Repositorio Institucional de Documentos

22 6. Appendix I Learning Unit of Work DISEÑO, ORGANIZACIÓN Y DESARROLLO DE ACTIVIDADES PARA EL APRENDIZAJE DEL INGLÉS LEARNING UNIT OF WORK LET'S PROTECT THE ENVIRONMENT ! Teacher: Pilar Gonzalez Vera Nelly Chingo Yanchatipán Máster en Profesorado de Educación Secundaria, Lengua Extranjera - Inglés 2012 - 2013 CONTENTS 1. Introduction 1.1 Justification………………………………………………………………3 1.2 Contextualization…………………………………………………...……3 1.2.1 The school………………………………...……….…………3 1.2.2 The students………………………….………………………3 1.3 Organization of the Learning Unit of work……………...…………...…3 2. Learning Unit of Work 2.1 Contribution to the Key Competences…………………….……….……4 2.2 Objective…………………………………………….…………………..5 2.3 Contents…………………………………………………………………5 2.4 Methodology…………………………………………………….………7 2.5 Evaluation Criteria………………………………………………………8 3. Lesson Plans 3.1 First Lesson Plan: Environmental Problems……….………………....10 3.2 Second Lesson Plan: Climate Change…………….……..……………12 3.3 Third Lesson Plan: Environmental Problems………….………………14 3.4 Fourth Lesson Plan: Endangered Species…………………...........……16 3.5 Fifth Lesson Plan: Water Shortages……………………...……………18 3.6 Sixth Lesson Plan: Reducing, Reusing and Recycling……………..…20 3.7 Seventh Lesson Plan: Final Project…………….……………………..22 4. Conclusions.........................................................................................................24 5. References…………………………………………………………………...…25 6. Appendix………………....…………………………………………….………26 3 1. INTRODUCTION The Learning Unit of work is very important because it includes teacher-developed learning sequences that describes the knowledge, skills and understandings students cover within a topic. They include the pedagogical processes and strategies the teacher uses, details of the resources needed to support teaching and learning and appropriate assessment tasks to support and measure student learning. 1.1 JUSTIFICATION This didactic unit has been designed to make our students realize the importance of forming good habits to protect the environment. This topic brings the real world into the language classroom, empowering learners to make positive changes to their local communities and to the world. I think that students will be fascinated by the activities these issues present. Besides, this topic provides an effective framework for integrating language skills and encouraging students‟ interaction. We have an ethical and personal responsibility to contribute to students' awareness of environmental issues. 1.2 CONTEXTUALIZATION 1.2.1 THE SCHOOL The school is called Nuevo Amanecer. It is located in Las Fuentes-Zaragoza. Three hundred students have enrolled this year. There are one hundred and eighty students in nursery and primary school; there are one hundred and twenty in compulsory secondary education. The main aim of our school is to let students develop their autonomy, critical thinking and responsibility not only in the learning process but also in the communities in which they live. 1.2.2 THE STUDENTS This unit is addressed to students in the second year of compulsory secondary education. The students are generally 13-14 years old. They need further encouragement to develop autonomous learning to give them a sense of achievement. Therefore, they are aware of the importance of learning English, but they have to be encouraged to put more effort into their work. There are 28 students in each class. 1.3 ORGANIZATION OF LEARNING UNIT OF WORK The learning unit of work will be carried out in seven sessions. We will study some environmental problems; with particular focus on climate change, endangered animals, water shortages and reducing-reusing-recycling. The seventh session will be a practical one where students are going to develop their own activities. I have organized the Learning Unit of Work in the following order: 4 Lesson Topic Description Skills First Environmental problems An overview of the main environmental problems to make students aware of the reality. Listening, reading speaking, spoken interaction Second Climate change One of the biggest environmental problems and that is why I think that students will be interested in this topic. Listening, reading, speaking, Writing, spoken interaction Third Climate change One of the biggest environmental problems and that is why I think that students will be interested in this topic. Reading, speaking, Writing, spoken interaction Fourth Endangered animals Students should be aware of this important problem because we have to take care of our ecosystem. Reading, speaking, Writing, spoken interaction Fifth Water shortages Everyone should be aware of this real situation and contribute to not wasting water. Reading, speaking, Writing, spoken interaction Sixth Reduce-reuserecycle This session will help students to know and apply one of the main solutions for taking care of our environment, and that is why it would be developed over one and a half sessions. Listening, speaking, writing, spoken interaction Seventh Students will give their presentations about the unit. Listening, speaking, writing, spoken interaction Our students are supposed to know the basic structure of a simple sentence in present simple and future simple tenses in order to make coherent sentences. Finally, we will use templates for the development of lesson plans because we consider them more practical and easier to describe the activities to be carried out. 2. LEARNING UNIT OF WORK 2.1 CONTRIBUTION TO THE KEY COMPETENCES Learning a foreign language contributes to the development of the key competences and it will be achieved as a result of continuous work. This unit of work includes specific work on the following competences, according to LOE 2/2006: Competence in Linguistic Communication; effective oral and written communicative competence in English is the main focus of this subject. By means of this unit of work, students will be encouraged to interact with their classmates. Knowledge of and interaction with the physical world; it is essential for our students to know about the causes and consequences of bad habits regarding our environment. Students must try to give different solutions to solve these problems. 5 Digital competence; during this unit students will use new technologies at home and in class. They will search, select and use information found in digital media at home. We will use video clips, power points, charts, images and the internet as an information source. Interpersonal and Civic Competence; students will work in pairs or groups in order to develop their cooperation, and solidarity and sense of satisfaction at completing given tasks. Cultural and Artistic Competence; students will focus on other realities and compare their conditions of life and habits. Learning to learn; it is very important to help the students develop their imagination, creativity and critical attitude, by means of interesting and interactive activities. Personal initiative and autonomy; students will propose personal decisions and behave in appropriate ways with the objective of preserving the natural environment. 2.2 OBJECTIVES The present learning unit of work will contribute to the achievement of the following objectives. Students:  will be able to use the foreign language both orally and in a written form to communicate in various real situations in a clear, personal and creative way,  should be aware of the problems that our planet is suffering due to climate change and other causes,  should be aware of and be able to discuss different types of major environmental problems,  will be able to promote awareness of a particular environmental problem and what individuals can do to take care our environment,  will be able to explore their own values and feelings of concern about the environment,  will be able to help, acquire and develop the necessary skills to solve environmental problems.  will be able to get actively involved in doing something to remedy environmental problems. 2.3 CONTENTS The contents of this unit are directly linked to the official curriculum content area. UNIT 6 “Let's protect the environment” Block 1. Listening, Speaking and Spoken Interaction 1. Listening to a report about environmental problems. 2. Discussion of different environmental problems and ways to protect the environment. 3. Listening to a song about reducing-reusing-recycling. 4. Oral presentations about environmental problems and solutions. 5. Active participations individually, in pairs, in small groups and as a whole class. 6. Presentation of their pair assignments. 6 Block 2. Reading and Writing 1. Watching a video about climate change and checking their reading comprehension. 2. Reading texts about environmental problems. 3. Writing suggestions to take care of our environment. 4. Comprehension case studies about endangered animals. Block 3. Language awareness and reflections on learning 3.1 Language awareness 3.1.1 Vocabulary Lexis related to environment 1. global warming, water pollution, desertification, deforestation, pollution, rubbish, greenhouse effect, ozone layer, resources, solar energy, aerosol, wildfires, , climate change, cut down, destroy, protect, pollute, recycle, save, throw away, waste. Asian Elephant, Black Lace Cactus, Kagu, Manus Island Tree Snail, Leather back Sea Turtle, Karner Blue Butterfly, log, overexploitation, poaching, food supplies, bark, harm, habitat hunting, become, jewellery, males, females, over-collecting, turn off, avoid, flush, lather, tap off, leak, refill, have a shower / bath; to use a bucket / hose / washing machine; / to stop dripping water; to throw water away; to water your garden / plants; landfill; pulp, recycling bins, rechargeable batteries, light bulb, charity, empty cans, wrapping paper, food cans, bulk packaging, cardboard, trap, destroy, protect, keep, escape, burn, cause, melt, rise, bloom expect, become, generate, drive, reduce, turn off, turn on, unplug, plug, heat, warm, Earth. Idiomatic expressions and chunks It is up to me and you! Can you…………….? Could you…………..? By the way Take a sit. See you later 3.1.2 Grammar Grammar will be taught by using authentic resources. Modal Verbs  can - can‟t  could - couldn't  should - shouldn't  must - mustn't Phonetics 7 1. Word stress of new words (difficult ones) 2. Intonation patterns Rising and falling intonation Falling intonation Rising intonation Language reflection 1. Strategy of comparing photographs. 2. Strategy of memorization of new vocabulary. 3. Strategy to learn grammar 4. Communication strategy Block 4. Sociocultural aspects and intercultural awareness 1. Information about some environmental problems. 3. Showing interest in learning and exchanging views with their classmates. 4. Awareness of environmental problems that humans are creating by our excessive consumption of resources. 5. Appreciation of the natural environment as a heritage that must be preserved both for our own survival and for future generations. 6. Making decisions in their lives related to the preservation of the natural environment. 2.4 METHODOLOGY The development of the communicative Competence is the constant aim of this learning unit of work through real communicative activities and authentic resources. That is the reason why there are different types of exercises and activities practised inside and outside the classroom where students are active participants by working in pairs or in small groups. Working with partners encourages them to consider new ideas and strategies to learn which can be useful for other subjects in Compulsory secondary education. This learning unit of work is planned within the current educational system and it will comply with the methodological principles:  Students will be encouraged to adopt an active role by means of taskbased learning, group work, work in pairs or individually, taking into account the special characteristics of each group.  The main focus will be the global nature of learning and errors will be considered as part of the process, helping students to build their own representation of the foreign language.  Learners‟ prior knowledge, experiences, interests and motivations will be taken into account to promote learning and interaction.  Communicative language teaching will be planned in which the students will have the opportunity to implement all their resources and communication strategies, both linguistic and non-linguistic. They will be encouraged to freely create their own messages, with emphasis on communication rather than accuracy.  