Writing about cool: Teaching hypertext as juxtaposition

Rice, Jeff

doi:10.1016/s8755-4615(03)00033-1

Cited by 6 publications

(4 citation statements)

References 7 publications

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“…A recurring theme in the literature on computer mediated communication is that New Technologies offer opportunities for treating teaching and learning as truly social activities where knowledge is built through interaction and dialogue rather than lectures and recitation (Brown, 2000, Hardwick, 2000, Rice, 2003. Technology goes beyond the delivery of information and lies instead in the power to create collaborative, learner-centered educational spaces (Deitering & Huston, 2004).…”

Section: How Can Technology Contribute To the Language Classroom?mentioning

confidence: 99%

Blogging: A way to foster EFL writing

Quintero

2011

Colomb. appl. linguist. j

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This article reports on the results of an action-research project carried out with agroup of first year university students from an “English Program” at a public university in Bogotá. The project aimed to gain insights into EFL writing and to analyze the role that feedback played in the process of writing. The experience was implemented through the interaction of two groups of students, one from Colombia and the other from Canada, who interacted regularly by means of using blogs. Students were provided with three different spaces: a personal blog in which they wrote about topics of personal interest, a group blog that allowed students to work and write cooperatively, and a debate blog that required the use of argumentative writing. The findings of this research suggest that EFL writing is greatly developed when students feel part of a community to interact with and to share similar interests and language learning goals which are mediated, in this case, by technology. It was also found that by writing in blogs students not only developed their writing but more importantly, students have the possibility to portray and show their own selves through the written pieces they post. Finally, the feedback was found to be beneficial in EFL writing as it was a crucial ingredient that gave student-writers tools to scaffold in the writing process.

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Section: How Can Technology Contribute To the Language Classroom?mentioning

confidence: 99%

Blogging: A way to foster EFL writing

Quintero

2011

Colomb. appl. linguist. j

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“…With the avenue of ICT, e-mail, possibilities to use collaborative platforms, multimedia, and the internet the teaching of foreign languages have tremendous influenced the processes of using them in everyday classroom activities as expressed by (Brown 2000, Hardwick 2000, Rice 2003) ICT offer ample opportunities for fostering and treating teaching and learning as truly social activities where the knowledge is built through interaction and dialogue rather than lectures and recitation (Stevens 2004). …”

Section: Teacher Education As Trainingmentioning

confidence: 99%

Retos para los profesores de inglés de Quibdó, Chocó en el futuro inmediato

Arce¹,

Rivas²

2014

REFAEDU-UTCH

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This article reports the effects of implementing a TDP (Teacher Development Programme) course all over the city of Quibdó, Colombia. The purpose was to make in-service English teachers aware of the necessity to constantly improve and update their teaching practice to meet the students' demands through TDPs. Supported on the mainstream of collaborative teaching and the goal of Colombia Bilingual (2010Bilingual ( -2019. The participants involved in this research were 30 in-service English teachers to make a contrast regarding their current teaching practices and language competence. The strategy included interviews, open-ended questionnaires and non-participant observations. Findings revealed that there is a higher level of pedagogical and language competence among teachers taking TDPs than those who are still out of TDPs Programmes. Keywords: In-service English teachers TDPs (Teacher Development Programmes), languagecompetence, teaching practice. ResumenEste artículo reporta los efectos un proyecto de investigación enfocado en la eficacia de un TDP (Programa de Desarrollo Profesoral) en la ciudad de Quibdó, Colombia como alternativa que busca que los profesores de inglés sean más conscientes de su perfeccionamiento y de la necesidad de mejorar su enseñanza y la práctica a través de los TDP. Apoyado sobre la corriente principal de la enseñanza colaborativa y el objetivo de Colombia Bilingüe (2010 -2019) se llevó a cabo un estudio con 30 participantes para hacer un contraste relativo a las prácticas actuales de enseñanza y competencia lingüística. Para recolección de la información se utilizó entrevistas, encuestas y observaciones no participativas. Los resultados revelan que hay un nivel más alto en el aspecto pedagógico y la competencia lingüística entre profesores que toman TDP que los profesores que aún no hacen parte de este programa.

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“…Étant donné la brièveté potentielle et la distribution des lexies sur l'écran, le lien devient important au niveau de l'interprétation : il est ce par quoi les unités de sens sont reliées entre elles. D'un point de vue rhétorique, les liens pourraient fonctionner selon le principe de l'association d'idées (Carusi, 2006), comme juxtaposition (Rice, 2003), comme référence, définition, illustration, etc. Les liens peuvent remplir toute une variété de fonctions rhétoriques.…”

Section: Lexies Liens Et Linéaritéunclassified

Textes numériques et construction d’espaces d’écriture : la production d’écrits universitaires en hypertexte

McKenna¹

2012

pratiques

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Writing about cool: Teaching hypertext as juxtaposition

Cited by 6 publications

References 7 publications

Blogging: A way to foster EFL writing

Blogging: A way to foster EFL writing

Retos para los profesores de inglés de Quibdó, Chocó en el futuro inmediato

Textes numériques et construction d’espaces d’écriture : la production d’écrits universitaires en hypertexte

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