Animations and Simulations look great. I am just curious as to why these have not caught on to the main steam of education. Take a look at the frog for example not only does it save frogs' lives but it is also very good for squirmy students. While I never had to dissect a frog during high school I tend to think it would have made me sick. I can't even kill bugs (cockroaches excluded).

My computer was not compatible with the ExploreLearning so I was unable to do the circuit activity. I was able to go onto the page but not able to manipulate the connectors and etc. I did how ever understand how it would work and I think it was really cool. I do think the real thing would capture a students attention more but for schools with lack of resources this would be fantastic.

I would like to see if there is Animations and Simulations to do with LOTE teaching. It would be really great to see the government put funding into creating Animations and Simulations for each subject area with guidance from innovative educators. Richards (1996) recognised simulations as very engaging and can be very effective in helping teach groups of students a language.

Reference
Richards, J & Lockhart, C. (1996). Reflective teaching in second language classrooms,
Cambridge University Press, Melbourne.

YouTube and TeacherTube

I love YouTube, anything I want to know it is second best to google. "Just google it" why not say "just YouTube it"!

I am an subscriber to communitychannel with Natalie Tran on YouTube who has been recognised as one of the most watched video blogger. I love watching her channel, it is always very entertaining. She has been on many talk shows and has become rather well known. If you want to check it out her channel is at - http://www.youtube.com/user/communitychannel


Here is a video I found after only searching for a little while. This video describes a Tanabata festival, and how it is about to star crossed lovers. Making what could be a boring work sheet to read into a interesting video that will engage the students. This means also provides them with visuals of the festival which a story in a book would not have the same effect. Nunan (p.192, 1996) said "that the video has been one of the most underutilized resources in language education". He also recognised video is useful to show realistic slices of of life, it has the potentiall to get students talking and it proviedes an element of entertainment.



Or here is another video I found at TeacherTube to help students learn Japanese numbers. It has a very catch beat/pattern that will allow students remember the numbers better. Richards (1996) recognises different memory strategies to help students language learning. One of these is the use of sound and images. I would allow students to move about and tap on knees with the song to included kinesthetic learners.




YouTube can be used in many different ways, video blogs, to explain/introduce and even to give you a step by step how to. It saves teacher time as all these great videos already exist.

Reference
Nunan, D & Clarice, L. (1996). The self-directed teacher, Cambridge University Press,
Melbourne.

Richards, J & Lockhart, C. (1996). Reflective teaching in second language classrooms,
Cambridge University Press, Melbourne.

Flickr and Piknic

Well I had fun with with Flickr and Piknic. Flickr has tones of images available and these would be fabulous for teachers and students to have. Often when describing/explaining information we need pictures and this site offer a wide selection. Here is what I did with a photo I took in Japan, Piknic allowed me to sharpen the image and not only make in feel more warm but to make it clear also.

BEFORE


AFTER


This would also be a good tool to share a picture to multiple people other than e-mail.

I could also see this as being good for High School art students doing, they can use this sight to give them inspiration on something the can create. Also this gives them and idea on what they could possibly do with photo shop if doing photography. If you could make private groups (not shared with world) this sight would be a good way to have students post and comment on others art work. With the selection tool students can leave a comment about parts of a picture/painting. They can also use it to gain knowledge about others work and ask how the got certain effects or meaning behind certain things included. It would also be a great way to show their works to another person as it has easy access and is all in one place.

LMS

Well I would love to see this system being used in all schools, not just universities. Resources and networking could go beyond the classroom and continue into the home. Students can participate in group discussion to figure out problems they have from home. It is common knowledge that 1+1=3 when it comes to group work. Our students can gain real life skills though the use of an open or closed LMS. It would be preferable to have them use an open LMS as it enables them to do more and would also be cheaper for the schools.

Interactive White Board

I have a feeling that this is very much a tool to grow, that the best ideas a still being made. I also think that I can not possibly understand it properly without using it myself. I would jump at the opportunity to see one in action and to give it a try.