Periodical review on what has been previously learnt will be made. The purpose of these principles is to make our students confident using the target language since 8 the English language is the main vehicle of communication between student-teacher and student-student as a daily practice. Students have an important position in the teaching-learning process and this leads us to pay more attention to learning strategies so that the students will become autonomous. Challenging students This will be carried out by means of the reinforcement and extension activities and extra material aimed at those students whose abilities and interests require a further step into the contents of the unit. For those cases of slow-learners, we can adapt the same activities according to their abilities (non-significant curricular adaptations) without significantly changing, as far as possible, the fundamental aspects of the course curriculum. The practices of working with partners or small groups make the integration of students who need support possible because fast-learners can help slower ones in the learning process; rotation of students‟ seats would also be convenient for that reason. 2.5 EVALUATION CRITERIA Learners should show that they are able to:  Understand the meaning of short presentations and conversations about the environment.  Take part in dialogues about topics related to the environment with their partners.  Engage in interaction and brief simulations with their classmates, producing personal information, agreement or disagreement, etc.  Reflect on the environmental topics we are dealing with in short conversations, in class and at home.  Participate actively in class discussions sharing their ideas and suggesting ways to take care of our environment.  Analyse causes and effect of climate change and give some solutions to the whole class.  Identify the ways in which water is used and how we can save it.  Participate in pairand group-work activities.  Acquire and use topic-related vocabulary with their partner in short conversations. Assessment tools The section below summarizes the performance tasks (assignments) in this unit and their grade values. Quiz. The quiz addresses the main topics. Students will have one quiz during the unit (see appendix 21). This will include reading, grammar and vocabulary. Pair Assignment. Students will have a pair assignment to demonstrate their understanding of the topics. We will use a rubric to evaluate their assignments (see appendix 31 and 32). Direct observation of the student‟s class work, their attitudes and participation in the teachinglearning process will be evaluated using a rubric (see appendix 37). Teacher's self-assessment (see appendix 38) One minute paper. This will be carried out at the end of the sixth session (see appendix 39) in order to assess my implementation, it will be anonymous so that the pupils can talk freely. 15 Third Lesson Plan Teacher: Nelly Chingo Length: 55' Students’ age: 13 -14 Class: Second A-B Topic: Environmental Problems Context of the Learning activities This session will focus on learning modal verbs. First will start the session by playing a game, “find someone who”, then students have to circle the modal verbs from a reading. It let me see what they know about it; the teacher is going to explain to students the use of modal verbs by giving authentic resources. Later they will play a board game using modal verbs. Finally, They will give advices and discuss on how to take care our environment. Learning Objectives By the end of the lesson learners will be able to use the modal verbs properly in short dialogues. Expected Learning Outcomes By the end of the lesson learners will be able to suggest solutions to take care our environment. My Own Professional Learning Objectives To encourage students' interactions. Provide more detailed questions to promote short oral practice Language to be taught and practised (language exponents) Work on skills Vocabulary Tornado, backwards, town, lift, field, suddenly, hole, wiggle. ... Grammar Phonetics Modal Verbs Intonation Patterns can – can't Falling, Rising Intonation could-couldn‟t should-shouldn't must – mustn‟t R L S W S.I. x x x x Materials and resources used Power-point Reading worksheets Authentic resources: a basketball, a headset, mobile, flute, rubbish, scarf, gloves. Board game Stages Aims Teacher Action and Class Management. I. P. T. Stage 1 Warm up “find someone who” Ask students to walk around the classroom and ask their classmates if they can do the things from the box (see appendix 8) Ask yes/no questions using can, e.g. “Can you wiggle your ears?” SS-SS 5‟ Feedback Once they have completed their copies with the names of their mates next to each sentence, ask them to talk about their mates' abilities T-SS 5' Stage 2 To set the context Give students some examples with modal verbs using a power point (see appendix 10). Elicit students to give their own examples. T-SS 7' 16 Ask students to use the right modal verbs according to the situation. Teacher uses some real resources like a mobile, flute, scarf, gloves. Give them an example. Stage 3 Grammar Game Work in groups of four. Give each group a board game. Give students clear instructions. Ask them to use modal verbs properly. Give them an example (see appendix 8.1) 10' Group Feedback Monitor students as they play. Stage 4 Reading Get into groups of four. Give students a card about one environmental problem. Ask students to read the section Environmental Problems, (see appendix 11). Help students with any new vocabulary they may need. Once students are familiar with the different environmental problems, ask them to read the box given and think of any other solutions about environmental problems. (see appendix 12 ) SS-SS 10' Group work Ask students to discuss on some solutions about environmental problems. SS-SS 5' Stage 5 Give students a list of what we can do to save our environment, (see appendix 13). Which measure is most important to you? Working individually, put numbers 1, 2, 3... According to its importance (1: most important). SS 3' Group Feedback When ready, get into groups of four and look at answers and compare with the members in the group. SS-SS 7' Variations / follow-up Step four: We may use two of the four readings in order to do stage five. I will give fastlearners an extra reading if they finish soon. Evaluation of Teaching and Learning Process Second A/18th April/second hour They did not know anything about modal verbs so I had to adjust the stage 2, We played “hangman” they had to guess the modal verbs. Then I explained the use of modal verbs, it was very interesting because everyone participate during the explanations, they had to read the statements, guess the sentences for each illustration of the power point. Besides they had to tell me examples. I tried to use modal verbs while I was explaining to the students the modal verbs. I could not do all the activities but they learnt the use of modal verbs using real examples with real resources. For example: When I played the flute, the students told me “You can‟t play the flute”. When I used the mobile, the students told me “You mustn‟t use the mobile in class”, etc. They enjoyed doing the stage one and three. I could not do stages four and five. I had to give them the one minute paper evaluation because it was the last session. The results were excellent, they enjoy learning English (see appendix 40) Class B/19th April/sixth hour It was not necessary to play the “hangman” because they knew the modal verbs but they did 17 not know how to use them. Then I explained the use of modal verbs using the power point presentation and with the same methodology. They also enjoyed doing stages one, two and three. We couldn‟t do stages four and five. I had to give the minute paper evaluation because it was the last session. Homework Ask students to complete the sentences of the worksheet (see appendix 15) 18 Fourth Lesson Plan Teacher: Nelly Chingo Length: 55 Students’ age: 13 -14 Class: Second A - B Topic: Endangered animals Context of the Learning Activities Endangered Species has been selected as second environmental problem because of its universal importance and its interest to students. By learning about some animal and plant species that are in trouble, students can discover why we need to protect all the species on the planet, including the ones that are not as cute as pandas or as majestic as elephants. By examining the problems of endangered species, students can begin to appreciate the crucial role of habitat protection. While reading about and discussing endangered animal species, students improve their language skills by learning and using new vocabulary and concepts associated with the topic. Learning Objectives By the end of the lesson learners will be able to discuss about endangered animal and their problems in class and at home. Expected Learning Outcomes: Student will be able to appreciate the crucial role of habitat protection. My Own Professional Learning Objectives: To monitor students and pay special attention to slow learners. To provide students with opportunities to use English in a meaningful way. Language to be taught and practised (language exponents) Work on skills Vocabulary Asian Elephant, Black Lace Cactus, Kagu, Manus Island Tree Snail, Leather back Sea Turtle, Karner Blue Butterfly, log Overexploitation, exotic species, poaching, pollution, cut down, hilly regions, tiny areas, food supplies, bark, harm, habitat inches, long, weigh, pounds , hunting, become, Jewellery, males, females, fishing, sandy soils, over-collecting, wildfire, Grammar Phonetics Modal Verbs Word Stress in new words Can – Could Should - shouldn't must – must not R L S W S.I x x x x Materials and resources used picture cards reading worksheets power point presentation Stages Aims Te acher Action and Class Management. I.P. T Step 1 Warm up Write the phrase endangered species on the board, and ask students what they think the phrase means. Ask student volunteers give their answers; write key words from their responses on the board. T - SS 5' Stage 1 To set the context If students are unfamiliar with the concept of endangered species, the teacher provides the class with relevant information, using the power-point presentation.(see appendix 16) T - SS 5' 19 Ask students if they can name some of the reasons animals and plants become endangered. As students suggest different reasons, list their answers on the board, (fast learners go first) Stage 2 Give instructions for the activity Give each student an Endangered Species Summary Sheet, (see appendix 17). Tell the students that they are going to learn about the endangered species listed on the sheet and the problems each species is facing. Get into groups of four, and give each group one “Case History” worksheet. (See appendix 18). Ask students to find the required information about their assigned species and make notes in the appropriate boxes on their Endangered Species Summary Form. Monitor students as they work and help them with the new vocabulary. SS -SS 10' Whole Class Feedback Have groups take turns giving their "summary reports" to the class. As students listen, they try to complete their charts with the information being reported. Encourage students to ask for repetition and clarification if necessary. SS -SS 10' Stage 3 Class Discussion Tell the students to put their Case Histories away. Explain that they are going to have a class discussion, and they can use the notes they made on the Summary Sheets to answer the questions. Conduct a whole-class discussion on some questions (see appendix 19). T -SS 10' Stage 4 Grammar Ask them if they have underlined these special verbs “can, could, should, shouldn‟t. Ask them how we can use them. Explain the use if it is necessary. Provide some examples. SS-SS 5' Stage 5 Play a Game Get students into groups of four. Give each group ten pictures cards. (See appendix 20). Ask students to pick up one picture card and say some information about it. If it is right, he wins the picture card. Provide an example: It is an endangered animal. It is an Asian elephant. An adult elephant eats about 150 kg of grasses, leaves, and other vegetation each day. We should protect their habitat. SS-SS 10' Feedback Monitor students as they work. Variations / follow-up If stage 5 is difficult, adjust the activity by saying only the names of the endangered animals. Evaluation of Teaching and Learning Process I could not implement this lesson plan. I think these lesson plans are very extensive. Students need more time to do each activity and the classes do not start on time. Homework Give students a worksheet with a list of endangered mammals (20.1). Ask students to choose one endangered animal and research information about it (eight lines and an illustration about it). 