Day 10. What is our future as teachers?

Can you think of a lesson that made a difference in your life? Russell Stannard told us his story: 

' His teacher draw four squares on the floor and wrote a colour in each of them ( blue - red - green - orange). The students were divided into groups and the idea of the activity was to negotiate with the rest of the groups in order to draw three lines as motorways to connect the four countries. The teacher left the room and when he came back everything was a disaster and he said: That's what's wrong with the world'.

After listening to Russell's story, we shared our own stories in groups.

Then we watched three videos about multitasking and talked about how multitasking and the Internet are affecting the way we think.

VIDEO 1 How multitasking is affecting the way you think. Clifford Nass. 

VIDEO 2 Does multitasking slow you down?

VIDEO 3 Nicholas Carr: The Shallows: What the Internet is doing to our brains.

VIDEO 4 Sugata Mitra: Build a school in the cloud (2013)

We also watched a video about an experiement carried out by Sugata Mitra and the future of learning and we thought about the following questions:

• What does the talk make you think about?
• Do teachers have a future?
• Will there be fewer teachers in the future?   

In the afternoon we saw two examples of courses on Moodle and had a virtual classroom on Adobe Connect which is a sophisticated version of Skype.

OUR GOLDEN RULES

1. Don't overload.
2. Link everything together.
3. Aims that underpin your teaching.
4. Taking Bloom's taxonomy as a guide.
5. Be selective.
6. Lots of modalities of interaction.
7. Flipping is scalable.
8. Be sceptical about new technology tools.
9. Organisation of content on the VLE.
10. Using the content that students generate.

As a conclusion, I can say that all in all, the experience cut the mustard. 

Best trainer, Russell Stannard

Farewell Tea at The Cathedral Cloisters

Day 9. Content is king

The course is nearly finished and today we shared our blogs with the rest of the group. We worked a lot on the blogs and Russell gave us his feedback today. We talked about how we can use a blog in our teaching. When we create a blog, we have to consider three main aspects: content, consistency and design.

In the afternoon, the beginning of the class was devoted to how to add posts to the library on Edmodo as the library is a collection of all the educational material that you share on Edmodo. You can also add folders and links from the library to the different groups.

We summarised the activities we can do on google forms: a quiz, a survey and a questionnaire. 

We practised collaborative work with an activity on google slides. Students can do an activity like this one at home and then, show their presentations in class and explain it to the group. The task must be really defined and clear. 

NORWICH: A FINE CITY. Click here to see the presentation.

After the activity we reflected on the following questions:

How did you feel?

What language was practised?

Would it work in a monolingual class?

Did you use chat, comment, notes, etc? How?

What might students really do?

How could you change the level?

What might you do before/after?

Could you use this for google forms/google docs? How?

I hope you like the presentation as it is always said that a picture paints a thousand words.

Day 8. Technology tools in practice

Today the morning was dedicated to practising all the technology tools we had been learning during the course. The class was divided into groups and in each group  we could work with one of the technology tools by practising different activities as teacher-student. It was very useful and we ironed out most of the questions we had.

This is what I did with the technology tool called Thinglink:

 

Russell gave us an explanation about another tool for screen capture called Camtasia which can also add video, but this technology tool is a bit more complicated although much more professional in terms of business, for example.

In the afternoon we could choose between three workshops:

• Using very short films by Alan Pulverness
• Drama for Teaching English by David Farmer
• Developing Critical Thinking by Tony Prince

I chose Using very short films by Alan Pulverness and I discovered new ideas using films in class.

In the evening there was a performance by Jeremy Harmer and Steve Bingman. The performance was the icing on the cake. We had a field day.

Jeremy Harmer

Day 7. Flipping your classroom

The topic of today was the flipped classroom and Russell asked the following questions:

What is the Flipped Classroom?
What is the theory behind it?
What are the possible benefits?
What challenges are there?
What technologies do you need to flip your classes?
Is the Flipped Classroom blended learning?
Is the Flipped Classroom relevant to ELT?

We tried to answer the questions in groups and then we watched three videos and we discussed what a Flipped Classroom is.

