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Blogs and Web 2.

0 tools:
Notes from my experience
~ http://www.xtec.cat/ ldomenec / training / mis_blogs / index.htm
Lourdes Domenech Cases
First I would like to thank the Telefónica Foundation for inviting me to presen
t my experience with blogs. An experience that will serve two years and I will t
ry to summarize in 10 minutes, so try to be as pleasant and clear as possible. O
f course, at this time may not satisfy the curiosity of all of us who have gathe
red here, so you can explain away as it read on the link in the page you will fi
nd EducaParty:
~ http://www.xtec.cat/ ldomenec / training / mis_blogs / index.htm
My edublogs
PERSONAL BLOG
COLLECTIVE LEARNING BLOG
AULA BLOGS
Teacher Training Blog
My experience is like a tree that gives rise to three branches: Blogs, virtual c
lassroom moodle and resources page. They are three points where it joins my work
in the RED. Modestly try to tell you my experience with educational blogs. I st
arted with A PIE DE AULA, and in addition tried to experiment with the use of bl
ogs with my students in LENGUABLOG. Both have gone through several stages which
I will detail later, because my presentation will focus on them and expose some
web 2.0 tools with which they work. Parallel to these two blogs also emerged or
was born a collective blog a few instances of very experienced teachers, siding.
There are Alejandro Valero, Javier Escajeda, Lourdes Barroso, José MarÍa Camp
o, Angel Puente, Leonor Quintana and others who do not want to forget. Well, I j
oined the adventure as a boy and here I am still learning. Furthermore, in the i
mage are TWO OTHER BLOGS. One correponde to an interdisciplinary environment, th
e purpose of water and I was lucky enough to coordinate with two other partners
of the center. And next, BLOCSEDUCATIUS, a blog to support teacher training and
with whom I worked in the training courses in the UDG (University of Girona) and
the Association Spiral. So roughly it is my particular radiograph of blogs.
Personal Blog
http://apiedeaula.blogspot.com
In Classroom Walk realize the work I do on the Web is the time to reflect on my
teaching experience in the use of ICT in the areas of work of which I have spoke
n.
Ab ovo, Nomen, omen DISCOVERY OF OTHER BLOGS EASE OF PUBLICATION
CREATION: personal blog | diary of experiences CHOICE OF NAME: A walk in the cla
ssroom
Walk to class
CIRCUMSTANCES OF CREATION. My first contact was casual blogs. A companion had go
ne to a course that had been submitted to this utility. Came so excited that we
were at my house to try something new. Before that evening, there was never surf
ed the blogs and know that there were many in the field of education. I checked
it was so easy to create one a month later I opened my own. This was in November
2005. Choose blogs (http://apiedeaula.bitacoras.com), no other criteria that la
nguage. It was in Spanish and for a beginner was an advantage. By then, I had lo
oked a few and even had a first list of favorite educational Metro (aulablog). T
he title expresses very well the intention with which he was born. I knew from t
he beginning that it would be a day of class, in which he scored the experiences
he was doing. At that time, was conducting a course on reflective practice in w
hich I discovered the benefits of keeping a record of teaching. The blog became
for me an unassuming space in scoring my first flirtation with the ICT (Informat
ion and Communication). The process of integration of ICT is developing unevenly
across the peninsula, so I thought important to follow the daily life of this p
rocess and contribute to its consolidation. After five months of successive fall
s in blogs and the server, I decided to move to a new home. In March 2006, I ope
ned an account at blogger and I'm still there (http://apiedeaula.blogspot.com).
The best thing was that I could register it with the same name. This fact was no
t a mere detail. Walk to class was more than a title and URL, it had become a st
atement of intent.
Fidelitas et Variati, exempli gratia classroom experience
LANGUAGE AND LITERATURE: NEWS OF INTEREST
Walk to class
From the beginning, I tried to be faithful to my first objective, to have classr
oom experiences. However, the blog has been growing and taking shape over time.
Roughly speaking, the contents of the blog is divided into five sections: EXPERI
ENCES OF LEARNING In this section, realize activities with students.€I try to p
resent the material with which I worked and I have applied the methodology. In t
his sense, the blog has become for me a newspaper to class and other teachers, a
n activity log. Note the teaching sequences helps me to reflect and evaluate my
teaching approaches. Not always meet the expectations of a program, so the subse
quent discussion is necessary. With the addition that it is always tempered and
enriched by the contributions of the comments. NEWS OF INTEREST. The fabric of t
he network is so extensive that when I come across a page or resource that may b
e relevant to my subject, I hasten to save it. So the blog becomes a resource ba
nk commented, that I make available to other teachers. Disseminate news of inter
est to the community is a very common practice, not only in the edublogs, so foo
t classroom is no exception. Some entries are simply submitting links, articles,
proposals ..., others are adorned with touches of opinion.
ICT UTILITIES
TEACHER TRAINING
Walk to class
UTILITIES ICT. Metro Blogging for Education, Pom blogs or other aggregators of b
logs for teachers and soak up technological developments are in unison. From the
hand of them all, I have learned to use new tools. Sometimes, the emergence of
a new utility to me as an obstacle, sometimes, I discover the fun side of learni
ng and I hasten to prove it. When the latter happens, discuss your educational o
pportunities and, occasionally, I provide Walkthroughs of use. TRAINING OF TEACH
ERS. Since I got into the field of teacher education, have appeared many new ICT
. I have spent some entries to reflect on this type of training and presentation
materials I prepared for the development of courses, in fair correspondence wit
h all those teachers who generously offer their resources.