21 Fifth Lesson Plan Teacher: Nelly Chingo Length: 55 Students’ age: 13 -14 Class: Second A - B Topic: Water shortage Context of the Learning activities: Water is vital for life. However, the problems of global water shortages are getting more and more serious. We must face increasing water crisis and try our best to cope with it. We start the session making a comparison of two photographs to brainstorm their ideas about the photographs. Next, we discuss the reasons of water shortage and think about the possible ways to save water. Learning Objectives: Students will be able to think about ways to save water and talk to their partner and their families. Students will be able to point out some human activities which cause water wasting. Expected Learning Outcomes: By the end of the lesson students will be able to examine the problems of water shortages and find some effective solutions to save water. Students will be able to give advice to others on water conservation. My Own Professional Learning Objectives: To provide corrections if necessary, but use constructive feedback Language to be taught and practised (language exponents) Work on skills Vocabulary Verbs turn off, avoid, flush, lather, tap off, capture, leak, waste, to be like a fish out of water, overuse, refill, have a shower / bath; use a bucket / hose / washing machine; / to stop dripping water; to rinse your mouth; to throw water away; to water your garden / plants; Grammar Can - Can‟t Could-couldn‟t should – shouldn't, must – must not R L S W S.I x x x x Materials and resources used Power-point flash cards worksheets Stages Aims Teacher Action and Class Management. I T Step 1 Students carry out a written test about environment (see appendix 21). Collect their homework. SS 15' Stage 2 To set the context Show students two contrastive photographs on the power point (see appendix 22) Elicit students to describe the photographs. Brainstorm their ideas. TSS 5' Stage 3 Work in pairs. Ask students to make a list of the different ways SS-SS 5' 22 they use water. Make sure they include every-day uses like brushing their teeth. Brainstorm with the class to create a list of water uses. Record the information on the board (see appendix 23) Stage 4 Discuss the reasons of water shortage and think about different ways to reduce water consumption. Make sure everyone has a chance to share their ideas (see appendix 24) T-SS 5' Stage 5 Bingo Game Give students a list of sixteen tips to save water and a Bingo card (see appendix 25) Ask them to write tips anywhere they want on the card. Teacher shows them the sixteen cards, put them in a bag. Take one word out and tell to class. Ask the students to tick the word that they heard. The first students to complete straight line of forwards wins. T-SS 7' Stage 6 Work in groups of four Provide ten picture with clues to elicit the use of shouldshouldn't (see appendix 26). Give them an example. Student A: What should we do to save water? Student B: We should.......................................................... Monitor the pair work . If students make any mistakes, make a mental note and go over the mistakes after the students have completed the exercise. SS-SS 5' Feedback Assess the performance of several pairs, (a fast learner go first) T-SS 5' Stage 7 Ask students to write one question about environmental issues and put all the questions into a bag. Check their questions. SS 3' Stage 8 Game: “Don‟t answer „Yes‟ or „No‟” Get students into four teams. Give them clear instructions. One team takes one question out and asks members of the other team questions to try to make them answer “Yes” or “No.” The answering team can use other responses, e.g., “Of course not,” or “I think so,” or “I did” or “It is,” We shouldn't, We should, etc. The teacher times how long it is before a “Yes” or “No” is said. The team with the longest time wins. SS-SS 5' Feedback Focus on their pronunciation as they work. T-SS Pair assignment Tell students that they have to design an assignment about this unit. Hand out a deadline. (See appendix 27). The presentation will be done during seventh session. You can work in pairs. You are going to be assessed by the teacher using a rubric.(see appendix 28) Last, talk to students about their final oral presentation. We discuss neatness, spelling, and punctuation, making their assignment visually appealing and having a professional look. T 5' Variations / follow-up Stage 6, Suggest variation on the dialogue, and ask students for some ideas of what they could 23 say in the new situation.(for those students who finish the activity) Evaluation of Teaching and Learning Process I could not implement this lesson plan. Homework Write a composition (eight lines). Do your family and you save water at home? What do your family and you do to save water at home? 24 Sixth Lesson Plan Teacher: Nelly Chingo Length: 55 Students’ age: 13 -14 Class: Second A -B Topic: Reduce – reuse - recycle Context of the Learning activities This lesson deals with reducingreusing - recycling items in order to take care of the environment. We introduce the idea of recycling, the value of such a practice, and how each and every individual needs to take responsibility for reducing, recycling and reusing all we can. Learning Objectives Students will be able to express and share their own ideas about materials and objects that can be reduced, recycled or reused. Students will be able to differentiate between the terms reduce, reuse and recycle. Expected Learning Outcomes: Students will be able to differentiate the advantages of reducingreusing-recycling. My Own Professional Learning Objectives To teach students the value of Rs. To encourage students to discuss recycling with their families. Language to be taught and practised (language exponents) Work on skills Vocabulary landfill; pulp, recycling bins, rechargeable batteries, light bulb, charity, empty cans, wrapping paper, food cans, drink cans, glass bottles and jars, plastic bottles, juice jugs, empty aerosol cans, bulk packaging, cardboard, Verbs throw away, donate, sort, tear down, flatten, clean up, collect, damage, destroy, pick up, plant, rescue, throw out Grammar Can-Can’t should-shouldn't must-must not could-couldn’t R L S W S.I. x x x x Materials and resources used Power-point picture cards worksheets Samples of recyclable, reusable, reducible and non-recyclable waste. Stages Aims Teacher Action and Class Management. I.P. T. Check Homework Ask students to tell how they and their families save water? Collect their homework. T-SS 5' Stage 1 Warm up Show students a recycling symbol, (see appendix 29). First, ask students about the meaning of it. Next, ask students what reducereuse-recycle mean? Brainstorm their ideas. TSS 5' Stage 2 To set the context Explain how recycling works and the important role we all can play by reducing, reusing and recycling items instead of throwing them away. (see appendix 30). Explain to the class that recycling is T-SS 10' 25 actually the third step in reducing waste. The three Rs are in order of importance, so reduce is the most important step! Reduce ==> make less garbage. Reuse ==> use an item more than once. Recycle ==> turn an item into another useful item. Stage 3 Play video Watch a video about “save our world” Then ask them some questions about it. T-SS 5' Stage 4 Pair discussion Work in pairs. Give them a worksheet with some questions about their habits (see appendix 31). Ask them to answer the questions orally. Monitor students and listen to their pronunciation as they work. SS-SS 5' Feedback Ask some pairs to report briefly to the whole class so everyone can compare their habits. SS-SS 5' Stage 5 Display the empty jelly jar to the class. What are some new and unusual ways you can think of to use this jar? As volunteers respond, number and write the different answers on the board. T-SS 5' Stage Group discussion Group work. Place the various recycling objects on a table. Explain the task to the students. Divide the class into groups of 4 and distribute one copy of the worksheet "New uses for old things" to each group, (see appendix 32). Each group will select two different items from the table. Groups will then discuss each of the two objects they have chosen, and think of at least 3 new and unusual uses for each item. Groups should use the worksheet "New uses for old things" to record their answers. SS-SS 7' Feedback When groups have completed the worksheets, ask volunteers from each group to display their group‟s objects and read aloud their group‟s ideas for reusing of each item. Finally write the name of each item on the board, and under the name of each item list all the possible uses suggested by the students. T-SS 7' Variations / follow-up Monitor and if necessary adjust the activity if it appears that the students are not achieving the objective. Evaluation of teaching and learning process I could not implement this lesson plan. Homework Invite students to bring in items that are examples of how to reduce waste, items that are recycled, and items that are reused. Write the right items in the recycling columns (see appendix 33). Read and colour the story about “Follow the bottle”(appendix 34) 32 Appendix 2 Instructions: 1. Listen to the song “It is up to me and you! 2. Tick the words that you listen. could can have had world word rush brush make made understood understand three tree grey green SONG: It is up to me and you! Can you understand what we have to do? There is only one world It is up to me and you Brush your teeth. But turn off the tap Take a shower. Do not have a bath Walk or ride your bike to school Recycle paper. That is the rule. Can you understand what we have to do? There is no much time It's up to me and you Unplug the TV. Switch off the lights Go out with friends. Do not surf all night Give old clothes to charity Join a Green group. Plant a tree Can you understand what we have to do? There is no much time It is up to me and you Brush your teeth. But turn off the tap Take a shower. Do not have a bath---- Give old clothes to charity Join a Green group. Plant a tree Can you understand 33 Appendix 3 It is the process in which gases in the atmosphere trap the sun's heat. greenhouse effect It is “a change of climate which is attributed directly or indirectly to human activity that alters the composition of the global atmosphere. climate change When the average temperature on Earth is getting hotter. global warming It is a system of plants and animals living together. ecosystem It is the cutting down of trees in a large area; the destruction of forests by people. deforestation It is the process by which land changes into desert. desertification It is a long period when there is little or no rain. drought It is an organization that fights for the protection of the environment. green peace It describes a form of energy that can be produced as quickly as it is used. renewable energy It is a layer of air high above the Earth, which contains a lot of ozone, and which prevents harmful ultraviolet light from the sun from reaching the Earth. ozone layer Damage caused to water, air.... by harmful substances or waste. pollution A large amount of persistent rain. Flooding 34 APPENDIX 4 Instructions Instructions 1. Put the cards down grouping them by colors. 2. Pick up on blue card and read the sentence. 3. Look for the appropriate meaning. 4. Turn over the yellow card and read the word. If it is the right word, then win and take the card. Good Luck! 1. Put the cards down grouping them by colors. 2. Pick up on blue card and read the sentence. 3. Look for the appropriate meaning. 