VIDEO 1: What a 'flipped' classroom looks like

Ideas taken from the video:

• Work based on projects.
• Some teachers were desperate for a change.
• Post instructional videos that are educational potential.
• Helping students in class.
• Using Khan Academy and TEDTalks, but the content is also produced by the teacher.
• Homework is done in class.
• One on one help.
• Problem solving.
• There is a school media lab for students who can't allow having technology at home.
• ICT games.
• Some students say that they have more time at home and there is one that watches the videos on the bus.
• Flipping alone isn't enough without any lesson plan.
• Some teachers are experimenting flipped classroom on their own.
• There is support from the organisation.

VIDEO 2: The Flipped Classroom Model

Ideas taken from the video:

It makes differenciation: different levels.

It also allows individualization.

The students make the most of their time.

There are multilevel classrooms with different abilities.

It means a challenge for the strong students.

The teacher acts as a monitor, a tool to transfer knowledge. 

Having  a look at Bloom's Taxonomy we reached an agreement because nowdays we are using blended learning in our classes, but the assesment is still the same as it was many years ago. However, what we really need is to set up activities that give feedback to the teacher.

When we talk about the Flipped Classroom we have to bear in mind that teachers started to flipped their classrooms and then they realised what they were doing as it is a better way of using the teacher's time.

In higher education the Flipped Classroom is more difficult to implement because teachers are used to giving lectures and with a flipped classroom they don't know what to do in class, but it is relevant in certain contexts in ELT.

Nobody is suggesting that you have to flip everything and what's more you don't have to tell your students that you are flipping your class.

LEARNING THEORY

                 Behaviourist

                                                              Automated

                                                              It could be collaborative

           

             Constructivist

                                                          Group based

                                                          Task/Project based

ACTIVITIES

     Podcasts

                                                  Videos

                                                  Screen casts

                                                  Reading

                                                  Quizzes to check learning

       Tasks

                                                    Problem solving

                                                    Group based

                                                    Pair work

                                                    Presentations

                                                    Class discussions                                            

VIDEO 3: The Flipped Classroom: Overcoming Common Hurdles

At the end of the morning, and after learning quite a lot about the Flipped Classroom in different groups, we answered the questions formulated at the begining of the class.

In the afternoon we had four presentations on four technology tools.

 

I really loved Thinglink. It's a very peculiar way of introducing a topic in a lesson with images. I'm also interested in Kahoot because I think students will love it.

As a conclusion of the day I can say that the Flipped Classroom is a model of Blended Learning and in terms of teaching you can kill two birds with one stone (autonomous learning and collaborative work) 

Day 6. Technology takes you on a journey

Today was our sixth day and at the end of the day we saw that technology takes us on a journey.

First of all we need a central repository to organise our course. We are using Edmodo as the main repository and then all the technology tools that Edmodo offers such as creating quizzes, polls, discussions or assignments. And we are also including external tools like google docs, blogger and YouTube.

The basic principle we have to keep in mind is what we want to achieve as teachers and use the technology tools that best suit our students.

We discussed the SAMR model which is used a lot for research and it was developed by Rubén Puentedura. This model is divided in two parts: enhancement and transformation. 

a) Within the enhancement we can talk about substitution which means that technology acts a s a direct substitute, with no functional language; and we can also talk about augmentation meaning that technology acts as a direct tool substitute with functional improvement.

b) In the transformation part we can consider modification that happens when technology allows significant task design and redefinition because technology allows the creation of new tasks that were previously inconceivable.    

After discussing this model we reached the following conclusions:

• It's a model that helps you to decide quickly when you want to use technology.
• It shows the current situation.
• I's a bit complicated.
• The introduction of technology takes you on a journey because you are the teacher, you discover a technology tool and then you realised that you can make your students use it. You increase what you do, but suddenly the activity is more creative, but at the beginning of your journey, you can have no idea.
• To be on blended learning is a bit of being a risk taker.

Another issue of discussion was if technology was changing education. We read Russell's article: Is technology transforming education? and in groups we worked on google docs making comments, agreeing or disagreeing, adding new things or summarizing. These are some of our ideas:

• Using technology doesn’t necessarily make it dialogical,communicative, engaging etc.
• The teacher’s pedagogy or style of teaching/and giving feedback is what makes it transformative, not the technology used.
• Using technology should be collaborative. It should lead to self-evaluation and reflection. Learning should take place in a community
• The appropriate use of technology combined with right pedagogy shifts the role of the teacher because students have more responsibility and they learn to be autonomous learners while the teacher is the facilitator.   

• The most important thing is the way you use the tool / technology.

We discussed the advantages of using google docs in our classes.

