Virtual Learning Environments (VLEs)

      Virtual learning environments (VLEs) are online spaces that have been created to allow learners access to education that transcends the wall of the classrooms. Instruction and content are transmitted by the use of Web 2.0 tools that are used for interaction among teachers and students. Teachers are able to record what have been studied, share the information with different group of students at different times, alleviating their workload, and saving them time and resources. What your students and teachers need is a good computer, a broad band Internet connection, determination to try some new in education, and willingness to be part of a virtual community. VLEs seem to be the next step to take to move into a more interactive, dynamic and ecological way to impart training all around the world without space constrains.

3D Virtual Worlds - Second Life

       

     3D virtual worlds such as Second life give a “second chance” to do what it may be considered as impossible in the real world. For example, if you do not have the time or the money to travel around the world, SL makes it possible to do it from the comfort of your own house. It may sound like I am advertising this software, but this is the way it works! EFL students may benefit greatly from virtual worlds since they may get to know people from around the real world, practice their language skills with them through the use of microphone or keyboard, visit all kind of places and expand their cultural knowledge.

     If you decide to embark yourself and your students or partners on this virtual world trip, there are some considerations to take into account. First, you need to have enough time and patience, because it may be difficult to perform daily basis activities such as walking or sitting down (You feel like a baby that is actually learning to do those things for the first time). Secondly, you need to have a very good PC with an advanced graphics card and a broadband connection to run the software smoothly, otherwise it would be impossible to enjoy the experience. Finally, you need to be willing to learn and do all the things you thought you wouldn’t in the real world.            

   

Videos and other useful Web 2.0 tools

      Videos have become one of the main ways information is presented to us. We watch them on TV and in our computers on a daily basis. Their uses and purposes are almost unlimited. All this constitutes an advantage that we, as teachers, should exploit in EFL contexts. The use of this Web 2.0 tool in classroom activities in order to present some pieces of news, interviews with English native speakers, documentaries, and the like, guaranties that learners are exposed to authentic English samples that are very difficult for EFL teachers to create or emulate, and that are crucial if we want our students to truly become proficient in this language.

Podcasts

Podcasting may be defined as creating a collection of audio files which are recorded and edited on your PC, and then uploaded to different web sites, for example, Podbean. In EFL contexts, podcasting may be used for different purposes such as recording your impressions or reflections on language learning, short interviews assigned as part of the course program, your knowledge about a specific topic, among other uses. It may be strange to listen to your own voice at first, but you will progressively get used to it.   

Wikis

Wikis are extraordinarily easy-to-use websites that are designed to share information with different kind of internet users. They create a user-friendly environment which may be used to collaborate with your colleagues, friends and even your students. In EFL context, they provide an enriched and organized way to plan your daily classes for the whole year, upload and share extra relevant information that may be useful for your students, among other uses.  

Who hasn’t visited the greatest encyclopedia online called Wikipedia? I bet you have, and it has provided excellent insight so as to start your research or to get acquainted with a relatively unknown topic. If you haven’t, I encourage you to do it. You will find information about almost anything you may think of.

Blogs

   Blogs are easy-to-use interactive websites that have granted regular people the power media has had since the last century. This means that pieces of news as we know them today are not only about professional topics, as seen in newspapers, TV, and magazines, but also about personal matters such as family information, support groups, athletes’ fan websites, among others. Through blogs, anyone may be a reporter and a publisher who is nowadays allowed to give their own version of news which eventually reflects their own perspective in different matters. Your blog’s readers and also other bloggers may contribute to what has been posted by adding new information, commenting, or even suggesting new aspect to consider for your next blogs. As a result, a set of different online communities that share similar interests are created in which news, ideas, opinions, and so on, may be transmitted in a fast manner and with a low cost.

   Blogs seem to be a potentially useful tool for EFL teachers.  For instance, they may create blogs on specific language components (vocabulary, grammar), skills (reading, writing), or topics that provide extra practice for students and thus supplement greatly face-to-face learning. The use of this popular, easy-to-use, and eco friendly website may result in a more updated and appealing way of learning that will probably boost students’ interest in academic and professional matters.   