4. Turn over the yellow card and read the word. If it is the right word, then win and take the card. Good Luck! The process in which gases in the atmosphere trap the sun's heat. greenhouse effect When the average temperature on Earth is getting hotter. global warming The cutting down of trees in a large area; the destruction of forests by people. deforestation The process by which land changes into desert. desertification It is “a change of climate which is attributed directly or indirectly to human activity that alters the composition of the global atmosphere. climate change A large amount of persistent rain. flooding An organization that fights for the protection of the environment. green peace It describes a form of energy that can be produced as quickly as it is used. renewable energy Damage caused to water, air....by harmful substances or waste. pollution A long period when there is little or no rain drought A system of plants and animals living together. ecosystem 35 CLIMATE CHANGE APPENDIX 5 36 APPENDIX 6 Climate Change has been in the news for years. But what is it? And how will it affect us? To understand climate change, you first need to know about the Greenhouse Effect. The Earth gets heat from the sun. In the atmosphere, greenhouse gases like carbon dioxide trap this heat and keep it from escaping back to outer scape. Trapping some heat in the atmosphere is a good thing because it keeps the planet warm enough for us to live. But there's a problem. People all over the world are adding extra carbon dioxide to the atmosphere. That's because today we burn fossil fuels like coal, oil and gas to do many of our everyday activities, like driving our cars, using our computers, and heating our homes. All this extra carbon dioxide is trapping more heat in the atmosphere, making the Earth warmer and causing other climate changes, too. The signs of climate change are all around us. Temperatures are getting warmer, giant ice sheets are melting, and the oceans are rising. In many places, flowers are blooming earlier, snow is melting sooner, and birds aren't flying as far south for the winter. So why does this matter? Well, if the planet keeps getting warmer, we can expect more powerful storms and more flooding, droughts and heat waves. And these changes could cause additional problems, like the spread of certain diseases, more wildfires, and flood and water shortages. Climate change could put entire ecosystems, like coral reefs, in danger, and many plants and animals could become extinct. The good news is that we can take action! We can put less carbon dioxide into the atmosphere if we generate electricity from clean sources like solar and wind power instead of burning coal, oil, or gas. We can also drive less, use public transportation and choose cars that go further using less gas. And you can do your part! Reduce your energy use by turning off the lights, the computer, and TV when you're not using them, and walk or ride your bike to work or school. By making smart choices and working together, we can make a difference! 37 1. Choose the correct form. 1. Climate change COULD / COULDN'T put entire ecosystems in danger. 2. Temperatures ARE / AREN'T getting warmer because of climate change. 3. We CAN / CAN'T expect powerful storms and more flooding, droughts and heat waves. 4. Many plants and animals COULD/COULDN'T become extinct due to the climate change. 2. True or False? 1. Adding extra carbon dioxide to the atmosphere helps to save the environment. T F 2. Greenhouse effect is the process in which gases in the atmosphere trap the sun's heat. T F 3. Giant ice sheets aren't melting. T F 4. It is an excellent idea using solar and wind power. T F Appendix 7 Extension worksheet (fast learners) 1. Complete the following chart. CLIMATE CHANGE Causes Problems Solutions 38 APPENDIX 8 ENVIRONMENTAL PROBLEMS FIND SOMEONE WHO. Walk around the classroom and find someone who …...................... Ask your classmates if they can do the things from the box. Ask yes/no questions using can, e.g. “Can you wiggle your ears?” Can you.............................................................. Write their names Say the alphabet backwards? Make a paper airplane? Draw a straight line without a ruler? Sing a song in English? Draw a square and a circle at the same time? Click your fingers? Run faster than your teacher? Introduce yourself in English? Wiggle your ears? Draw a straight line without a ruler? 39 APPENDIX 8.1 BOARD GAME START Talk about something you can do well. What is something you couldn‟t do when you were little? ROLL AGAIN GO BACK 4 SPACES Describe something you know how to do that your partners do not. LOSE A TURN What should you do this weekend? What do adults have to do that children do not have to do? GO BACK 3 SPACES Your sister is Lazy. She……….. do sport. What did your parents tell you that you must do? GO AHEAD 3 SPACES What must you do to get a driver‟s license What do students have to do? What does your mother have to do tonight? LOSE A TURN It is not very attractive. You……… …. buy it. You …… …. show your passport before you get on the plane. GO AHEAD 1 SPACE We……….eat the ice cream. It is not ours. ROLL AGAIN This book is interesting. You…….read it. Your cousin does not feel well. He……… ..……. go to school. YOU WIN!!!! 40 APPENDIX 9 1. CIRCLE THE MODAL VERBS. Last year, a tornado hit Linda's town. It was the most frightening experience of her life. A tornado is a very strong wind going round and round. It can lift people, cars and even homes into the air. During a tornado, people should stay in a room without any windows. But Linda was outside, driving near a field when she saw the tornado. Her car stopped suddenly and she couldn't go any further. Linda thought, “I shouldn't stay in the car because it is too dangerous. I must think of something quickly. I should find a place under the ground. “Then, Linda saw a large hole under a tree. Linda could hear the tornado but after a short time, it moved away. Linda couldn't believe her luck. She was safe. Last year, a tornado hit Linda's town. It was the most frightening experience of her life. A tornado is a very strong wind going round and round. It can lift people, cars and even homes into the air. During a tornado, people should stay in a room without any windows. But Linda was outside, driving near a field when she saw the tornado. Her car stopped suddenly and she couldn't go any further. Linda thought, “I shouldn't stay in the car because it is too dangerous. I must think of something quickly. I should find a place under the ground. “Then, Linda saw a large hole under a tree. She quickly climbed into it. Linda could hear the tornado but after a short time, it moved away. Linda couldn't believe her luck. She was safe. Last year, a tornado hit Linda's town. It was the most frightening experience of her life. A tornado is a very strong wind going round and round. It can lift people, cars and even homes into the air. During a tornado, people should stay in a room without any windows. But Linda was outside, driving near a field when she saw the tornado. Her car stopped suddenly and she couldn't go any further. Linda thought, “I shouldn't stay in the car because it is too dangerous. I must think of something quickly. I should find a place under the ground. “Then, Linda saw a large hole under a tree. She quickly climbed into it. Linda could hear the tornado but after a short time, it moved away. Linda couldn't believe her luck. She was safe. 41 APPENDIX 10 HOW CAN WE USE MODAL VERBS? ●After modal verbs we use the infinitive form without to. ●You must stop at the right light. ●Modals do not change in the third person singular form (he/she/it) in the Present Simple. ●She should go to the doctor. HOW CAN WE USE MODAL VERBS? ●Modals are not used with the auxiliary verb do; to form the negative, we add not after the modal. ●I couldn't walk when I was one year old. ●To ask questions, we put the modal in from of the subject. ●Can I help you? 48 1. ENDANGERED SPECIES APPENDIX 16 49 APPENDIX 17 Summary Sheet. Please, fill in the required information. Endangered Species Description Habitat Asian Elephant The Monk Seal Leatherback Sea Turtle Karner Blue Butterfly APPENDIX 18 Case Histories Asian Elephant Asian elephants used to live in the forests from Iraq to southern China. Since these forests were cut down to make room for farms and villages, the elephants have been confined to small, hilly regions where they have little contact with humans. These tiny areas of land cannot supply enough food for the elephants. An adult elephant eats about 150 k of grasses, leaves, and other vegetation each day. When forests were larger, Asian elephants migrated with the seasons. In this way, they found fresh food supplies. The plants and trees could also regenerate after the elephants left. Today there is nowhere for the elephants to go. Experts say that the Asian elephant population is about 55,000, living on a habitat of about 190.73 square miles (494 sq km). In contrast to this, the African elephant population is about 10 times this size and lives on almost 3 million square miles (7.7 million sq. km) of available habitat. 50 The Monk Sea The Monk Seal in the Mediterranean is on the critically endangered list through excessive hunting for its skin back in the early 20th century. Though nowadays they are protected from the skin industry there are the deliberate killings by fishermen who see them as competitors for fish, the seals getting caught up in fishing nets, loss of habitats through development and tourism and disease are all effecting the numbers. Karner Blue Butterfly With a wingspan of about one inch (2.5 cm), Karner Blue butterflies are among the smallest of all butterflies. They are also among the rarest. They are found in the Midwestern and northeastern parts of the United States. Many people like to collect Karner Blue butterflies because they are so beautiful. However, because numbers of Karner Blue butterflies are so low, the collection of even a few can seriously harm their population. An even bigger problem for these butterflies is habitat loss. Leatherback Sea Turtle Picture a turtle that is six feet (1.8 m) long and weighs 1400 pounds (636 kg)! That is the size of a large Leatherback sea turtle, the largest turtle on earth. It is called "leatherback" because its shell is covered with a leathery-type skin. Leatherbacks live in the warm waters of the Atlantic, Indian, and Pacific Oceans. Males spend all of their time at sea, and females come on land only when it is time to lay their eggs. Loss of nesting habitats is a serious problem for Leatherbacks. Females build their nests on remote sandy areas along the coast. Because many coasts are being made into beaches, leatherbacks often cannot find a safe place to lay their eggs. Other problems are fishing and hunting. Leatherbacks get caught in fishing nets, and in some parts of Asia they are hunted for food and oil. Only about 100,000 females are alive today. 51 APPENDIX 19 Questions For Discussion Possible Answers What animals are big threats to kagus? Dogs, pigs, cats, and rats that humans have brought to New Caledonia How do these animals harm kagus? They eat kagus and their eggs. Which species are endangered because people like to collect them? Black lace cactus, Manus Island tree snail, Karner blue butterfly What are some of the problems that have caused leatherback sea turtles to become endangered? Loss of nesting habitats; fishing; hunting What is the main reason that Asian elephants are in trouble? Habit destruction: there is nowhere left for them to go to find food. Which species are in trouble because of habit destruction? All of them. Most endangered species experience some form of habit destruction. From what you know about these species, are most animals and plants endangered because of only one reason, or because of a number of reasons? Most species are endangered for a number of reasons. 52 APPENDIX 20 53 APPENDIX 20.1 Homework ENDANGERED MAMMALS SPECIES MEANING LOCATION REASONS FOR DECLINE Ass, African Wild Somalia, Sudan, Ethiopia Habitat destruction Bat Indiana East & Midwest Habitat destruction Cheetah Africa to India Habitat destruction, fur trade Deer, Key South Florida Habitat destruction, road kills Dugong (see cow) Oceans Hunting (food & leather) Elephant, Asian South Central & SE Asia Poisoning of food sources Gazelle, Arabian Arabian Peninsula, Israel Poaching Gibbons China, India, SE Asia Habitat destruction Gorila Central & West Africa Habitat destruction, collection of young, poaching Jaguarundi Texas, Asia Habitat destruction, fur trade Leopard Africa, India, SE Asia Habitat destruction, fur trade Leopard, snow Central Asia Over-hunting for its fur Lion, Asiatic India Habitat destruction, Overhunting for its fur Monkey, colobus Africa Killing for hide Monkey, spider Costa Rica, Panama Habitat destruction Mouse, salt march California Habitat destruction Orangutan Borneo Sumatra Habitat destruction, overcollecting of young for zoos Panda, Giant China Restricted habitat Prairie dog West US Habitat destruction, poisoning Rhino, Black South Sahara in Africa Poaching for horn Rhino, White Central and East Asia Poaching for horn Tiger Temperate, Tropical Asia Habitat destruction, sport hunting Whale blue Oceans Commercial hunting Whale, fin back Oceans Commercial hunting Wolf, red South East US to Texas Habitat destruction, hunting trapping. 