• It's helpful for slow learners.
• Everybody can write at the same time.
• Everybody can see what the others are writing.
• Students can work collaboratively.
• It makes students work harder.
• It lets general understanding.
• I's one big communicative document that can be upload ton Edmodo.
• There is no need to take notes.

On google docs we can do a lot of things such as

• create
• share with a link or an email
• comment
• work off line
• chat
• see the history as all changes are saved in Drive
• add ons

Some of the activities suggested to do are:

• warm-up activity
• comment on a picture
• working in pairs and comment each others' work.
• collaborative writing  

Blogger

SnagIt

Edmodo

Google

The affordances of the technology tools will change depending on how you use it as your pedagogy is the most important thing. Technology just drives you and teach you to go on a journey of discovery.

In the afternoon, in groups of three we created our own Edmodo course. The key sentence was: Teach it Test it and that means to know what the students know. It was a three hours course and when we finished two of the groups explained their lesson plan to the rest of the class.

Education is changing and the change is happening before you can say knife.

Day 5. Blended Learning models

Today the class was mainly dedicated to read and comment some of the cases of study of the book Blended Learning in English Language Teaching: Course Design and Implementation edited by Brian Tomlinson and Claire Whittaker. 

In pairs we read one chapter and talked about it, we read seven chapters in total. Then, separately, we joined one person of the other pairs and talked about our chapter. In the end we told each other about the seven chapters. The last part of the activity was the discussion about the conclusions. So these are the principles learnt about Blended Learning:

• Online learning means less work for the tutor than blended learning.
• Blended learning increases the motivation and the autonomy.
• There is no right 'mix', it is always based on the needs of the students.
• The online stuff is the theory, the face-to-face stuff is the practice and that means flipped classroom.
• The results are similar to traditional learning.
• There is a very strong relationship between the teacher and the students on online courses.
• Retention is higher.
• Technology is optional in a face-to-face class.
• It is very demanding.
• It achieves more.
• The teacher needs to receive feedback from the students continuously.

Two important ideas that we have to keep in mind are:

• Build the language around dialogues and avoid the temptation of keeping throwing more grammar, vocabulary, etc.
• The aims have to be clear and organised. Keep it simple.

An experiment in class: the business illusion.

In this video you have to count how many times the people wearing white pass the ball. Most of us got the times right but we missed the gorilla, the changing of colour of the courtains and that one of the players on the black team left the room. Just a few of us noticed the changes. So, what does this mean applied to learning? It means that:

• There is a narrow focus when blended.
• Multitasking is not evolved.
• Task designing must improve, we can repeat things, but from a different position.
• If you work collaboratively maybe someone will see the gorilla.  

Merdev explained the technology tool Quizlet that enables students to create six types of activities: flashcards, learn, speller, test, scatter and gravity. You can create classes and folders to keep what you create. There is also a mobile version. If you don't have type to create the activities, you can find what somebody else has done and you can take somebody else card. It is not necessary to create things by yourself. we can watch two tutorials on Russell's website. Click on the picture.

 

I talked about how the VLE Schoology works. I showed the benefits of Schoology and how this VLE is more well-organised. Maybe we were a little exhausted and nobody asked questions, probably as we are focused on Edmodo they don't want to mix two virtual learning environments. Russell thinks that this VLE is more for adult students. I totally agree with him, I think it is directed mainly to adults and business or companies if you don't want to use Moodle. Probably, the thing is that Schoology is a little bit more complex than Edmodo, but it is not really difficult to use.

We can also watch to some webinars on Schoology. Click here.

If you can't decide which VLE you want to use, I recommend visiting these two blogs that compare Edmodo, Schoology, the first blog and Edmodo, Schoology and Google classroom, the second blog.

Day 4. Learning languages and a moving story

Russell had a very peculiar way of starting the class today. He talked in Chinese and French and I thought to myself 'Oh my God! this morning I can't understand a word in English' Well, I'm only joking. This was just the introduction of the activity he prepared  for us.

He told us about how he learnt French and I was very amazed when he said that he had a speaking B2 level and an A2 writing level and that is because he learnt the grammar when he needed it, and his main aim was learning to speak the language. But what I really found out is that he had something that most of the time our students don't have, which is motivation, enthusiasm and he was really willing to learn, not just get a certificate.