I think it would also be important to have students involved in using the whiteboard too. I have heard of some cases where teachers have forbid the student to touch anything. I think this is really sad, such a waste of a valuable collaborative resource. I have also heard that it is not very good at writing Kanji (Japanese). I also believe that even if this is true there might be ways to work around issues such as this. All technology improves over time and these are just the first models. Just look at power points and it is easy to see that this equipment will become better with time. So I am excited about this new trend in our schools and hope it is the first of many!

Power Point

What would the world be without Power points. Love them or hate them they are everywhere, being use to present, explain and just provide a visual. I have been making power points for longer than I can remember, and they are just second nature. I loved going though the weeks study and finding out that I have been making good power points.

Power points will always be a valuable tool for education. I just finished an assignment where I used a power point as the main assessment. They had to pull together all the knowledge they had learnt and demonstrated their knowledge of the Japanese language by creating a power point for an outside audience.

Voki Avatars

Ok so now I am really annoyed. Some time technology can be really just a pain. I have tried to embed a voki in this page for the last two hours. Yes I tried the 'Edit Html' and about a thousand other things.


Anyway, my voki was a self introduction which I recorded in Japanese. I chose not to use the text base impute for good reason. Firstly, with language learning/teaching there needs to be good modeling of how to pronounce the words. If the text was used it often sounds unnatural. This would seriously effect the students ability to learn the language effectively. Richards (1996) pointed out the importance of language being modeled correctly and even points out the benefits of having native speakers.

Secondly language learning is not just a verbal speech. There needs to be negotiation of meaning though use of both non verbals and verbals. As such the Voki's could be used to maybe introduce something, but not for more in depth work.

This tool would be good for the students to use as a practise, they could create their own Voki and practise their speech. It would be good as students can hear themselves and recognise what they need to improve on, while having fun.

So in conclusion I think that Voki's are a wonderful tool. That then can be used in language learning, but under the right circumstances.

Reference

Richards, J & Lockhart, C. (1996). Reflective teaching in second language classrooms,
Cambridge University Press, Melbourne.

Mahara

Hello


I don't know what it is about the layout to this site (Mahara), but it confuses me. I often find myself confused about all the different views and I class myself as a digital native! Not that I can't figure it out, I just think I am not use to the 'easy' layout. I also didn't really get the purpose of the site at first... all I kept thinking was "OK, so what am I meant to do on here".

My understanding now is that this site does many things. It allows someone to have a wiki, resume, blog and allows them to network."Mahara is a highly capable tool, but it will take a week of exploration to truly understand the capabilities of the software"(Aldred, 2010). I probably does more than I can recognise now but I am still learning. I think this is a very interesting site and would be very good on a professional level.

I am concerned about the popularity of the site though. One of the reasons facebook and other networking site are so good is because almost everyone has an account, I've got friend in Japan, America and all over on my facebook account! I think it is not good for networking then until the popularity of the site grow.... time will tell.

Student could defiantly use this.... perhaps senior though :D. I still remember creating a resume in high school, it would have been much better if it had been on Mahara. Not only does it have 'template', but it would have been more authentic for me. Actually creating something that I could use for my career, at the time it was just another "stupid" assessment.

Once students had this account it cold be re-used for many different things. It has the option for a wiki, blog, and networking in one place. Mahara can also be made rather cyber safe, if I'm not mistaken. For example our course has its own place in mahara, and it would be interesting to see if this could be made private. That would eliminate the problem of an 'outside' threat.

Wiki

Hello
Wikis are not new to me, I have used them in other courses. I like how simple they are, with what you see is what you get. They are a great for facilitating group work. I am even using it in one of my other courses this semester. My idea was inspired by this course. When I asked my teacher what he thought about my idea, He wanted me to do it for his school.

The idea: In my Learning Partnerships course, as a group, we have to develop a resource to help students with resilience. My group chose year 7 term four and our focus topic is the transition from Primary to High school. I came up with the idea to use a wiki to set up a common place students could find out information about the local high schools. This would allow students to contact mentors, find out things like subjects, and even look for a map. The website will allow students make feel a sense of belonging BEFORE they get to high school.

