Coletânea de textos - segunda parte
[Sciences]
[Social Studies]
[Miscellaneous]
The links on the pages will be updates on a weekly basis. We are also planning to include
new categories on the Kids Web site. These new categories will be a function of requests
submitted by users on theKid's Web Page. As always enjoy your stay on the Kids Web
Site.
You can send an email to Kids Web us kidsweb@npac.syr.edu
Click here to access the "Classic Version" of Kid's Web. This is the site
that has been operational for the last couple of years. If you encounter
any problems feel free to e-mail us at kidsweb@npac.syr.edu. We are
looking forward to your continued patronage and inputs regarding our
site.
You tell us what is cool and what is not! Use this interactive form to tell us sites that you
have visited that could be included in the Kids Web site. We will then inspect these sites
and include them accordingly with due credit given to you.
Click here to submit your sighting
Important information for parents and teachers
Other Digital Libraries
Other Collections of Web Sites for Kids
[Kids Web] [Arts] [Sciences] [Social Studies] [Miscellaneous]
Kids Web is maintained by DR, Northeast Parallel Architectures Center, Syracuse University
You can send an email to Kids Web at kidsweb@npac.syr.edu
Resposta 1:>
Prezada Profa. Liane:>
Encontrei um fantátisco número de serviços (e tantos outros ainda por descobrir!) em educação>
em geral como em ensino de língua inglesa como L1(Língua-Mãe) ou L2(Língua Estrangeira)>
A seguir, vêm listados alguns dos serviços selecionados para uma breve análise teórico>
metodológica: >
1. Ruth's Courses, Spring 1999>
Handouts for Classroom Courses>
Kie-98.103 Advanced English for Everyday Use (2 credits)>
Kie-98.505 English on the Internet (2 credits) >
Self-Access/Distance Learning Courses>
The courses below are all very flexible and can be tailor-made to suit the learner's needs.>
To enrol for these courses, contact Ruth by email.>
Kie-98.103 Advanced English for Everyday Use (Self-Access)(2 credits)>
Kie-98.104 Advanced English for Science and Technology (2 credits) >
Kie-98.505 English on the Internet (2 credits) >
Kie-98.117 English Literature (1 credit) >
Student Portfolios>
Kie-98.103A Advanced English for Everyday Use 2>
Group 1 to 6>
Kie-98.103B Advanced English for Everyday Use 2>
Group 1 to 6>
Kie-98.103D Advanced English for Everyday Use 2>
Group 1 to 6 >
Kie-98.505 English on the Internet>
Haifeng Lin's Portfolio >
Kimmo Harinen's Portfolio>
Jukka Parviainen's Portfolio >
Group >
Helpful Links for Students>
Crossing Borders via the Internet - Randall Davis explains the Internet to his students> in a superb way. Enjoy his work:-) >
Discovering your learning style >
American-British British-American Dictionary>
*Ruth Vilmi's Home Page *Language *Help Pages *Mail to Ruth Vilmi *Search>
© Ruth Vilmi. Last updated on 25th March, 1999.>
URL: http://www.hut.fi/u/rvilmi/Spring99/index.html>
2. The Internet TESL Journal, Vol. III, No. 10, October 1997>
http://www.aitech.ac.jp/~iteslj/>
Kids Web - The Digital Library for K-12 students>
Kid's Web goal is to present students with a subset of the Web that is very simple to>
navigate, and contains information targeted at the K-12 level. Each subject section,>
contains a list of links to information that is understandable and interesting to schoolkids.>
There are also links to external lists of material on each subject which more advanced>
students can browse for further information. >
Clicking on the buttons to the left will get you to the required page. You can also click> on the text buttons below to get to the sites.>
[Arts] [Sciences] [Social Studies] [Miscellaneous]>
The links on the pages will be updates on a weekly basis. We are also planning to include> new categories on the Kids Web site. These new categories will be a function of requests>
submitted by users on theKid's Web Page. As always enjoy your stay on the Kids Web> Site.You can send an email to Kids Web us kidsweb@npac.syr.edu>
Click here to submit your sighting>
Important information for parents and teachers>
Other Digital Libraries>
Other Collections of Web Sites for Kids>
[Kids Web] [Arts] [Sciences] [Social Studies] [Miscellaneous]>
Kids Web is maintained by DR, Northeast Parallel Architectures Center, Syracuse University>
You can send an email to Kids Web at kidsweb@npac.syr.edu>
3. BALEAP Conference, March 1999. Leeds University, England.>
Collaborative Writing Projects on the Internet>
Overview of HUT Internet Writing Project, 1993 to 1999 (formerly HUT Email Writing project)>
Ruth's publications on HUT Internet Writing Project - International Writing Exchange (IWE)>
Started in 1993, this fast became the most popular collaborative writing activity of the HUT> Email Writing.>
Project, largely due to its firm yet flexible structure. It's a flexible communicative project,> with students writing to and receiving feedback from their global peers as well as their teacher.>
The 5 main phases of each 6 week module are: >
1. Introductory letter with teacher feedback, and student's revised version;>
2. Article on a topic, e.g., Love and Marriage;>
3. Peer feedback 1;>
4. author's response, 3 , 4 and 5.>
Teacher feedback, followed by self-study, e.g., with Help Pages, XE demo and exercises,> created by class teacher and peers. Virtual conference in HUT Virtual Language Centre > Evaluation and selection for IWE Journal>
Os serviços acima listados podem ser vistos pedagogicamente sob as seguintes> orientações baseadas nos estudos de Warschauer, Chun, Wang e outros. As sublinhas são> minhas, com vistas a enfatizar os aspectos construtivistas dos mesmos.>
"The following guidelines are designed to help teachers implement computer network-based> activities into the second language classroom:>
#1: Consider Carefully Your Goals>
There are several possible reasons for using the Internet in language teaching:>
· the linguistic nature of online communication is desirable for promoting language learning. Electronic discourse tends to be more lexically and syntactically more complex than oral discourse (Warschauer, 1996a) and features a broad range of linguistic functions beneficial for language learning (Chun, 1994; Kern, 1995; Wang, 1993.