55 WATER SHORTAGE APPENDIX 21 English Quiz Student's Name: ____________________________________________ Class: ______________ Read the text and answer the questions. SAVE THE WORLD Global warming is the climate change, in other words the increase of the heat in Earth's atmosphere. Scientists have been working for years to stop its effects on Earth¡, but what can we do? There are so many ways to help stop global warming. First of all, you should stop wasting energy like electricity and gasoline. You had better turn off the lights or electrical devices if you don't need and walk or bike for short distances. Moreover, we should reduce the carbon dioxide emissions in the atmosphere. You can grow more plants which need carbon dioxide to grow. Finally we had better integrate the 3 Rs (Reduce, Reuse, and Recycle) rules into our lives. Reduce the amount of your rubbish. You shouldn't buy unnecessary things in the market and you can sell or donate unwanted items in the house. Reuse the items such as jars, pots, newspapers, carrier bags, packaging papers, etc. Classify the rubbish as paper, plastic, glass and metal. In that way, you will help these items to be used again. 1. What is global warming? ------------------------------------------------------------------------------------------------ 2. How can we stop wasting energy? ------------------------------------------------------------------------------------------------- 3. What does “3Rs” mean” 56 ------------------------------------------------------------------------------------------------- 4. What else can we do? ---------------------------------------------------------------------------------------------------------- 2. Complete the sentences with the correct form of the words from the list. Pollute conserve protect destroy recycle support 1. Unless we...................….....................endangered species like the Iberian lynx, they will disappear 2. ................................... bottles and newspapers is a good way of helping the environment. 3. Mike decided to................................ Friends of the Earth after he had read their leaflet. 4. If we................................................ energy like gas and electricity, we will create less pollution. 5. You shouldn‟t use aerosols. They........................…......................the ozone layer. 6. Waste from the factory..............….......the river and fields nearby. As a result many wild animals died. 3. Complete the passage with the words from the list. Drought environment smoke Global protection waves Resources pollution New statistics show that 1....................................... warming is getting worse. Last year, more than forty countries had very little rain. As a result they suffered from heat 2....................................... and severe 3.....................................…...... In addition, widespread fires caused harmful 4...................................... which had terrible effects on the 5....................................................Scientists say these problems are the result of the increase in 6............................................... Unless people start using natural energy 7......................…............................and support programmes of 8................................................. and conservation, the situation will not improve. 57 WATER SHORTAGE APPENDIX 22 APPENDIX 23 Make a list of Water Uses APPENDIX 24 QUESTIONS FOR CLASS DISCUSSION 1. Why can‟t we be without water? 2. Where is there water shortage? 3. Why is there water shortage? 4. Tell one possible way to save water. 58 APPENDIX 25 INSTRUCTIONS 1. Give each student the Bingo card. 2. Write the vocabulary words in your Bingo. 3. The teacher put the words in a bag. 4. A volunteer take one word out and Tell to the class. 5. Tick the word on their card If you listen to your word. 6. The first students to complete the straight line wins. Good Luck! BINGO CARD Wash your fruits and vegetables in a pan of water instead of running water from the tap. Capture the water that is leaking and repair it as soon as possible. Use a commercial car wash that recycles water Turn off the water while brushing your teeth and save 25 gallons a month. Install small shower heads to reduce the flow of water. Take a shower instead of taking a bath. Use a broom instead of hose to clean the sidewalks or to wash the car. Avoid unnecessary flushing the toilets. Check the leakage of water in the toilets Avoid leakage of water from the taps Turn the tap off when not in use especially when you brush your teeth or wash clothes. When you are washing your hands, don't let the water run while you lather. Dispose off the tissues, cigarettes and other waste into the bin instead of toilets. Do not leave the tap running while washing the dishes in the kitchen. Turn off the water while you wash your hair to save up to 150 gallons a month. Run your clothes washer and dishwasher only when they are full. When you save water, you save money on your utility bills too. Saving water is easy for everyone to do. 66 APPENDIX 34 HOMEWORK Read and colour the story “Follow That Bottle! 67 68 APPENDIX 35 Watch a video clip about Reduce, Reuse and Recycle (Rs) http://www.youtube.com/watch?v=USo_vH1Jz7E Jack Johnson - The 3 R's Lyrics Three it is a magic number Yes it is, it is a magic number Because two times three is six And three times six is eighteen And the eighteenth letter in the alphabet is R We've got three R's we're going to talk about today We've got to learn to Reduce, Reuse, Recycle Reduce, Reuse, Recycle Reduce, Reuse, Recycle Reduce, Reuse, Recycle Well, if you're going to the market to buy some juice You've got to bring your own bags and you learn to reduce your waste We've got to learn to reduce And if your brother or your sister's got some cool clothes You could try them on before you buy some more of those Reuse, we've got to learn to reuse And if the first two R's don't work out And if you've got to make some trash Don't throw it out Recycle, we've got to learn to recycle, We've got to learn to Reduce, Reuse, Recycle Reduce, Reuse, Recycle Reduce, Reuse, Recycle Reduce, Reuse, Recycle Because three it is a magic number Yes it is, it is a magic number 69 APPENDIX 36 Guidelines for the presentation Reduce Narrator: There are three important things to help to take care of the environment. Whole Class: reduce, recycle, reuse Narrator: When you reuse things you can help the environment. Each student in the "reduce" group presents an item. After the item is presented, each student puts the item in the bin labelled "Reduce." Reuse Narrator: There are three important ways to help take care of the environment. Whole Class: reduce, recycle, reuse Narrator: Recycling is using something again. When you recycle things you can help the environment.. Each student in the "recycle" group presents one item that can be recycled and places it in recycling bin. Recycle Narrator: There are three important ways to help take care of the earth. Whole Class: Reduce, recycle, reuse Narrator: When you reuse things instead of throwing them out you can help the environment. Each student presents one item that can be reused and places it in the bin labelled "Reuse." 70 ASSESSMENT APPENDIX 37 Student's Behaviour 4 3 2 1 Grade Participation Student volunteered several times during class Student volunteer a few times during class Student participated only when call on Student refused to participate _____ Remains on tasks Student was very focused and remained on task. Student was somewhat focused and was mostly on task. Student needed a few remainders to get back on task. Students needed several remainders to get back on task. _____ Uses materials properly Student always used materials appropriately Student usually used materials appropriately Student needed a few remainders to use material appropriately Student needed several remainders to use materials appropriately _____ Respectful of others Student was always respectful of others. Student was usually respectful of others. Student needed a few remainders to be respectful. Student needed several remainders or was very disrespectful. _____ Homework Students always do homework Students usually do homework Students rarely do homework. Students never do homework _____ 71 APPENDIX 38 Teacher's self-assessment Yes sometimes No Is my classroom a happy learning experience? x Do I convey my expectations and confidence that the student can accomplish work, can learn and is competent? x Do I provide well-defined standards of values, demands for competence, and guidance toward solutions to problems? x Do I learn the name of each student as soon as possible, and do I use that name often? x Do I spread my attention around and include each student, keeping special watch for the student who may need extra attention? x Do I notice and comment favourably on the things that are important to students? x Do I permit my students some opportunity to make mistakes without penalty? x Do I make generally positive comments on written work? x Do I give extra support and encouragement to slower students? x Do I take special opportunities to praise students for their successes? x 72 APPENDIX 39 One minute paper 1. ¿Qué has aprendido durante las clases de inglés? ……………………………………………………………………………………… 2. ¿Qué es lo que más te ha gustado de las clases de inglés? …………………………………………………………………………………….. 3. ¿Qué es lo que no te ha gustado de las clases de inglés? ……………………………………………………………………………………… 4. ¿Cómo te has sentido durante las clases de inglés? …………………………………………………………………………………….. 4 Oliver (2003) states that the notion communication becomes part of information technology due to the realization that technology have become significantly relevant not only “as a device for handling information,” but also “as a means of communication.” The ICT tools that the teacher can apply in online collaborative learning are abundant, ranging from the first generation web tools that include web pages, email, chat rooms, discussion boards, voice-based forums, learning management systems, videoconferencing, to the second generation web or Web 2.0 tools such as blogs, podcasts, wikis, You tube, social networking, etc. 2.2 The most popular webs and blogs for EFL There are numerous ways one can learn English nowadays. Certain websites offer opportunities to increase your knowledge of the language or get the basics down fast and easy. Here is a list with some of the most popular and useful sites to learn or improve your knowledge of the English language (see Appendix 1). British Council It is one of the best websites to learn English online for free. You can watch videos; listen to podcast, read, write, practise grammar or even playing a game. BBC learning English In this website from the BBC, students can find help with grammar, vocabulary, and pronunciation, with plenty of references to current events. There is also a regularly updated soap opera called The Flatmates which is specially written for English learners. Plus, you‟ll find a special section for EFL teachers. English Central English Central is an innovative solution for language learners who want to practise listening and speaking. The website allows users to view videos relating to a variety of topics with English audio and English and Japanese subtitles. Where this site differs from other sites with video content is in the interactivity it provides for language 5 learners, who are able to record themselves saying the same sentences as the speaker in the video. Voice recognition technology is then used to analyse the pronunciation of the learner‟s recorded utterances, and evaluate how closely they match the native speaker‟s pronunciation. ESL-Lab It contains: short listening activities for beginning and intermediate students; listening quizzes for academic purposes, e.g. TOEFL/TOEIC Tests; 20 minute ESL vocabulary lessons for students to improve their vocabulary and pronunciation; language learning tips; and long conversations with video. 