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PAPER
About :
Using ICT to Communicate and
Collaborate,
and Using ICT to Inspire and Engage
Subject: Information
Technology
Lecturer : Yasyir Fahmi M., M.Pd..
English Department
Compiled by Group IV :
DWI MEYDIANTI (3061512034)
FITRI WAHYUNI (3061512035)
SEKOLAH TINGGI
KEGURUAN DAN ILMU PENDIDIKAN
PERSATUAN GURU
REPUBLIK INDONESIA
(STKIP PGRI)
BANJARMASIN
2017
PREFACE
Thank God we pray for the presence
of God Almighty, who always bestows His grace and Hidayah to us, so that all of
us to be in good health in carrying out daily activities. And we were able to
complete the preparation of papers to fulfill the duties of Information
Technology and Communication(ICT) under the title "USING ICT TO
COMMUNICATE AND COLLABORATE, AND USING ICT TO INSPIRE AND ENGAGE ".
And also, don’t forget to say thank
you to those who give support and especially to Mr. Yasyir Fahmi M, M.Pd as
lecturer of Information and
Communication Technology(ICT) who give us this assignment.
We hope that this paper can be
useful for all of us.
Group IV
1 April,
2017
Table Of Content
PREFACE ............................................................................................................................ i
Table Of Content................................................................................................................. ii
CHAPTER 1 Introduction...................................................................................................... iii
A.
Background.............................................................................................................. iv
B.
Problem
Formlation................................................................................................ iv
C.
Purpose ................................................................................................................... iv
CHAPTER II Explanation....................................................................................................... 1
A.
Information Communication and Technology (ICT)................................................ 1
B.
Using ICT to Communicate and
Collaborate.......................................................... 1
C.
Using ICT to Inspire and Engage............................................................................. 9
CHAPTER III CLOSING ......................................................................................................... 17
Source.................................................................................................................................. 18
CHAPTER I
Introduction
A. Background
Information and Communication
Technology (ICT) is currently very developing in society. Generally Information
Technology is a technology that is used to manage data, including inside:
processing, obtain, compile, store, manipulate data in various ways and procedures
Gunak produce quality information and high use value. ICT developments
continues to increase with human needs. With the information and communication
technology can help us to learn and get the information we need from anywhere,
anytime, and from anyone.
On this paper, we would show you
many ways to use ICT on communication and collaboration, and also how to using
ICT to inspiring and engagement in learning activities of students with the
kinds of application.
B. Problem
Formulation
1. What is the
meaning of ICT ?
2. What is the
meaning of using ICT to communicate and collaborate ?
3. What are
some kinds of application that use to communicate and collaborate ?
4. What is the
meaning of using ICT to inspire and engage ?
5. What are
some kinds of application that use to inspire and engage ?
C. Purpose
The general purpose of this paper is to give all of us
more knowledge about using ICT to communication and collaboration, and also to
inspiring and engagement of students. And we can use the kinds of applications
involving the above to teach one day in future when we are to be a teacher.
CHAPTER II
EXPLANATION
A.
Information Communication and Technology (ICT)
ICT (information and communications technology - or
technologies) is an umbrella term that includes any communication device or
application, encompassing: radio, television, cellular phones, computer and
network hardware and software, satellite systems and so on, as well as the
various services and applications associated with them, such as videoconferencing
and distance learning. ICTs are often spoken of in a particular context, such
as ICTs in education, health care, or libraries. The term is somewhat more
common outside of the United States.
ICT
is an extended term for information technology (IT) which stresses the role
of unified communications and the integration of telecommunications (telephone
lines and wireless signals), computers as well as necessary enterprise
software, middleware, storage, and audio-visual systems, which enable users to
access, store, transmit, and manipulate information. (Wikipedia)
B.
Using ICT to Communicate and Collaborate
In many respect, communication and collaboration are
the culmination of all activities . many of those, of course, work best as
collaborative activities, whether working on a presentation or making a short
video. Students naturally enjoying working with their classmates - well, they
usually do – and even though this can call for more active classroom
management, teacher know that the most effective learning often takes place
this way. ICT has for some time been promising to enable cooperation and user
participation. This is sometimes called ‘web 2.0’ and encompasses social networking sites,
podcast and blogs, highlighting peer to peer relationships rather than
top-down ones from the early days of
static web pages. One palpable change is the way in which technology expands
the classroom or perhaps even dissolves its walls, so that we can not only talk about learning
anywhere but also about collaborating anywhere too.
