A Blog for People Who Disagree With Blogs

So far, all of my posts here have discussed how classes can be extended with technology outside of the classroom walls. But recently, my classmate Steven wrote a blog post about use of technology within the classroom, which got me thinking about how it makes its way into the midst of our classes. In some ways, the integration of technology can be very positive for ESL writers. Translation tools and online dictionaries can be excellent support systems for writers who are struggling to compose an ambitious text. Resources on correct English grammar and usage are also plentiful online, and so for English L2 students, who have very individualized English needs which cannot be addressed in a whole-class lecture, being able to tap into those resources while working can be great. It can also allow that sort of work to exist in the classroom at all, when previously it may have been prohibitively difficult for students. That can backfire, though. Students can rely on translation tools to cover ...

At the moment I’m working on developing some lesson plans targeted at advanced learners. Some of the readings I’m using come from link-heavy websites: the Washington Post, Vox, and Wikipedia. Comparing the text structures and layout of the three, I’ve been reflecting on how students can compose for new media. It’s interesting to see these sites transforming. I’ve been a reader of the Washington Post for a long time, and the design of their articles – link-heavy and informal – is new. Five years ago, the Washington Post looked a lot closer to the New York Times, with long, mostly-formal, independently readable articles. The articles used to contain all of the background information you’d need to understand the topic at hand. Links were sparse to non-existent. The page layout has shifted along with the content. The Washington Post now has lists of links (like “top stories”) in different orders on different parts of the page, designed to get your attention, get more clicks. Ads dot th...