2.2.1 WEB 2.0 TECHNOLOGIES ess of creating Web 2.0 materials in a blog involves the engagement of a 6 The process of creating Web 2.0 materials involves the engagement of a community, consisting of developers who create tools and the users who produce the content using a range of digital technologies. There is a great variety of interesting and stimulating material on „Web 2.0‟. The most important is to choose the appropriate material to the student‟s interest and levels and reinforce positive learning as part of the course programme. „Web 2.0‟ helps teachers to generate material easily. You can generate material for your classes in just five minutes since you can find thousands of activities already made on internet or you can create your own materials using some tools, (see Appendix 2); however, it is essential to know the aims you and your students want to achieve on that activity. Web 2.0 tools are very useful in this respect for language teachers for a number of reasons:  Textually: This can be achieved with blogs and wikis, or with collaborative writing software, like Google Docs. Chat is also text and tools like MSN, or Google Talk, can be used to rehearse spoken language in writing. Other tools can be forums, which have formed the backbone of online education up until the recent past, (see Appendix 3).  Visually: MSN, Skype, Adobe Connect Professional, Illuminate, WiziQ and other similar tools can be used for video conferencing exchanges. These tools add a visual dimension to the interaction, (see Appendix 3).  Aurally: As well as being used for text chat a tool like MSN or Skype can be used for spoken communication. Until quite recently the communication was one-to-one, but now groups can speak together. Pod-cast will help learners to improve their English vocabulary and pronunciation and listening skills. They are quite short (5 or 6 minutes) and delivered in clearly spoken English. Many of them are linked to grammar and vocabulary notes, or to exercises or quizzes, (see Appendix 3). Systems and tools usually progress along with the needs of their users. Online diarists have always had a need for both self-description and interaction with others. Starting in about 1998, a new type of website called weblogs (blogs) began to be posted and has gradually merged with online diaries (Godwin J., 2003). 7 2.2.1.1 What is a blog? A blog, short for web log, is a website that contains a chronological collection of journal-style entries on a given topic, constantly and easily updated by an individual or a group, Thus, anyone who can create a basic Microsoft Word document can create and maintain a blog. A blog is a kind of web-based system that uses a variety of tools to facilitate selfdescription and interaction with others. “Language learners could use a personal blog linked to a course as an electronic portfolio, showing development over time” (Godwin, 2003, p. 13). Hence, blogs could be used to monitor and assess students‟ work as well as to encourage interaction among students and between teachers and students. 2.2.1.2 The blogging phenomena in context In the early 1990s, the Web promised active communities and social networks, sharing ideas and shaping new realities. Personal publishing got a boost with the advent of GeoCities, which eliminated the need to know HTML or understand FTP. Much as they did in the early days of Aldus Pagemaker, novice writers and designers enthusiastically embraced the new technology, creating communications that made classically educated communicators and designers shudder; they then ceased up-dating the sites when the newness faded. By 1998, there were a handful of sites that we would identify today as blogs. 2.2.1.3 Types of blogs used in language teaching Aaron Campbell (2003) has outlined three types of blogs for use with language classes: The Tutor Blog is run by the teacher of a class. The content of this type of blog can be limited to syllabus, course information, homework, assignments, and so on; or the teacher may choose to write about his or her life, sharing reflections about the local culture, target culture and language to stimulate online and in-class discussion. In this 8 type of blog, students are normally restricted to being able to write comments to the teacher's posts. The Class Blog is a shared space, with teacher and students being able to write to the main area. It is best used as a collaborative discussion space, an extra-curricular extension of the classroom. Students can be encouraged to reflect in more depth, in writing, on themes touched upon in class. Students are given a greater sense of freedom and involvement than with the tutor blog. The Learner Blog is the third type of blogs and it requires more time and effort from the teacher to both set up and moderate, but is probably the most rewarding. It involves giving each student an individual blog. This learner blog becomes the student's own personal online space. Students can be encouraged to write frequently about what interests them, and can post comments on other students' blogs. Of course, teachers who decide to use blogs often use a combination of Tutor or Class blog and learner blogs, with hyperlinks connecting them. 2.2.1.4 Why blog? One way to find the right tool (or app) for a learning context/activity/situation is using Bloom‟s taxonomy. The results of some researches about “Bloom‟s Digital Taxonomy” can be helpful for educators in order to discover new useful tools to engage our students. This is an update to Bloom's Revised Taxonomy which attempts to account for the new behaviours and actions emerging as technology advances and becomes more ubiquitous. Bloom's Revised Taxonomy describes many traditional classroom practices, behaviours and actions, but does not account for the new processes and actions associated with Web 2.0 technologies. Bloom's Digital Taxonomy is not about the tools or technologies rather it is about using these to facilitate learning. Outcomes on rubrics are measured by competence of use and most importantly the quality of the process or product. For example Bookmarking a resource is of no value if the resource is inappropriate, invalid, out of date or inaccurate. Bloom's Digital Taxonomy lends itself to problem and project based learning where the student must work through the entire process of development and evaluation. 9 So, why should we use blog with our learners? One of the best reasons is to provide a real audience for student writing. Usually, the teacher is the only person who reads student writing, and the focus of this reading is usually on form, not content. With blogs, students can find themselves writing for a real audience that, apart from the teacher, may include their peers, students from other classes, or even other countries, their parents, and potentially anyone with access to the Internet. Here are some other reasons for using blogs:  To provide extra reading practice for students.  As online student learner journals that can be read by their peers.  To guide students to online resources appropriate for their level.  To encourage shy students to participate.  To stimulate out-of-class discussion.  To encourage a process-writing approach.  As an online portfolio of student written work.  To help build a closer relationship between students in large classes. 10 2.2.1.5 Where to start There are lots of sites where we can set up a blog for free, but perhaps the best known and one of the most reliable and simple blogging tools to use with students is Blogger (http://blogger.com). It takes only fifteen minutes from setting up an account to publishing the first post using this valuable tool. The teacher sets up the tutor blog or a class blog. With a Class blog, students will need to be invited to participate by e-mail. Learner blog accounts can either be set up beforehand by the teacher, or done at the same time with a whole class in a computer room. The former gives the teacher more control of student accounts, but some advantages of the latter is that learners are given more choice (of username, design of the blog, etc.). 2.2.1.6 Keeping students interested Many teachers who start to use blogs find the novelty factor is enough to create student interest in starting to use them. However, blogs work best when learners get into the habit of using them. If learners are not encouraged to post to their blogs frequently, then they can quickly be abandoned. Here, the teacher in the role of facilitator is vital for maintaining student interest. Here are some ideas to how this can be done:  Respond to student posts quickly, writing a short comment related to the content.  Ask questions about what the learner writes to create stimulus for writing.  Students should be actively encouraged to read and respond (through the commenting feature of the blog) to their classmates.  Writing to the blog could be required, and it may form part of the class assessment.  Students should be encouraged to post their writing homework on the blog instead of only giving it to the teacher. 11 2.2.1.6 Some ideas for activities  Mystery guest. Invite another teacher or someone from another school or country as a mystery guest to your blog. Ask the students to engage him or her in dialogue and guess their identity.  Project work. A blog is an ideal space for developing a project, especially if the project is a shared one between several classes or even classes in different countries.  International link-ups. Contact another educational establishment to see if they are interested in a joint blogging project. Students can write about their lives, culture, interests, etc., and be encouraged to read about the other class and respond by writing comments.  Photoblog. If you plan on using photographs in your blog, there are lots of tools available to help you. Flickr (http://www.flickr.com) makes publishing photographs to blogs easy. If you want to make photographs central to the blog, however, it is better to use a blogging tool such as Buzznet (http://www.buzznet.com), which is a photo publishing tool and blog rolled into one. 2.2.1.7 Pitfalls to watch out for Unwanted comments. To avoid unwanted comments, you can always restrict comments to people in the class or to registered bloggers. Correction. It is difficult to use a blog for correcting students. Student written work can always be corrected before posting to the blog, or you can do class correction sessions using work published in the blogs. Privacy. By their very nature, most blogs are public. Anyone with access to the Web can find and read a blog, and write comments (if this feature has been turned on). If privacy is an issue, then you will be better off using a blogging tool that allows different levels of access rights. Live Journal (http://www.livejournal.com) is a good choice, and is particularly popular with teenagers. Live Journal allows the setting up of a closed community, which could be restricted to the members of a class or to a wider circle including other classes, parents, etc. 12 While many blogs are started, a considerable proportion are abandoned after a short period of time (Perseus, 2003) The National Research Council of the U.S. defines learner-centred environments as those that “pay careful attention to the knowledge, skills, attitudes, and beliefs that learners bring with them to the classroom.” (NRC, 2005) TRADITIONAL LEARNING LEARNING WITH Web 2.0 HELP  Objectivist learning theory (Knowledge exists outside of individuals and can be transferred from teachers to students).  Constructivist learning theory (Knowledge has personal meaning. It is created by individual students).  Teacher-centred environment  Student-centred environment  The teacher as expert, information giver  The teacher as facilitator, coach, and guide.  The teacher as knowledge transmitter  The learner as knowledge constructor.  The teacher in control  The learner in control.  Whole classroom teaching  Individual and group learning.  Students‟ passive learning  Students' active learning  Traditional materials  Authentic tasks and materials  Learning is successful when students can repeat what was taught.  Learning is successful when students can demonstrate conceptual understanding. The challenge for the teacher is the need for academic centres not only to innovate their technology but also their ideologies and pedagogic practices. This will mean modifying the structures for learning entirely: Changes in the role of teachers, changes of learning procedure and activities of pupils, changes in the organization of the classroom, changes in the assessment, and changes in the possibilities of guardianship. Learners need to feel the teacher's motivation. We have to realize that Technology is only a means, not a goal because ICT in teaching and learning process do not perform magical results. 13 After the literature and internet resources review we can admit that 99% of authors consider that blogs are more than a simply tool which, when used appropriately, can promote the shift from teacher-centred to a learner-centred environment. We designed a blog and posted some activities and resources which were used in some lessons (see Appendix 4). 