An example of Web 2.0
applications that anyone can use is Google Documents (http://docs google. con),
Google Docs is not only a free online office suite, so that you can write and edit your documents
from anywhere you have access to the internet,
it also enables a group of authors to collaborate on the text at the
same time.
The opportunities for
communication and collaboration include : (Peluang
untuk komunikasi dan kolaborasi meliputi):
-
mass
access to information, both in school
and outside school; (Akses massa untuk informasi, baik di sekolah maupun di
luar sekolah;)
-
communal
participation in the construction and editing of text(keterlibatan umum
dalam pembuatan dan mengedit teks)
-
publication
and sharing of creative work, instantly
to a worldwide audience; ;( Publikasi dan berbagi karya kreatif, langsung ke pemirsa
di seluruh dunia;)
-
flexible
and dynamic forms of interaction and discussion across a range of distances(Bentuk
fleksibel dan dinamis dari interaksi dan diskusi di berbagai jarak;)
-
a
variety of ways of sharing problems,
solutions and ideas. (Berbagai cara masalah berbagi, solusi dan ide-ide.)
Bloging to boost writing
The
widespread adoption of blogging was one the early manifestations of Web
2.0. Blogs enable instantancous
publication on the internet. Writers no
longer needed to grapple with the technicalities and could just concentrate on
creating content which of course can include words, still and moving pictures, links and more. There are now millions of blogs: some have made their authors rich and
famous, most languish unread. For English teaching blogs provide students
the means of publication for work that might otherwise have been confined to
their exercise books, or at best been
displayed in a classroom or found its way into a photocopied newsletter or
magazine.
A blog offers a potential audience
which as well as the teacher and the rest of the class can include the whole
school, parents and even(if you
wish) the whole world. And this is an audience that has the ability
to respond just a quickly as the writer can publish. Blogging still tends to focus on the
individual writer(though of course there could be a team of writers behind a
blog) and it tends to be the writer who
decides on the initial content. This
means that blogs are less of a collaborative tool than wiki and discussion
forums, but have considerable potential for encouraging writing. One way to learn about the potential is to
try one of the free blog services for yourself.
I use WordPress, (www.wordpress.org)
on my own and can recommend the software; there is a free service at
http://wordpress.com.
Blogger(www.blogger.com) is another
very popular blogging service these are easy to join and within a few minutes
you can be writing your own journal
Virtually partners
The Afri Twin project illustrates
what is possible when schools make a serious commitment to international links
and how ICT can help. Jemma Defries
summarizes the benefits of the links between her school in the Wirral in thc UK
and two in South Africa, which was set
up under the auspices of Afri Twin(www.afritwin.net).
An AfriTwin club is an asset to
our school and a great opportunity for the pupils to learn about other
cultures. It can open up new experiences
for children on both sides of the world who may not necessarily have the funds
to travel. It is a modern day pen-pal
system that produces thought-provoking discussions. As the schools developed the
relationship, they found a number of
interesting links that enabled a range of cross-curricular activities to take
place. One was the HMS Birkenhead
project they discovered that in 1852 a boat that set sail from Birkenhead(not
far from the English school) sank while
transporting troops at Danger Point near Gansbaai on the outskirts of Cape
Town, South Africa(near one of their
partner schools The Wirral pupils put together a dramatic re-enactment of the
journey of the ship, filmed it and sent
it to the partner school. It was also
placed on the learning platform for parents and families to view. This gave pupils a common ground to work from
and drove the project forward. They also
worked together across three schools and their feeder primary schools to write
their own International Student Council Charter. They filmed pupils from all schools making
their pledge, which was edited and placed
on the learning platform to share with all the schools involved. An important aspect was the creation of a
secure community. The advantage of the
learning platform hosted at the English school was that it enabled Jemma to set
up a secure blog that only the students involved could access; this kept students safe online and they liked
the idea of belonging to an exclusive club.
They also enjoyed having contact with more than just one person, in contrast to a traditional pen-pal. One pupil commented that it was "more
fun and less like hard work when using the learning platform. Another said:
I like the way I can potentially read about the lives of many pupils in
South Africa. 1 have so many questions; it would be unfair to ask one person to
answer them all!' emma adds: "With
technology developing all the time,
blogging appears to be the best way to allow our pupils freedom of
expression but in a very safe environment.