In groups we answered the question: How do you learn a language? and these are some of our answers:

• Exposure to the language.
• Living in the country, but always being receptive to learn.
• It's a matter of wish and motivation.
• It's all about communication and talking to people.
• You learn the language by speaking and listening.
• It's a kind of survival.
• The target is to be determined to learn a language.
• You also have to have language aptitudes to learn a language and good habits in terms of language learning.
• A piece of advice that somebody told us from one of his/her teachers was pick any bit of English that gives you away.
• You need to have a good aptitude to autonomous learning.
• You should try to give meaning to language and learn the grammar when you need it.
• The best speaker of a language is somebody who reads a lot because although reading is not so essential, it is a part of improving your learning.

When we think about Blended Learning we always feel the pressure of using all the tools that we learn, but Russell advised us that we don't have to feel that pressure because as teachers we will find the ones that are best for us to teach our students. Every blend is different, so hold on your principles because instead of having the tools that we used to have, now we have more tools to facilitate the way we want to teach.

And then, after all this thinking, Russell told us a moving story that I actually came out in goose pimples. He told us about when he met Russell Stannard who is a retired high-energy physicist. It was a coincidence and what it is amazing is that both have a lot of things in common.

      

Now it was the turn of the screen capture. It is a tool that records anything on your computer screen as a video. You can talk over a picture, a graph or some power point slides. It is a very useful tool to give feedback to the students as you can open their work on the screen, mark their mistakes and explain where they were wrong giving some advice. You can also give an overall feedback to all the students in a group after marking their work. You give feedback, but always referring to the marking scheme.

Talking about giving feedback through screen capture we can find advantages and disadvantages. 

ADVANTAGES

• Students can watch the video several times.
• the video is richer in content and detail.
• The assessment is formative, it is not a question of correcting mistakes, students are going to learn from it.
• It is dialogic.
• It is more personal, the students like listening to the teacher.
• The language is much more natural.
• It can save time.
• The students can focus on the text and listen to why they made a mistake.
• You can extract good and bad things from students work and share with the group, that means peer feedback and makes the learning being collaborative.
• It can be useful for self-evaluation sending a video to the  students with the things they should do and then they have to predict their mark and write comments explaining why. Finally the teacher gives them their real mark.  

DISADVANTAGES

• It's time comsuming.
• It may not be effective for lower level students although you can decide the language you want to give the feedback.
• Administration: it's necessary to reach an agreement with your head of studies or headmaster.
• The consistence of the feedback. Some teachers give good feedback and some others don't.
• The language ability of the teacher.
• Too much feedback (just a few things to correct, it's not necessary giving feedback on everything.
• Privacy can be an issue, but it's often exaggerated.
• For a second marker video feedback can be a problem because he/she has to watch all the video.
• The review is not so easy as in paper.

From Russell's research on feedback, we can obtain the following conclusions:

• More information was conveyed.
• Students liked the multimodal forum of feedback.
• Students felt the feedback was clearer and easier.
• It was a good listening practice since the feedback was written in the L2.
• It was more engaging than written practice.
• It was much more personal.

FOOD FOR THOUGHT about video feedback

• It's summative.
• It works better on longer pieces.
• It is perceived as conferencing.
• It needs to be used at certain times.
• It probably works best as indirect feedback as it processes the answer.
• It needs to be carefully introduced.

Russell showed us a new tool called SnagIt for screen capture. The only disadvantage is that is not free and you have to pay 30 dollars for it, but I used it on the Flipped Your Classroom course and it is worth it. In groups we thought about all the things we can do with this new tool and here are some of them:

• It can be used as an update for absent students.
• You can do mini presentations (pronunciation, grammar, vocabulary, etc).
• You can record tutorials.
• It can be used to record instructions for assignments.
• It can help feedforward.
• It can promote students' contribution.
• It can be used to make up classes.
• It's a good tool to support students with special educational needs.
• You can use it with mixed ability groups.
• It could also be good for hyperactive students.
• It is useful to give peer feedback.
• It can be good for self-reflection.

Russell gave us some ideas about how to give feedback to our students and I liked a lot the idea of a feedback sheet, for example, they record themselves once a month during five month and they assess themselves with the feedback sheet and choose the one they want their teacher to correct.

We can find the following videos on Russell's website in order to use screen capture tools:

• SnagIt and JING
• Introduction to SnagIt
• SnagIt and YouTube
• Free trial of SnagIt
• JING free screen capture software
• Camtasia free trial

Click here to visit Russell's website. 