3. CONTEXT OF THE STUDY Both schools that were involved in our project include Compulsory secondary education and Post-secondary education. One of them offers also Professional Education. So the age of students who participated in our research process was from 12 to 38 years old, One hundred and fifty one students participated in our research project. As we can see in the results of the students questionnaire we received the major of answers from the students aged 14-16 – 59%. Age (y.o) quantity % 12 - 13 20 13 14 - 16 88 59 17 – 19 40 26 21 - 38 3 2 They were students of the 2nd and 3rd Courses of CSE – totally 52% course quantity % 1 ESO 10 7 2 ESO 36 24 3 ESO 43 28 4 ESO 20 13 2 Bachillerato 30 20 Grado Medio 12 8 19 ¿Facilita el contacto con el profesor estableciendo una relación fluida y regular ? ¿Potencia la colaboración con el professor? ¿Favorece la integración y el trabajo colaborativo entre los estudiantes? Totalmente de acuerdo - 23% Medianamente de acuerdo - 39% Medianamente desacuerdo - 21% Totalmente desacuerdo - 36% Totalmente de acuerdo - 23% Medianamente de acuerdo - 52% Medianamente desacuerdo - 12% Totalmente desacuerdo - 13% Totalmente de acuerdo - 30% Medianamente de acuerdo - 46% Medianamente desacuerdo - 13% Totalmente desacuerdo - 11% 20 ¿Aumenta el interés por la asignatura? ¿Anima a los compañeros a participar? ¿Promueve la profundización en el tema? Totalmente de acuerdo - 30% Medianamente de acuerdo - 44% Medianamente desacuerdo - 13% Totalmente desacuerdo - 13% Totalmente de acuerdo - 35% Medianamente de acuerdo - 35% Medianamente desacuerdo - 15% Totalmente desacuerdo - 15% Totalmente de acuerdo - 28% Medianamente de acuerdo - 52% Medianamente desacuerdo - 9% Totalmente desacuerdo - 11% 21 ¿Favorece una mayor implicación de los alumnos en las tareas de aprendizaje? ¿Ayuda al desarrollo de la habilidad lectora? ¿Ayuda al desarrollo de la habilidad escrita? Totalmente de acuerdo - 30% Medianamente de acuerdo - 45% Medianamente desacuerdo - 11% Totalmente desacuerdo - 14% Totalmente de acuerdo - 32% Medianamente de acuerdo - 41% Medianamente desacuerdo - 14% Totalmente desacuerdo - 13% Totalmente de acuerdo - 26% Medianamente de acuerdo - 45% Medianamente desacuerdo - 14% Totalmente desacuerdo - 15% 22 ¿Ayuda al desarrollo de la expresión oral? ¿Favorece la construcción de nuevos conocimientos (nuevo pensamiento)? 5.2 The Teachers’ questionnaire We received written answers from 4 English teachers of High schools where we did our practicum. (see Appendix 7), and 3 face-to-face teachers‟ interviews. Summarising the answers to 11 questions we can see the most common point of view about use of blogs in EFL teaching: Totalmente de acuerdo - 29% Medianamente de acuerdo - 37% Medianamente desacuerdo - 18% Totalmente desacuerdo - 16% Totalmente de acuerdo - 25% Medianamente de acuerdo - 56% Medianamente desacuerdo - 9% Totalmente desacuerdo - 10% 23 1. How can the use of blogs encourage monitoring of the subject? Nowadays our students use their smart-phones, tablets and computers always connected to internet. We are lucky to have the great choice of publishing houses which offer their blogs for teacher‟s and student‟s use connected with the course book material. The use of blogs can motivate students and encourage them to read and see models of writing that they can use after for their own work. 2. Could the use of blogs help the students with the solutions of their doubts? “Sure. / Definitely / Yes….” Students can check the answers and comment their doubts with other blog users. Instructional assistance can also be very helpful. A blog should be carefully administrated by a teacher. 3. Does the use of blogs encourage the search for new information on the subject? “I‟m not sure… It depends on the structure of the blog. Yes…” It depends more of the teacher than on the student. If you add extra information or contents such as videos or reference pages (hyperlinks), students might be encouraged to search for new information. 4. Do you think that the use of blogs foster students’ participation in and out of the classroom? “Yes, it does. / No, it‟s just the source of getting information. / I am not sure about this”. It depends very much on how the teacher introduces the task. 5. How can the use of blogs promote critical and creative thinking? A student should be involved as an agent of the blog, not only as a passive user. If a teacher includes active learning activities and cooperative work, and allows students create their one documents and add information which they found themselves, the critical and creative thinking will be promoted . 6. Do you think that the use of blogs really motivates and helps students to study English as a Foreign Language? “I hope so. / Yes it does. / Yes…” “In fact I do using the blog in my practice.” “As far as there are lots of well-organized blogs in the internet, I use some of them.” “I think it is a very powerful tool when is not used as the only teaching resource.” 24 7. How beneficial is the use of blogs in English learning environments? “Its use helps students to front webpages in English.” “It can help connecting people with same interests”. 8. How can the use of blogs improve teaching and learning process in Compulsory Secondary Education? “If students create their own blogs they feel more involved in the educational process…” “A teacher can find so much information and authentic material in the net.” “Blogs are innovative tools that can offer plenty of possibilities for students or teacher alike. Students can improve their language skills in an entertaining way.” 9. Does the use of blogs help EFL students develop language skills? “Yes.” “They encourage applying and practicing grammar knowledge, vocabulary studied in each unit…” but “Blogs mainly help students develop their writing skills.” 10. Is the use of blogs really necessary in teaching and learning process? “I don‟t think so. / No. / it is not really necessary…” but “It is a very appropriate tool for EFL teaching.” “It develops the interactive process of teaching and learning”. “It helps teachers “to be on the same wavelength” with new digital generation of students.” 11. What are the disadvantages of using blogs? 1. Students keep on using this tool for entertainment. 2. Correction of mistakes is not immediate, so students loose attention to the results of their work on line. 3. Students or teachers can become blog-addicts. 4. It is time consuming for the teacher and it needs updating on a regular basis. 25 6. CONCLUSIONS Our main research question was if the use of educational blogs can increase learners‟ motivation and contribute to a significant improvement in students' academic performance. The result is positive. Both students and teachers in their majority confirm that participation in blogs raises interest to English language learning. Younger students aged 12-14 years old see blogs as an entertainment in their studying routine. To enjoy studying is one of the purposes in order to maintain the motivation of our students. According to the teachers‟ points of view and the high percentage of positive students‟ answers (over 70% of answers “totally agree” and “agree”) to the questions connected with the acquisition of key competences provided by the current Law LOE and Aragonese Curriculum, the active use of blogs clearly contributes to the social, cultural and linguistic elements of these competences. Effective use of blogs may be much relevant in order to contribute to the digital competence, in the sense that it may introduce internet into everyday classroom use, as well as because of the importance of English as the language for international communication. Students‟ project works in their own blogs contribute the cultural and artistic competence, competence on learning to learn and personal initiative autonomy. Informal and non-formal learning may be transmitted by means of organizational measures taken by teachers inside the classroom, by means of students‟ participation, through the implementation of digital activities and individual and small group work available for learners. Finally, the results of the present research tell us that our students want to assume an active role in their learning process. They like active participation in educative blogs. But we have to pay attention to the importance of teacher‟s monitoring and remember that studying with the use of blogs is only part of the whole EFL teaching/learning process. 26 7. REFERENCES - Blurton, C. 1999. “New directions in education”. In UNESCO's World Communication and information. Paris. - National Research Council (NRC) (2005) “America’s lab report: investigations in high school science”. National Academy Press, Washington, DC - Oliver, B. 2003. “The C in ICT – Using Computers to Encourage Communication in the English Classroom”. Retrieved from http://www.lu.hio.no/ENGELSK/videoproject/brian/ - Perez, L. 2006. The Effectiveness of the Internet in the Foreign Language Classroom. Retrieved from http://horizon.unc.edu/projects/monograph/CD/Language_Music/perez.asp - Richards, C. 2005. The Design of Effective ICT-Supported Learning Activities: Exemplary Models, Changing Requirements, and New Possibilities. Language Learning & Technology. 9(1), 60-79. - Godwin J. 2003. Emerging technologies: Blogs and wikis: Environments for online collaboration. Language Learning & Technology, 7 (2), 12–16. 7.1 Websites http://www.sacmeq.org http://www.unesco.org http://coe.sdsu.edu/eet/articles/blogsined http://www.cdli.ca/~achafe http://www.lu.hio.no http://www.learn-usa.com http://climatechangein.blogspot.com.es/ http://zaidlearn.blogspot.com http://hccweb2.org/pip/?p=86 27 APPENDIX 1. These are four of the most popular web pages to learn and practise English. - British Council - BBC Learning English - English Central 28 - ESL-Lab APPENDIX 2 SOME IMPORTANT ICT TOOLS TO CREATE OUR OWN MATERIALS 34 APPENDIX 5 STUDENTS’ QUESTIONNAIRE 35 36 APPENDIX 6 The Teachers’ interview 37 APPENDIX 6 TEACHERS’ INTERVIEW We would like to know your views about the use of blogs in teaching and learning process. Let‟s start 1. How can the use of blogs encourage monitoring of the subject? 2. Could the use of blogs help the students with the solutions of their doubts? 3. Does the use of blogs encourage the search for new information on the subject? 4. Do you think that the use of blogs foster students‟ participation in and out of the classroom? 5. How can the use of blogs promote critical and creative thinking? 6. Do you think that the use of blogs really motivates and helps students to study English as a Foreign Language? 7. How beneficial is the use of blogs in English learning environments? 8. How can the use of blogs improve teaching and learning process in Compulsory Secondary Education? 9. Does the use of blogs help EFL students develop language skills? 10. Is the use of blogs really necessary in teaching and learning process? 11. What are the disadvantages of using blogs? APPENDIX 7 Teachers’ interview: answers 38 APPENDIX 7 TEACHERS’ INTERVIEW: Answers. We would like to know your views about the use of blogs in teaching and learning process. 1. How can the use of blogs encourage monitoring of the subject? The use of blogs can motivate students and encourage them to read and see models of writing that they can use after for their own work. 2. Could the use of blogs help the students with the solutions of their doubts? Definitely. Students can check the answers and comment their doubts with other blog users. Instructional assistance can also be very helpful. 3. Does the use of blogs encourage the search for new information on the subject? It depends on the structure of the blog. If you add extra information or contents such as videos or reference pages (hyperlinks), students might be encouraged to search for new information. 4. Do you think that the use of blogs foster students’ participation in and out of the classroom? I am not sure about this. It depends on how the teacher introduces the task. 5. How can the use of blogs promote critical and creative thinking? Including active learning activities and cooperative work. 6. Do you think that the use of blogs really motivates and helps students to study English as a Foreign Language? Yes, I think it is a very powerful tool when is not used as the only teaching resource. 7. How beneficial is the use of blogs in English learning environments? It can help connecting people with same interests. 