Visibility of eTwinning Projects Group Newsletter 2017 No. 7 | Page 17

Visibility of eTwinning Projects Group July 2017 Newsletter ------------------------------------------------------------------------------------------------------ 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 38 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. 17