Students that are moving onto high school can lose their friend groups, teachers change, status changes, and etc. As such it is no wonder students can feel very scared or nervous. High school is taking students out of a world they belong and lead and putting them in a new school, with new people and at the bottom of the food chain. McInerney said that the transition into high school can disrupt students’ social networks and “New social networks take time to establish, and this can take precedence over learning...” (McInerney & McInerney, 2006, p.239)

You can see why I declined setting it up, good idea, but lots of work. We have not developed it yet, but I look forward to it.

An online text book that the students create using WIKIPedia would be a brilliant way to get students engaged in the topic. It would be really interesting to have my students create a online textbook around some Japanese subject whether it be a place, a festival or even a page about customs. Students would be searching for the facts, rather then the teacher trying in vain to get students to learn something they don't care about. This is defiantly a good example of the learning engagement theory.

Rss

Hello

Any thing that saves time and makes life easier is always good. In saying that, I have found a few problems with RSS. Upon trying to subscribe to all my class mates blogs I notice that in less than half of them they had no RSS button or similar button. I don't know if this makes it so I cannot subscribe at all though google reader or if it is just my lack of knowledge. Which leads me to think that this could mean that I would still have to visit each site I can not subscribe to. This could be rather difficult when there are more than several sites, as I can quickly see myself forgetting some sites.

I also often check sites to watch TV shows that I like. While RSS could be helpful, there is something comforting about going to all my sites and checking out if the new episode is out one by one. It doesn't even make sense why! I just know if it was just google reader I went to I would feel let down, there is anticipation built up by doing it the 'old way' and I just can't give it up. Yep, I'm crazy :). I do like the idea that I have the option though. So while I know how valuable this is I think it is not for me in my personal use. Besides I think this would suit people who are busier and have a lot to keep track of online.

This could be very useful in education in rather the same situation in which I/we use it. Students can blog and can keep track of others blogs by using RSS to access them easily and comment. Google reader is a RSS that is really easy to use and free. That means students can use this tool at no cost to the school. All in all this is a very handy tool.

Reflect on what has been studied already

The education system is outdated
The further I go in this course the more arguments I see about our education system being outdated. It was truly made for students of another time. Education should have changed with the introduction of technology. Instead school was left behind and students now have what seems to me almost to be two different lives. Their life, where they get to use technology to communicate/network, to research, compose, and millions of other things. Then they have the life that the government and school systems force on them. The "important" stuff that is forced down their throats, that they are told that matters. Which student don't understand because they have learnt to use technology that can do it ten time faster and easier. Technology that the older generation don't understand and even see as more difficult. Today’s students according to Prensky (2005) are digital natives, that think differently because technology is such a great part of their lives. By using ICTs we are catering for students’ ways of thinking and allowing them to create through a medium they understand.


One argument that comes to mind is "why can't we use a calculator?" And the teacher usually say something like "what if you didn't have a calculator? You need to know how to do this without one". Which is rubbish (and students know it) they carry calculators disguised mobiles in their pockets EVERYWHERE they go. I myself dropped out of math altogether in senior year and I find I never have trouble finding out the answers I need (mathematically) in my daily life. I do how ever realise that my chosen profession doesn't require a high level of maths.

I also remember hearing "students these days just can't spell. Why are they not getting taught how to spell properly in school". Now anyone who knows me knows I am horrible at spelling, but it has never been too much of an problem. I use spell check, proof read many times and then publish. This has actually made me more conscious of what I am writing. It is not fool proof, but I mange.

So now we are left with these learners who are basically faking their way though school. Who do not see the value of what they are learning. I just can't understand why we have not adapted our schools, etc.


Learning Engagement Theory
I really believe this is where our education system should have progressed to be. Students learning all subjects though a collaborative and authentic problem. Students can clearly see how information they are learning will help them in their projects, which they got to chooses to address. Not just the next made up "problem" the teacher creates. This will be something the students care about.