You can read her AfriTwin report on the learning platform project area
of the NATE site at www.nate.org.uk/pagellp.
Wiki's : Working together and anywhere
The
value of wikis as a way of recording reactions and research has already been
mentioned in Chapter 3, 'Using ICT to respond,
interpret, reflect and evaluate. A wiki is,
essentially, a website that can
be edited by users. For students, the advantage is that groups can create
resources collectively, with everyone
able to see the results instantly.
Collaboration is the whole raison d’etre of wiki software, with its facilities to record all the changes
made, who made them and when. It also provides the reassuring ability to
revert to an earlier version if the authors decide to reject a later
change. This can readily be demonstrated
by looking at the structure of a Wikipedia page, with its record of edits. At the time of writing, for example,
the Wikipedia page on the Pre-Raphaelite Brotherhood had the following
entries at the top of the Discussion page: "This sentence is rather
unclear: followed by the reply from the
original author: "Yes, it's utter
and complete gibberish. Some idiot has
rewritten it. The View History section
provides a record of the edits(These features could also prove useful when
studying the reliability and authenticity of online sources, as suggested in Chapter 3.)
Better
still, students should gain experience
of creating their own pages A wiki page is blank; the project could be to provide
information(advice to students joining the school, say),
based on an issue(animal rights,
for example) or the aim could be
to create revision resources on set texts.
There is often a discussion facility attached to wiki pages which
enables students to comment on the content.
Once students become engaged,
discussion can be lively and it is interesting to see how students will
often move away from the original focus to suggest independent approaches or
questions School learning platforms or virtual learning environments(VLEs) usually include a wiki facility and there is
other software that can be installed on an institutional intranet; if not there are free online versions such as
Wikispaces, which offer private areas
for education free of charge(www.wikispaces com) The institutional option should normally be
preferred, since not only should be able
to rely on in accordance with your school or college's requirements rather than
having to check these for yourself students will already have user names and
passwords so you won't have to but t these up and cope with the problems
when, inevitably, someone forgets. Student contributions will
also all be logged along with their other access to the system and linked to
their other work in English to create a virtual portfolio of all their
work. Don't be deterred, however,
from trying out another service,
students are used to having a number of online identities and may enjoy
using a less official alternative. In
some cases a short-lived project is all you need, especially since you can always capture the
final product for the record, even if
the online version is allowed to languish.
You can find out more by visiting one of the popular wiki
providers, such as EDU 2.0 for
school(www. edu20.org) or Wikispaces(www.wikispaces.com; take the'Tour' and see the special educational service in
the K-12' area).
The students are expected to be familiar with the
set texts, moving beyond merely knowing
'the story; they need to be able to
discuss and evaluate opinions and communicate a personal response, supporting their comments from the text, Small group discussion offers a way for
students to develop their own ideas and a route to avoid the mere parroting of
a prepared answer. the best Even in
regulated classrooms, however, unless numbers are very small, it isn't possible ensure groups stay on
task, avoiding errors and misleading
interpretations, and to ensure all
students are able to contribute and receive feedback. This is an area where
technology, in the form of forums and
wikis, offers a real enhancement, giving students considerable autonomy while
allowing the teacher to monitor all contributions. A couple of examples demonstrate the
sometimes surprising ways students engage with these online activities.
She
called these 'wiki wars,
commenting: When asked whether
they actually held the opinion that they were strongly arguing, one girl replied that she didn't, but just enjoyed debating the point! his combative aspect also seemed to draw in
students who were reluctant to contribute to group discussion in class and the
debates would continue long after school hours,
sometimes late into the night. As
teacher, Carol learnt to step back and
allow the students themselves to regulate the discussion they soon chastised
anyone they felt was straying off topic(Yeah Bruce be quite! This poem has nothing to do with the slave
trade it's about a man killing his wife!
Woo! Go me and Tanya). "So
the quiet and the unmotivated suddenly came to life and wiki was populated with
their quips, wit and analysis without
fear of censure from a teacher. The
effects went further: Carol found that
students' examination scores also
improved. This was on the basis of a
small sample, of course, but the students themselves certainly felt
the activity had helped them: It gave me
more views to take on when writing my essay.
l got an A, surprisingly!' and it was summed up by one boy, l think it should be for everyone as they
would gain vast amount of different
interpretations giving us a wider knowledge of the poems.
