Visibility of eTwinning Projects Group Newsletter 2017 No. 7 | Page 17
Visibility of eTwinning Projects Group July 2017 Newsletter
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the world for visibility which resonate with the
power of online community building and learning.
As literature suggests, the benefits for our pupils in
terms of personal and academic growth outweigh
any possible constraints. Blogging in itself, though,
is no guarantee of any skill improvement if not
approached seriously by teachers and pupils alike.
Huang, H.-Y. C. (2016). Students and the
Teacher’s Perceptions on Incorporating the
Blog Task and Peer Feedback into EFL Writing
Classes Through Blogs. English Language
Teaching, 9(11), 38–47.
http://doi.org/http://dx.doi.org/10.5539/elt.v9n11p
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Hungerford-Kresser, H., Wiggins, J., & Amaro-
Jimenez, C. (2012). Learning from our mistakes:
What matters when incorporating blogging in
the content area literacy classroom. Journal of
Adolescence & Adult Literacy, 55(4), 326–335.
Meinecke, A. L., Smith, K. K., & Lehmann-
Willenbrock, N. (2013). Developing Students As
Global Learners: Groups in Our World; Blog.
Small Group Research, 44(4), 428–445.
http://doi.org/10.1177/1046496413487020
Morgan, H. (2015). Creating a Class Blog: A
Strategy That Can Promote Collaboration,
Motivation, and Improvement in Literacy.
Reading Improvement, 52(1), 27–31.
It is therefore up to each one of us, eTwinning
educators and teachers, to go the extra mile and
involve pupils in blogging. Now we all know that
with any (new) tool, some initial time investment is
common; however, as familiarity and ease grow,
time demands will surely decrease. In any case, we
are already well-aware of “that” extra time and
effort needed to devote to our beloved European
projects, right (eT)winners? Maybe, future
eTwinbloggers?
Bibliography:
Scott, C. L. (2015). THE FUTURES of LEARNING
3: what kind of pedagogies for the 21st
century? (No. 15). Paris. Retrieved from
http://unesdoc.unesco.org/images/0024/002431/2
43126e.pdf
Switek, B. (2016). From Science Blog to Book. In
C. Wilcox, B. Brookshire, & J. G. Goldman (Eds.),
Science Blogging - The Essential Guide (pp. 243–
250). New Haven: Yale University Press.
Vurdien, R. (2013). Enhancing writing skills
through blogging in an advanced English as a
Foreign Language class in Spain. Computer
Assisted Language Learning, 26(2), 126–143.
http://doi.org/10.1080/09588221.2011.639784
Bartlett-Bragg, A. (2003). Blogging to Learn.
Knowledge Tree E-Journal.
Campbell, A. P. (2004). Using LiveJournal for
Authentic Communication in EFL Classes
(TESL/TEFL). The Internet TESL Journal, 10(9).
Retrieved from
http://iteslj.org/Techniques/Campbell-LiveJournal/
Chen, R. T.-H. (2015). L2 Blogging: Who Thrives
and Who Does Not? Language Learning &
Technology, 19(192), 177–196. Retrieved from
http://llt.msu.edu/issues/june2015/chen.pdf
Downes, S. (2004). Educational Blogging.
EDUCAUSE Review, 39(5), 14–26. Retrieved from
http://net.educause.edu/ir/library/pdf/ERM0450.pdf
Alexandra Duarte is an EFL Teacher currently
teaching in Soure, Portugal. She has been a teacher
of English for over 20 years and has already taught
different levels and age groups. She is an avid
reader, a blogger and very curious about free tools
and their implementation in the classroom.
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