This chapter gives a clear distinction and all the benefits between real time, synchronous (SCMC) and delayed time, asynchronous (ACMC) collaborative interactions through network-based language teaching. I can appreciate the author sharing that the use of this learning strategy does not stimulate the process of SLA better than the face-to-face interactions with a teacher.
Next, we learned about first and second generation CMT tools. First generation includes e-mail, electronic mailing lists, and discussion forums where second generation includes all of the above plus wikis (a Hawaiian word) and blogs.
Listserves impressed me when they are directly accessed through our internet because I am guilty of not checking our USF BlackBoard as often as my Gmail account. I would like to see Voice Board working as I feel it will help me teach proper pronunciation to my ELL students. Maybe I am wrong because maybe they are just for assessment and testing.
I have an ELL grad student that I make him iChat with me so he practices his writing discourse. I know this helps his oral discourse immensely.
I am going to go to our iTeach Lounge at USF and see if I can see task based learner learner CMC, Voice Board, and SkypeCast (iChat) programs work.
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