Further approaches
We hope that the advantages of using
ICT to facilitate collaborative work will be clear. In this concluding section
we’ll explore a number of other activities where the technology will encourage
more cooperative working.
1.
Creating a
multimodal accompaniment to live performance
2.
Communal
participation in the construction and editing
3.
Review
4.
Interact with
writer
5.
Create a
literature wiki about authors
6.
Exploring
language
7.
Podcasting
8.
Simulation
C.
Using ICT to Inspire and Engage
In other hand, inspiration is one of the key
ingredients for creativity. Sometimes it has a short –term effect but it can
also be the slow-burning fuel of artistic endeavours that last for years. By
contrast, engagement is short-term – it’s what hold the attention of a class
during a lesson. Once the class is engaged, the process of teaching becomes one
of steering rather than driving. Guiding rather than motivating. Inspiration
and engagement are linked : one foster the other
In this regard, from their first introduction into classrooms
as teaching tools, computers have been
useful. They seemed to carry with them an immediated guarantee of
engagement. A fractious, bored class suddenly became keen. The symptoms looked familiar to, with all the appearances of real
engagement. However, although the symptoms seem the same, we need to be quite critical of the apparent
engagement afforded by ICT in the English classroom. We need to be able to discern the difference
between enthusiasm for the technology(quite unrelated to the content of the
activity) and realintellectual
engagement with the content of the lesson.
A teacher can show a video to the
class and achieve what looks like rant attention can use resources that feature
multimodal effects and again the students seem riveted, can introduce drag and drop activities to the
interactive whiteboard or play with voting systems and see a rise in
enthusiastic participation but the technology cannot be a substitute for properly
engaging content. One cannot think job
done just because children like technical gadgets inspiration is a much tougher
test for the use of ICT. You can think of engaging activities that involve
computers but do they'inspire Did the video in fact induce an alpha-wave zombie
state in the class rather than exciting intellectual responses? Were the multimodal effects simply pandering
to the stimulation-hungry,
short-attention-span mentality of some young people? this chapter we want to maintain a critical
stance while suggesting some genuinely inspirational approaches. They have the advantage of ensuring
engagement too
How can ICT help to
inspire and engage?
The trick. as implied in the introduction do this
chapter, is to focus on the content and
the activity rather than the technology.
The aim should be to find applications that have the greatest
intellectual impact without the upstaging effect of distracting and ultimately
irrelevant digitai packaging. This chapter will explore the use of random
function effects applied to English electronic dice throwing Since the
introduction or computers to the classroom,
it has proved to be a very fruitful source of novel approaches. The
program for English that used random functions was a little activity designed
by Anita Straker for the BBC B machine,
called Wordplay. You typed in
four lists of words sorted by word class,
specified the order that these classes would appear and then the program
would generate random combinations of words to that recipe in the form of
little poems. If a word was misplaced(an adjective in the verb list, for instance)
then it would sound wrong when it appeared so you would go back to the
source lists and edit away until the program produced valid results, often what was produced had an unexpected
quality, frequently delighful surprising
images generated by the accidental confrontation of word with word.
It’s not a new idea, of course.
English teachers (and before them countless parlour game players) have found
consequence-type games entertaining – where a student writes a phrase on a
piece of paper, folds the paper over and passes it round to the next student
student in the circle. ( Indeed the Manchester Art Gallery’s recent exhibition,
Angels if anarchy, women Artists and Surrealism, featured a 1920s variation called ‘the exquisite corpse’ (Cadavre
Exquis), derived from the parlour game ‘Consequences’. The idea was to generate
surreal, mind-challenging expressions). The effect is to randomize the input,
exactly parallel to Wordplay’s routine, with hilarious results.
Using a computer to drive the
activity has several advantages.
·
Speed
·
Richness
of the input lists
·
Ability
to alter the input recipe easily, to change the pattern of words
·
Ability
to manipulate, edit and save the results
·
Ability
to print
·
Ability
to mark and map each word class with coloured background.