· using the Internet creates optimal conditions for learning to write, since it provides an authentic audience for written communication (see, for example Janda, 1995).
· it can increase students' motivation (Warschauer, 1996c).
· learning computer skills is essential to students' future success; this reason suggests that it is not only a matter of using the Internet to learn English but also of learning English to be able to function well on the Internet.
If the teacher's goals is to teach students new computer skills, the teacher may want to choose Internet applications which will be most useful to them outside of the classroom, with activities structured so that students steadily gain mastery of more skills. If the immediate goal is to create a certain kind of linguistic environment for students, once again, the teacher should consider
what types of language experiences would be beneficial and structure computer activities accordingly. If the goal is to teach writing, Internet activities should be structured so that they steadily bring about an increase in the types of writing processes and relationships essential to becoming a better writer (see, for example, seven activities by Janda in Warschauer, 1995b).
1. Of course there are many ways that Internet activities can be integrated into the overall design and goals of a course (see Sayers, 1993 for a good overview):
1. The teacher can work with students to create research questions, which are then investigated in collaboration with foreign partners.
2. Students and long-distant partners can work collaboratively on publications.
3. Students can use exchange partners as experts to supply information on vocabulary, grammar, or cultural points, which emerge in the class.
Again, the choice has to be made by the classroom teacher, preferably in ongoing consultation with the students. Nevertheless, as Roberts suggests above, it does behoove the teacher to think about how to integrate online connections into the class rather than adding these connections on top of the rest of the classroom activities in a disconnected fashion.
# Be aware of the complexities in introducing Internet-based activities in the ESL classroom:
· Activities in a single class may be dependent on scheduling the computer lab, and on students finding computers outside the class time to continue their activities.
· Hardware and software can malfunction and computer systems can be down.
· Students' schedules might not permit them to return to the computer lab at a time when computers are available to complete their assignments.
#3: Involve Students in Decisions:
· The concept of a learner-centered curriculum (Nunan, 1987) predates, and has broader significance, than the Internet enhanced classroom. A teacher will have to consult students on a regular basis. This might involve anonymous surveys, class discussions, or similar means of involving students in expressing their opinions about the process of implementing technologies.
· The nature of computer-mediated communication creates opportunities for more decentered interaction (for summaries, see Warschauer, 1996b; Warschauer, Turbee, & Roberts, 1996). To fully exploit these opportunities, the teacher must learn to become a "guide on the side" rather than a "sage on the stage".
· Teachers' contributions in a learner-centered, network-enhanced classroom include coordinating group planning, focusing students' attention on linguistic aspects of computer mediated texts, helping students gain meta-linguistic awareness of genres and discourses, and assisting students in developing appropriate learning strategies. (Warschauer, Turbee, & Roberts, 1996)."
Conforme a lista de princípios de BROOKS e BROOKS (apud NCREL, 1995) o trabalho de um professor construtivista deverá proporcionar atividades que:
1. encorajem e aceitem a autonomia e iniciativa dos estudantes;
2. usem dados básicos e fontes primárias juntamente com materiais manipulativos, interativos e físicos;
3. usem a terminologia "classificar", "analisar", "predizer" e "criar" quando estruturam as tarefas;
4. permitam que os estudantes conduzam as aulas, alterem estratégias instrucionais e conteúdo;
5. questionem sobre a compreensão do estudante antes de dividir seus próprios conceitos sobre o tema;
6. encorajem os estudantes a dialogar com o professor e entre si;
6. encorajem os estudantes a resolverem problemas abertos e perguntarem uns aos
7. outros;
8. estimule os estudantes a assumir responsabilidades;
9. envolvam os estudantes em experiências que possam trazer contradições às hipóteses
inicialmente estabelecidas e que estimulem a discussão;
10. proporcionem um tempo de espera depois das questões serem estabelecidas;
11. proporcionem tempo para que os estudantes construam relações e metáforas;
12. mantenham a curiosidade do aluno através do uso freqüente do modelo de ciclos de
aprendizagem.
Deste modo, STEFFE e GALLE (apud BENAIM (1995) apresentam suas visões do aprendiz e do professor, sob o ponto de vista construtivista,em que o papel do aprendiz, não é mais o de um absorvedor passivo da informação, mas sim o de um indivíduo ativamente engajado na construção do conhecimento, trazendo consigo seu conhecimento anterior para enfrentar as novas situações. Os debates entre os alunos, nesta linha, são considerados como oportunidades para desenvolvimento e organização do pensamento. O diálogo, os jogos e as pesquisas são valorizadas. Existe uma ênfase na colaboração como um meio de estimular a busca de um consenso entre os vários significados encontrados e construídos pelos estudantes. O foco não está mais no que o estudante sabe, mas nas suas convicções, em seus processos de pensamento e concepções de conhecimento.
Creio, Profa. Liane, que os serviços acima selecionados apontem mais para o modelo
teórico pedagógico fundamentado na teoria piagetiana, numa linha mais construtivista do que comportamentalista, embora se saiba que os cursos desenhados por instituições educacionais americanas (ver o exemplo do Kids Web) ainda guardem em seu bojo resquícios do modelo teórico skinneriano.
A tentativa de resposta à atividade proposta para a aula 1 está longe de ser a ideal. Contudo, espero poder ser mais objetiva e científica possível nas próximas etapas. Um abraço, Janete.
Um abraço
Janete
Vacaria, 05/04/99.