MISCELLANEOUS
Walk to class
The rankings are a resource to structure and organize contents, but not always s
ufficient to accommodate the variety. Walk to class In this premise is also true
. Even the establishment of the above categories is sufficient to accommodate al
l the entries that are published so far, so I talk about another group that, und
er the label of miscellany, gathers more personal post (celebrations-such as the
award-Spiral , anniversaries ...), brief and hasty notes, reports, or memes, fo
r example.
Alii et alii Et Learning at home and in the company Blogosphere EDUCATION COLLAB
ORATIVE PROJECTS: SOCIAL NETWORK
Walk to class
While it is true that foot classroom is a personal blog, I know I'm not alone. I
n my opinion, the edublogs are a space for training. Being a blogger involves a
double commitment: to publish and comment. When I started my journey as bloglect
ora, I discovered how much others knew. This statement, far from deter me, I ser
ved as a stimulus. I kept going because I always felt very welcome, because I fo
und answer to thousands of questions. I had no shame, no qualms about asking. I
learned with pleasure in the company, which is what we should all learn. Soon ca
me the visits and the reference to my blog elsewhere. Lying if I said I did not
feel some dizziness. Initially I felt overwhelmed, I later found virtually the p
leasure of talking with other experienced bloggers. Gradually, I discovered the
meaning of the neologism interact. The comments on my blog and I was leaving the
other blogfesores were drawing a network of professional links and friendly rel
ations which was and is difficult to ignore. I discovered that the blogosphere i
s a social network and I, with little knowledge, began to be part of it. And the
proof is in the various collaborative projects in which I could participate. Th
e first was the sum of the contributions of various inputs and consisted of an a
udiovisual, a proposal by Isidro Vidal: Jazz and Literature: A post with the fiv
e senses. Then came the wikis of Felipe Eduardo Zayas and Larequi. And the excit
ing adventure of The Shed. It may seem an exaggeration, but next to the members
of this group blog I've learned much of what I know about ICT tools. With them,
I lost the fear of stagnation of the codes, iframes, embeds and other labels, an
d with them, I have dared to multimedia files (podcasts and videos) ... and I di
scovered how to design activities based on new approaches and models. And, of co
urse, the trace of this learning is in the classroom on foot.
Classroom Blog
2005-2006
http://lenguablog.bitacoras.com
2006-2007
2007 -?
http://lenguablog2.blogspot.com/
http://lenguablog.wordpress.com /
Lenguablog
Parallel to the creation of my blog, born Lenguablog, the classroom blog. While
exploring the uses of a personal blog about my teaching, I also wanted to experi
ence their use in the classroom. Thus, both are a tandem and feed off each other
. Lenguablog's story runs parallel to the ordinary classroom. In two years, has
been hosted on several servers: in its first edition in Journals (2004-2005) and
Blogger (2005-2006), in the second. Now they have moved both files to Wordpress
, with a twofold purpose: To collect all the entries in a single blog and be a b
ackup copy of the foregoing.
Blog Features 1. Text File Library personalized text Anthology 3. Knowledge Soci
alization of blogs and use of ICT.
2. Students interaulas Blog INTERACTION editors and readers.
Lenguablog
What is Lenguablog? LENGUABLOG arose from an intuition. Lenguablog is conceived
as a place to collect and classify the texts produced by students. It is an anth
ology of texts written in class and with class. They are the result of a creativ
e process that culminates in the online publication. It is a library of personal
ized text and a communication tool of the subject. Lenguablog interaulas a colle
ctive blog, since its activity is not confined to one group of students, or a le
vel. Students can post and read his texts, regardless of the course you are. Are
publishers and readers at once.
4. COMMUNICATION Hypertextual Reading and writing hypertext. Code linguistic, pa
ralinguistic, visual, auditory
5. WRITING NOTEBOOK Writing in a formal context (income) / informal (comments) S
tandards of Conduct Guidelines linguistic correctness (blogetiqueta)
Lenguablog
The blog is a means of reading and writing hypertext. Students know that their t
exts are exposed to reading others and they themselves strive to improve them. D
evelop a sense of modesty that pushes them into self-analysis and helps improve
the learning process. It is also a BOOK OF RECORD, and in this sense, serves a d
ual role. On the one hand, the act of writing takes place in a formal context an
d under the requirement to comply with the standards of linguistic correctness.
On the other hand, writing on the Web involves ethical learning, since both the
inputs and comments, students must participate out of respect and tolerance towa
rds others. This dual role serves to counter two habits that are permeating the
teenagers used to surf the web: the proliferation of synthetic writing and icono
graphy, with plenty of unstructured text messages and the ability to hide his id
entity under a pseudonym or nickname and write without regard of any kind. In Le
nguablog, students sign their interventions (inputs and comments)
Blog Projection Visits from family and friends Presence in the media
CiberpaÍs
Lenguablog
The public dimension of the blog is also a stimulus for students. They recommend
them to friends and family page. And they have satisfied their desire actor whe
n they saw how the media have echoed their work.
Read other blogs read blogs other educational experiences
Know
Share
Technology News
In addition to writing a blog and encourage blog writing in the classroom, I am
a bloglectora. Follow the blogs today I may: 1. Knowing first hand the reality o
f education in other communities. 2. Discover and share educational experiences
3. Keeping abreast of technological developments is also talk of blogs talking a
bout RSS aggregators, social bookmarking. And is that through blogging, I learne
d everything I know about Web 2.0: A multimedia incorporate activities to edit a
nd manage images, conceptual mapping, among other utilities.
Web 2.0 Web 2.0
PODC ast
Ma s p a
cept u
ales
Video
s Map
But the best has been able to teach using these tools to students. With them we
recorded podcast, we have created video clips, presentations, concept maps and g
eoreference collectively.
WEB 2.0: There is much more WEB 2.0: There is much more
This is just a sample, much more ...
Epilogue I will continue to walk in the classroom. This is my place.

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