So
there have been a number of experiments with random function for English in
school. A brief history of runs like this:
·
Anita
straker’s Wordplay
·
Michael
Green’s StoryStarter Fruit Machine (produced by Actis)
·
WordSpin
(produced by Actis)
·
Wordwhiz
(produced by Teachit)
The Story
Starter Fruit Machine by Michael Green
This lovely activity involves several levels
of random selection. The player is
presented with the familiar four wheels of a classic fruit machine. Above the wheels there are four yellow
buttons reprcsenting four story genres: Horror; Science Fiction; Real
Life; Romance. A player can select or de-select these
buttons to produce a story recipe. The
ingredients can all come from genre, or if a combination of genres is selected,
the result is a random mixture. The four
wheels represent four key components of a narrative:
Who (Main Character), Where (Location), Why
(Quest or problem), What (Key Item).
When the big PLAY button is pressed, all the
four wheels spin showing words instead of the little usual coloured symsbols.
If a player doesn’t like the outcome, it
is possible to spin the wheels again;
Hold or Nudge one of the wheels.
Finally the player clicks on Collect and the program produces the
recipe.
This
is an example of the Fruit Machine output :
When i first saw Michaels
application I was amused and felt drawn to play with the combinations, but I felt privately that it was a bit
trivial. I had no idea how powerful this little program was until I tried it
out in a live lesson on a hot Saturday afternoon in Runcorn City Learning
Centre. I was down to lead a creative writing session with a group of Gifted
and Talented pupils. Outside their peers were happily playing football, and the
group were tired and bored counting down the minutes until the day ended. I
launched the Fruit Machine activity and to my delight it gripped them. The task
was simple working in pairs, create a story formula and begin to write it.
Remarkably the initial engagement transmuted into genuine inspiration. When official time was up and i said they
could go, there was universal
unwillingness to stop, and a
determination to finish the work at home.
You can see (and play) a demonstration version of the story Fruit
Machine here : http://bit.ly/te_3.
Why
do such activities achieve this effect? I believe it is partly the
puzzleneffect. If we are presented with a range of random elements, and
challenged to combine them into a coherent story, we find ourselves engaged in
the whole process of narrative construction.
Instead of the daunting blank sheet we have a scaffold to work on. The actual input from the computer is minimal
the effect is to generate maximum mental and intellectual activity. Contrast this with the sensory bombardment of
some multimedia programs and the comparatively poor creative activity they
generate. Theres a lesson to be learnt
here! Restraining technology can give
the human brain better space to workless is more. Don't allow computers to usurp the role of
the mind or do the intellectual work for a class.
Teachit's Wordwhiz
This flash aplication is
available to Teachit subcribers. To drive the program, you drag a set of tiles
along the buttom of the screen onto the working area and arrange them into a suitable pattern , the
empty template of a sentence or poem. When you press the Whiz buttom, the
program flips to the play screen, selecting random words or phrases from its
lists for each tile. If the original pattern makes grammatical sense, the resultant text will read too though the
sense may be ridiculous or illogical. Clicking Edit takes you back to the
pattern-forming screen so you can readjust the sentence template at will.
At the very least it is a
marvellous way of allowing students to ‘play’ with grammatical structures in an
experimental fashion. In so doing, word
classes that have been learnt as definiuons (a noun is a naming word) begin to
be part of a language logic they start to make sense.
The ability to form any template also means that there isn't
limit to the final of the random sentence it's a much more flexible format than
Wordplay. Wordwhiz allows you to copy the output to a word processor for final
editing.
There are four variations to play
with(the current version does not give user access to the word lists that drive
the program
·
Insult
Whiz
·
Weird
Whiz
·
Haiku
Whiz
·
Title
Whizi
Insult Whiz
insult whiz is loaded with a
compilation of Shakespeare's most insulting vocabulary. As mentioned earlier
you can form any lemplate you like from the components if you want to you can
use six or seven adjectives in front of the noun, you can try adjectives on their own; you can build a crescendo of insult, or
inject a stinging ‘last word’
Pressing
the orange ‘whiz’ button generates the randomized utterance:
Press
Whiz again for a completely new insult. Click ‘edit’ to change the template.
Haiku Whiz
Here’s Teachit’s Haiku Whiz. This
takes the whole game up to its ultimate expression – not only do you have to
arrange the word classes to make sense you also have to count syllables ( a haiku is 5, 7, 5).
The
results are frequently bizzare, but often surprisingly lyrical.
The
word classes are colour-coded, so you can see their position and influence.