Today we had two presentations of two technology tools. Aysun showed us how voicethread works and I think it is a very interesting tool I can use with my students and these are some of the advantages that I can find:

• You can use it for discussions as a blended learning tool because other users can comment on the pictures.
• It can be used for book talks or reflections.
• It's good for shy students.
• It's easy to embed and share.
• In each file you can comment more than one picture and in groups students can comment one picture each so that's collaborative learning.
• You can make up to 50 recordings for free.

     

And then Radek explained to us about EDpuzzle. Although I found it a bit complicated tool because the website it's not intuitive, I think it's a really good tool to improve my students listening skills. It's just a question of practising a bit because practice makes perfect.   

Day 3. A Blended Learning lesson

Today we enjoyed a very motivating blended learning class and we discovered new things to do with websites that we already knew. Click on the pictures to explore the websites.

              

We discussed the activities we can also create to add to those exercises on the websites in order to make our class a blended learning class. The key is thinking skills, you can'nt do everything in class, it is a question of selection, you have to select the tool of technology that suits best for your class.

The second part of the morning was dedicated to think about how we can use the wall on Edmodo to get our students engaged. Lots of ideas arose such as: 

• Comments on a photo.
• Finish a sentence.
• Alphabet chain.
• Word of the day.
• Favourite TV series.
• Top five books/films.  
• How do you feel ? You can write any word except FINE.
• Paraphrasing.
• Comments on a video.
• Answering questions.
• What would you like to talk about in your next class?
• Date: what happened today in history?
• Feedback.
• Controversial statements.
• What book are you reading at the moment?
• Describe your journey to work.
• What's the best/strangest story of the week that happened to you?
• Write a meaningful sentence using these three words.
• Cartoons.
• Polls for further discussions.

All this kind of activities shoud be done once a week, but NOT every day as students can be stressed with lots of tasks every day, for example it is good to do it every Monday morning.

After that we worked on how assignments work and how we can order all the content we upload in folders. Using Edmodo is very intuitive, but we always have to take into account that we have to be precise with the name of the videos and the folders in order to find them easily. Another good thing about Edmodo is that if you want that something appears always at the top of your Edmodo page, you can pin it. If you are working for a company you can pin your company logo or even if you are a teacher you can pin the logo of your school.  

Wow! The time has flown today and this is my idea of the day: content is what generates learning.   

Working on the Blended Learning course

Day 2. Using technology in and beyond the language classroom.

Our second day started doing an activity in groups of three and we chose one technology tool, resource or idea that we normally use in class, explained to the group what it is and how we use it and then we talked about the advantages of using it and said if we had any tips. As a feedback, we shared all the different technologies, ideas or resources with the rest of the group and I really discovered very engaging ones to put into practice.

One tip that we learnt today is that technology has to be in the right place at the right time. And we have to try to learn the right tools to use in our classes.

But the main question today was: 'What is Blended Learning?' Most of us said that Blended Learning is a combination of face to face learning and online learning and we reached to the conclusion that Blended Learning is NOT a combination of face to face learning plus lots of technology that is what we actually do in our classes.

Some of the main tips for a Blended Learning course are:

• You have to organise what is essential for the course.
• The pedagogy comes first because that will help you to use the technology. Whenever a new technology appears, there is something which is called the 'wow' effect. However, we should not be seduced by the novelty, we should always focus on the learners' needs. We should ask ourselves whether the technology will improve  teaching and enhance teaching. We mus ensure that the teaching is driven by the pedagogy and supported by the technology.
• Sometimes less is more.

To put all this in context we watched two videos, one about how to make Blended Learning work in our classrooms and another one about Blended Learning and technology integration as integration is a key concept because if there is a close correlation between the content of the lesson and the online materials, the online materials will be used more enthusiastically.

Blended Learning working in your classroom

It was very shocking listening to one of the students saying ' I have learnt more today than I have just learnt in a whole year'. Watching the video you can see that it looks very different in every classroom because everything depends on what the students need to learn. The students participate in the learning process and they record podcasts during class time, but it is not online. The important thing is the access at home because the evidence may take place at home. In this video we can see two parts:

1. The deliver of information watching Khan Academy videos, although the studenst say that they prefer to listen to their teacher.

2. The process of learning through screen casting technology.

What was really new for all of us was the statistics, the process that seems to be working and the use of a different activity for each group.  