Web evolution

Web evolution

            Evolution is a natural and necessary condition of human beings. Most of the aspects of humans’ lives are continuously subjected to change and adaptation. For instance, the way people interact with the other members of society has always been subjected to change, depending on cultural conventions, means of communication, contexts, among other factors. The way we interact with information, specifically with online sources, has also evolved in order to satisfy the increasingly interactive needs of users. Let us have a look at the evolution of the Web.

            The first generation of internet sites (Web 1.0) primarily gave information which was provided by webmasters that controlled the kind of content to be displayed in their websites. Here, users were only consumers of information without having the power to contribute to it. In the next generation, Web 2.0, this pattern has been modified by granting users a more participant and active role. They are now the main contributors who produce information and content so as to feed websites such as “Facebook”, “Wikipedia”, “Blogger”, and the like, that would not exist without user’s constant feedback with what it is posted online. Finally, Web 3.0 attempts to go further and be omnipresent. This means that information and technology develop in an intelligent and invisible way with the purpose of meeting collective and individual needs and wishes more easily, and more automatically. The ultimate goal is to have internet services available everywhere anytime. This is nowadays visible in appliances and gadgets like cell phones, computers, GPS devices, refrigerators, and so on, that integrate a set of applications and widgets that allow these artifacts to communicate with and stay connected to each other. All this evolution has not only revolutionized the way we interact with information online, but also the way we live and communicate in society.                    

ICT in education. UCV current situation

   Language teachers at the School of modern languages have some technological resources available such as CD players, video beams, TVs, computer labs, among others. However, most of the language classes are conducted using the traditional way of teaching, which basically entails the use of books, workbooks, and whiteboards in the classroom. This does not mean that the quality of language training process at the UCV is ineffective, but it may be advantageous for both teachers and learners to supplement it with technological tools that may guarantee more meaningful and productive results. At this point a question arises: why don't teachers at the UCV use the resources they have at hand even when they know all the benefits technology may bring to their instruction? The main reason for this may be that teachers do not feel comfortable or confident when using these resources since they lack the knowledge or the training to do so. As a result, teacher training in ICT appears to be the first (and most important) step to take in the right direction to applying 21st century ways of teaching that are in accordance with teachers' and learners' needs and wants, as well as with the institution requirements.

   It is worth pointing out that whatever we, as teacher, may be able to do with these resources represents just a threshold of what technology has in store to offer us. Nevertheless, I consider that the inclusion of a more blended teaching in our daily practice, in which e-learning is regarded as relevant as face-to-face learning, will definitely result in a more appealing, beneficial, and profitable teaching/learning process.             

Digital Literacy

The concept of digital literacy has evolved from “being able to use a computer and its basic tools” to possess the “ability to locate, organize, understand, evaluate, and analyze information using digital technology. It involves a working knowledge of current high-technology, and an understanding of how it can be used.” (Wikipedia, online document). In addition, digital literacy encompasses not only the use of all sort of digital devices such as computers, cell phones, tablets, and so on, but also how to handle their main components (software, the internet, among others). A person who has developed digital skills and who is able to use them to interact with society is considered to be a “digital citizen”. In this blog, I will discuss of the implications of being digital literate in academic contexts.

It is important to point out that many youngsters have in their repertoire many of the digital skills that some adults may struggle to acquire. This is because they have grown in a world where the use of technology is of commonplace, and which have promoted the development of great communication skills through the use of social networks, instant messages, emails, among other tools. However, there is a significant amount of student population who lacks the skills needed to apply digital technologies. This may represent a drawback since these skills have undeniably become basic requirements in everyone’s academic and professional lives, regardless their field of knowledge. As a result, there is a growing interest in enabling students to gain these skills and confidence they need to use digital technology not only to support their learning but also in the workplace, as improving digital literacy is an essential component of developing employable graduates.

By improving technology skills, people can have access to current information, communicate more easily with others, and work more efficiently. The use of technology will definitely enhance their academic experience. The idea is that students learn how to handle online information, that is, how to find it, how to validate it, and how to summarize it. Furthermore, they should also develop social skills such as how to collaborate with the information that is already available, and be able to solve real life problems with it. The use of this kind of technology represents a challenge that is worth taking, because it will make people more prepared not only for professional contexts but also for life in general.

Reference

Wikipedia (2012, Mayo 7). [Página Web en línea]. Disponible: http://en.wikipedia.org/wiki/Digital_literacy [Consulta: 2012, Mayo 1]

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