If you like a word, or a series
of words, you can freeze them by clicking on them. When you click Whiz,
everything spins except the frozen words. Thus, progressively you can work
towards a from that you like.
in class this can be done using
an interactive whiteboard, and each
selection can be discussed Why is the leaf"swift'? Shall we keep that word or whiz for another
one the kind of talk that helps verbal and stylistic discrimination and
develops students' ability to edit their
own work
Title Whiz
The inspiration for Title Whiz
was the strong set of word patterns found in book titles. Some authors exploit
this feature they use the same formula for each new book and endeavour to make
a particular pattern their own. The Harry Potter books come to mind, but there
are countless other examples.
To create the Title Whiz, almost
20,000 fantasy and thriller titles and over 8000 from children books were
collected, sifted and sorted, isolating
the most common patterns. The classic three word title(The followed by a
qualitying word and a main word) proved to be most frequent, and other forms
are often variations on this. Other patterns were interesting, although for
simplicity's sake they were not included. The three word pattern is so strong
that is perfectly possible to create titles that ‘work’ by a random
process, Bizarre combinations that can
be used to stimulate and encourage imaginative work occur, especially if the class is built up to the
task step by step.
There
are three very extensive word lists to play with, covering children's book titles, fantasy book titles and thriller titles:
lf we arrange the tiles in four
rows, we can explore all the
permutations simultaneously. Word A performs like an adjective and cannot be
used on its own. We can try two forms without the article:
·
The
Word A, Word B
·
Word
A Word B
·
The,
Word B
·
Word
B
The outcome is the ideal ICT
lesson minimal(but very clever) ICT
input with maximum engagement and inspiration from pupils.
The
programe will generate a random a title each time you click whiz.
Clicking copy, adds a copy of the
current title to clipboard. When you’ve
finished, simply go into a word
processor and select paste and all the titles you've copied in the session will
be up on screen. To speed things up, you can create more than one title at a
time, as shown. This will give you
multiple titles to choose from each time
1.
Drag
tiles onto screen
2.
Arrange
tiles as shown Click Whiz
3.
Click
Copy
4.
Click
Whiz as many times as you choose
5.
Click
copy to keep a record of the whiz Paste the results into Word
6.
Click
edit to return to the arranging screen
If you like part of a title, click on the relevant tiles to ‘freeze’ the
words and then Whiz again. Everything except the frozen tiles will spin
How
would you use the results in class?
Here's a suggested lesson.
This sequence builds steadily
towards the writing task. It has proved extremely effective partly because of
the collaborative story-construction stage,
which links in to children's games and is nearly always highly
stimulating. Expect bright shining eyes
and excited, enthusiastic minds.
In summary, if we use a computer judiciously we can
kick-start an imaginative process that leads to genuine inspiration, motivating students to write because the
story that they have mentally constructed is so compelling it cannot be left
unwritten! But as always, it's the enthusiasm and drive of the teacher, and the way that a strong collaborative
structure is maintained in the classroom that will determine the success of the
lesson. A crucial moment wil be the
feedback session and judiciously applied encouragement and enthusiasm for the
students' prototype narratives can make
all the difference.
Does the task outlined here meet
the ‘inspiration’ test? is the ICT as
magically essential as I've claimed?
Could the same result be achieved with dice and bits of paper?
The only real way for you to
discover the answers to these questions is not just to read and nod, or shake your head at this book, but to
experiment yourself. You will very rapidly find out if using random or dice
effects will help some of your students with school writer's block and whether
this particular use of ICT suits your practice.
Give
it a whirl or should I say, give it a
whizz!
CHAPTER III
Closing
In
summary, ICT
has for some time been promising to enable cooperation and user participation.
This is sometimes called ‘web 2.0’ and
encompasses social networking sites, podcast and blogs, highlighting peer to
peer relationships rather than top-down
ones from the early days of static web pages. Some example of the
application is blog, wiki, wiki wars, ect. In this concluding section we’ll
explore a number of other activities where the technology will encourage more
cooperative working.
If we
use a computer judiciously we can kick-start an imaginative process that leads
to genuine inspiration, motivating
students to write because the story that they have mentally constructed is so
compelling it cannot be left unwritten!
But as always, it's the
enthusiasm and drive of the teacher, and
the way that a strong collaborative structure is maintained in the classroom
that will determine the success of the lesson.
Source
Teaching English using
ICT,
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