Another good thing about this teaching system is the collaborative approach. Students, in my opinion , always have difficulty working in groups until they get more experience. Students would also defiantly profit from using technology in their group projects. Technology is a fast and effective way to communicate and students would be able to use Wikis for collaborative projects.

What is IcIs

Hello

IcIs is the study of a target countries culture (2nd place) through looking at our own culture (1st place). It was offered as an alternative to LOTE. Keep in mind that this subject should be done by LOTE teachers because language can not be separated from culture.

Student start out looking at their own culture, what they do and why. This is their first place. Then they look at the target countries culture and the reasons behind their customs and etc. This is their second place. They then have to do a project (given by the teacher) that allows them to demonstrate their third place. The third place is what they decide to take from the first and second place. They do NOT get assessed on their third place. Instead they get assessed on their justification of their third place. Justifying their third place is rather difficult thing to do as students need to use higher order thinking.

Example;
1st place -Australian students look at food. . How we eat it, when, where, and what we eat.They might look at why we eat beef, rockhampton is know for beef.

2nd place- Students look at Japanese food. How they eat it, when, where, and what they eat. They might look at why Japanese people eat lots of seafood, because Japan is an Island and lack space for herds of cows.

3rd place- Students have to design a menu for Japanese people coming to their school. Some students choose to give them Vegemite because they have not tried it before. Another chooses to give them sushi because they know that is what they eat in Japan. Some might do a mix of both.

But it is the reason why students chose to do what they did that matters. So if they chose Vegemite because...well just because. Then that student is not able to justify their choice.


If anyone has any questions feel free to ask!

Blogs

Hello

Well, like many others in my course, this is my first blog. I have already come across one problem, which I managed to fix. I had actually created two accounts, without realising, and could not figure out why my blog was not there. It is alright now though!! A good way to remind me that while technology does have it's faults there is a solution. So time the solution can be staring you in the face, you just have to look.

I think blogs would be a wonderful tool to use inside the classroom. Firstly, students would need to be educated on web safety and how to uses a blog. Children can be exposed to a number of unsuitable material on the Internet (Aldred, 2010). They can be exposed to cyber bullying, strangers with harmful intent and other dangerous material. Nevertheless, the students risk of exposure does not just go away because they are not using full access to the Internet at school. Students have this free access to web 2.0 from home and if we do not educate them on the dangers, then they truly are at risk.

Having students use technology (blogs) to record their learning journey is a great idea. Today’s students according to Presky (2005) are digital natives, that think differently because technology is such a part of their lives . By using blogs we are catering for students’ ways of thinking and allowing them to create through a medium they understand.

Being a Language and IcIs teacher I can certainly see how blogs would work to help students with their learning journeys. Especially for IcIs when students have to reflect (using higher order thinking) on their third place. Students can do this effectively and be able to comment on each other’s reflections. The time I have for IcIs students for is limited, so they would be able to do more work from home. The final task in the IcIs assessment usually requires students to develop something displaying their knowledge of both countries. This is usually done for some one like a sister school in the target country but only pretending it is authentic. Blogs would make it possible for students to really share their blogs with the sister school. Having a blog as the assesssment piece would really be good in creating an authentic activity. Thos also allows students to receive feed back from their peers on this assessment. Blogs are also able to be seen by the world and as such students will see the importance of the task. Real people will get to see their blogs and it won't just be chucked in the bin after being marked.

In senior Japanese, I myself can remember how, when I got stuck on homework or assessments how frustrating it would be. I could not ask anyone because no one at home can speak Japanese. With a blog students can collaborate from home and ask questions from their peers or the teacher. In this way students would be working collaboratively and teaching each other. The learning pyramid suggests that student retain 50% of discussion groups and 90% of teaching others.

Image from ACU Adams Center for Teaching Excellence

For those of you that don't know what IcIs is I will explain in my next post.

Reference
Aldred, S. (2010). Internet safety: the issues. Retrieved from CQUniversity Moodle,
FAHE11001 Managing E-Learning,
http://moodle.cqu.edu.au/mod/resource/view.php?id=44151

Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon. MCB University Press, Vol. 9 No. 5, October 2001.

Hello and Welcome!

:D