Blended Learning and Tecnology Integration

In this video we can learn that Blended Learning is about instructional design and it is not using technology in class. Blended Learning has a collaborative component added to student's integration which means delivering and careful instruction planning.

Russell Stannard explaining Edmodo

In the afternoon we worked on a VLE (Virtual Learning Environment) called Edmodo which offers lots of possibilities for a Blended Learning course and for a Flipped Classroom. It didn't take a lot of time to learn the ropes of Edmodo as we are quite an homogeneous group in terms of technology. But the question is where does Blogger play a possible role on a Blended Learning course? It can be useful:

• to use it as a VLE;
• to use it as the online classroom;
• to use it as a class blog;
• to deliver information;
• to process information
• and to work individually or in group.
• It is certainly a great technology for trying all together.  

Working in class

After the classes, NILE offered a cultural tour around Norwich and this is a short story I have written based on a ghost story from this city:

THE LAVENDER HOUSE

'Plague. Death. The authorities ordered to check if the people living in the house were dead. No sign of life. In order to avoid the smell, they put lavender on their masks, they painted the red cross on the door and sealed it as well as the windows. After three weeks, they came back to pick up the corpses, but one of them had moved. The youngest daughter was not dead the first day they came, she was asleep, but three weeks later, she was and she didn't die of hunger.'

Based on a ghost story from Norwich

Day 1 - Thoughts on using technology

Today has been our first day on Blended Learning. The first activity was an ice-breaking one in order to know each other in the group. It's a big group, there are 14 of us. I really enjoyed it and I think it is going to be useful for my classes.

Then Russell, our teacher, showed us a tool called TodaysMeet and it was really good for discussions in class. If you click here you can watch some videos showing how it works.

We discussed the advantages of using technology and why we are introducing technology in the language class. These are some of the ideas:

• It's cheap for institutions to run.
• It gives instant feedback.
• It's a way to interact with other people in order to facilitate learning.
• It offers flexibility.
• You can learn anywhere at your own pace.
• It makes learning more memorable.
• It gives more autonomy to the learner.
• It's appealling to the students.
• It keeps up with digital natives.
• It`s engaging and motivating.
• It's a way to attract more students for the companies and distance is no longer a problem.
• It saves time.
• You can have quick access to any information.
• Young people are digital natives.
• Everty learner can find their individual way of learning.
• It offers freedom to choose any kind of resources to learn.
• You don't depend on a timetable.
• You have access to all kind of libraries, open university courses, MOOCs.

The second discussion using TodaysMeet was about what is the stumbling block that causes teachers to shy away from using technology and we reached to the following conclusions:

• They think they are not good at technology.
• Some of them are digital immigrants.
• It's a waste of time due to technological problems.
• It's time consuming.
• They are technophobes.
• There is no equipment in the schools.
• Technology is threatening for some teachers because students know a lot about technology, but they don't.
• Technology becomes the purpose rather than the tool. 
• Students concentration may be disturbed.
• Some teachers struggle to find good stuff.
• Technology is distracting.
• Not all the students have access to technology.
• Bullying might happen.
• Lots of information to choose from and it may be confusing.
• Information is consumed so quickly.

Russell briefly talked about Sherry Turkle who speaks about the power of talk on the digital area. These are some interesting videos about her:

Sherry Turkle, 'Reclaiming Conversation' Google

Sherry Turkle, 'Connected, but alone?'

Sherry Turkle, 'Reclaiming Conversation' the agenda

We also talked about how the delivery of information is more precise when it is on video and Russell gave us two examples, one related to Richard Mayer and another one to Smith and Smith. This is a video of Richard Mayer exploring aspects of the role of the video and the design for effective teaching and learning in higher education.

The last part of the day was dedicated to how to create a blog on blogger because it can be used for different things:

• You can create posts.
• It's like a diary.
• It can be used as a website.
• It can be an e-portfolio (an electronic collection of our students productions: powerpoint presentations, podcasts, etc)
• It is a way of reflection.    

As an example of an excellent blog about technology, this is the link you can visit. It is Nik Peachey's blog, a digital education expert.

And another example of a really good blog is a blog of one of Russell's students at university, Jo Gakonga. Click here to see it.

Finally, in order to review how to create a blog, we can visit Russell's website and click on blogs and wikis. Click here to watch the two videos.

And that was all for today!

Russell Stannard, our teacher