The emerging trend of the use of innovative technologies to support teachers' teaching and learning is indicative of the increasing dominance of technology in educational environments. One aspect of the use of technology is the developing online technologies where teachers are in an online interactive platform to share knowledge on their teaching practice. Blog is one of the online interactive platforms, commonly used by teachers to interact with their peers which not only makes them cognizant of the usefulness of technology but also helps them to learn how to integrate the technology to support teaching. Utilizing the theory of community of practice and through observing blog activities of teachers, this paper attempts to present some preliminary findings to show that teachers' sharing of their practices within the communities facilitates collaboration and sharing of knowledge that benefits both the teachers and their students. It is based on a study involving 7 Iranian EFL teachers who shared their experiences and knowledge within the community through blogging for one semester. The initial findings suggest that blogging has a positive effect on teacher learning within a community of practice.
More than a decade after the US-led intervention of Afghanistan, traditional and tribal customs still play a significant role in the everyday lives of people, especially women. History has proven that women have been playing a significant role in shaping the course of Afghanistan but unfortunately, they are always subjected to different degrees of force by patriarchy and traditions. By examining the historical perspective of women's status in Afghanistan and by analyzing two Youtube documentaries on women's imprisonment, we argue that 12 years after the US-led intervention, women are still suffering from traditional and tribal laws. This paper seeks to demonstrate that untraditional education is a "sine qua non" for the women of Afghanistan to overcome negative aspects of tradition and tribal laws.
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