8. How can the use of blogs improve teaching and learning process in Compulsory Secondary Education? Blogs are innovative tools that can offer plenty of possibilities for students or teacher alike. Students can improve their language skills in an entertaining way. 9. Does the use of blogs help EFL students develop language skills? Yes, I think blogs mainly help students develop their writing skills. 10. Is the use of blogs really necessary in teaching and learning process? It is not really necessary but it is a very appropriate tool for EFL teaching. 11. What are the disadvantages of using blogs? It is time consuming for the teacher and it needs updating on a regular basis. 39 2. 40 41 3. 2/05/2013 10:34: 29 16 4ºESO Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Medianamente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Útil 2/05/2013 10:34: 31 16 cuarto El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Casa si si Medianamente de acuerdo Medianamente desacuerdo Medianamente desacuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente desacuerdo Medianamente de acuerdo Totalmente desacuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Totalmente desacuerdo Medianamente desacuerdo Totalmente desacuerdo Nada útil 2/05/2013 10:34: 47 16 4ºeso Sólo lo uso en caso de necesidad, utilizando únicamente los programas básicos. Casa si si Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Útil 2/05/2013 10:50: 57 16 AÑOS TERCERO DE ESO El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Casa si si Totalmente de acuerdo totalmente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente desacuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente desacuerdo Totalmente desacuerdo Medianamente de acuerdo Totalmente de acuerdo Muy útil 2/05/2013 10:51: 42 16 3º A Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Útil 2/05/2013 10:52: 36 15 3º ESO A El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Casa si si Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Muy útil 2/05/2013 10:52: 37 15 3º ESO Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Totalmente de acuerdo totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Muy útil 2/05/2013 10:52: 38 16 3º ESO Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Centro Educativo si si Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente desacuerdo Medianamente de acuerdo Útil 2/05/2013 10:52: 53 14 3 El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Casa si si Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Nada útil 2/05/2013 10:52: 54 15 3º El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Centro Educativo si si Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Nada útil 2/05/2013 10:53: 06 15 3ºA Sólo lo uso en caso de necesidad, utilizando únicamente los programas básicos. Casa si si Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Totalmente desacuerdo Medianamente de acuerdo Medianamente desacuerdo Útil 2/05/2013 10:53: 20 15 3 Sólo lo uso en caso de necesidad, utilizando únicamente los programas básicos. Casa si si Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente desacuerdo Totalmente desacuerdo Medianamente desacuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Totalmente desacuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente desacuerdo Útil 2/05/2013 10:53: 22 15 3º Sólo lo uso en caso de necesidad, utilizando únicamente los programas básicos. Casa si si Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Poco útil 2/05/2013 10:53: 28 15 3ºeso Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Totalmente desacuerdo Medianamente de acuerdo Útil 2/05/2013 10:53: 34 14 3º Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente desacuerdo Totalmente desacuerdo Medianamente de acuerdo Útil 2/05/2013 10:53: 44 15 3º El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Centro Educativo si si Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Nada útil 2/05/2013 10:54: 25 15 3º Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Medianamente desacuerdo Medianamente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Medianamente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Totalmente desacuerdo Medianamente de acuerdo Medianamente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Poco útil 2/05/2013 10:54: 27 15 3º Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Medianamente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Medianamente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Totalmente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Poco útil Marca temporal a. ¿Qué edad tienes? b.¿En qué curso estás? 1. ¿Cómo consideras que es tu nivel de utilización del ordenador? 2. ¿Desde dónde sueles acceder a internet y al blog? 3. ¿Tienes ordenador en casa? 4.¿Si la anterior respuesta ha sido afirmativa. ¿Tienes conexión a Internet? 5. Consideras que el uso de un blog estimula el seguimiento de la asignatura 6. Favorece la solución de dudas en cuanto a la asignatura 7. Estimula la búsqueda de información nueva sobre el tema 8. Fomenta la participación de los estudiantes en la asignatura. 9. Facilita el contacto con el profesor estableciendo una relación fluida y regular 10. Potencia la colaboración con el profesor. 11. Favorece la integración y el trabajo colaborativo entre los estudiantes. 12. Aumenta el interés por la asignatura. 13. Anima a los compañeros a participar. 14. Promueve la profundización en el tema. 15. Favorece una mayor implicación de los alumnos en las tareas de aprendizaje. 16. Ayuda al desarrollo de la habilidad lectora. 17. Ayuda al desarrollo de la habilidad escrita. 18. Ayuda al desarrollo de la expresión oral. 19. Favorece la construcción de nuevos conocimientos (nuevo pensamiento). 20. Cuál es tu valoración global del blog como herramienta dentro del proceso de enseñanza - aprendizaje. 4 2/05/2013 10:54: 54 14 3 Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Medianamente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Útil 2/05/2013 10:55: 19 14 3º Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Totalmente de acuerdo totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Muy útil 2/05/2013 10:55: 35 15 3º Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Otros si si Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Útil 2/05/2013 10:55: 48 15 3º Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Otros si si Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente desacuerdo Poco útil 2/05/2013 13:49: 47 15 3 Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Nada útil 2/05/2013 13:51: 21 14 3º ESO Sólo lo uso en caso de necesidad, utilizando únicamente los programas básicos. Casa si si Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Útil 2/05/2013 13:51: 51 15 3ºESO Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Totalmente desacuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente desacuerdo Medianamente de acuerdo Medianamente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente desacuerdo Poco útil 2/05/2013 13:51: 51 14 3ºESO Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Totalmente desacuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente desacuerdo Medianamente de acuerdo Medianamente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente desacuerdo Poco útil 2/05/2013 13:51: 53 15 3 El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Casa si si Totalmente desacuerdo Totalmente desacuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Nada útil 2/05/2013 13:52: 48 14 3ºESO El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Casa si no Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Muy útil 2/05/2013 13:52: 52 15 3 eso El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Casa si si Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Nada útil 2/05/2013 13:53: 27 14 3º El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Casa si si Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Nada útil 2/05/2013 13:54: 39 14 3 eso Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Poco útil 3/05/2013 13:48: 06 1000 8ªX Sólo lo uso en caso de necesidad, utilizando únicamente los programas básicos. Casa no no Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Nada útil 3/05/2013 13:48: 34 13 2º ESO Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Medianamente de acuerdo totalmente de acuerdo Totalmente de acuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Útil 3/05/2013 13:50: 31 14 2ºESO Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Útil 3/05/2013 13:51: 00 14 2º El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Casa si si Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Totalmente desacuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Útil 3/05/2013 13:51: 02 14 2º El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Casa si si Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Útil Marca temporal a. ¿Qué edad tienes? b.¿En qué curso estás? 1. ¿Cómo consideras que es tu nivel de utilización del ordenador? 2. ¿Desde dónde sueles acceder a internet y al blog? 3. ¿Tienes ordenador en casa? 4.¿Si la anterior respuesta ha sido afirmativa. ¿Tienes conexión a Internet? 5. Consideras que el uso de un blog estimula el seguimiento de la asignatura 6. Favorece la solución de dudas en cuanto a la asignatura 7. Estimula la búsqueda de información nueva sobre el tema 8. Fomenta la participación de los estudiantes en la asignatura. 9. Facilita el contacto con el profesor estableciendo una relación fluida y regular 10. Potencia la colaboración con el profesor. 11. Favorece la integración y el trabajo colaborativo entre los estudiantes. 12. Aumenta el interés por la asignatura. 13. Anima a los compañeros a participar. 14. Promueve la profundización en el tema. 15. Favorece una mayor implicación de los alumnos en las tareas de aprendizaje. 16. Ayuda al desarrollo de la habilidad lectora. 17. Ayuda al desarrollo de la habilidad escrita. 18. Ayuda al desarrollo de la expresión oral. 19. Favorece la construcción de nuevos conocimientos (nuevo pensamiento). 20. Cuál es tu valoración global del blog como herramienta dentro del proceso de enseñanza - aprendizaje. 5 3/05/2013 13:51: 15 14 2 El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Casa si si Medianamente de acuerdo Medianamente desacuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Totalmente desacuerdo Medianamente de acuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Poco útil 3/05/2013 13:51: 32 13 2 El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Otros si si Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Muy útil 3/05/2013 13:51: 43 13 2º ESO Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Útil 3/05/2013 13:51: 45 13 2eso Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Útil 3/05/2013 13:52: 00 13 2º ESO Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Totalmente desacuerdo Medianamente desacuerdo Medianamente de acuerdo Útil 3/05/2013 13:52: 05 14 2 El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Casa si si Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Nada útil 3/05/2013 13:52: 06 14 2º ESO Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si no Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Útil 3/05/2013 13:52: 11 14 2 El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Casa si si Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Útil 3/05/2013 13:52: 11 13 2º El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Casa si si Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Muy útil 3/05/2013 13:52: 13 13 2º ESO El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Amigos no no Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Útil 3/05/2013 13:52: 16 14 2 El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Casa si si Totalmente desacuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Poco útil 3/05/2013 13:52: 29 15 2 Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Totalmente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Poco útil 3/05/2013 13:52: 31 14 años 2 ESO Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente desacuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Totalmente de acuerdo Muy útil 3/05/2013 13:52: 45 15 años 2º Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Muy útil 3/05/2013 13:53: 14 14 2 El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Casa si si Totalmente de acuerdo Medianamente de acuerdo Totalmente desacuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Muy útil 3/05/2013 13:53: 29 14 años 2º de ESO Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Medianamente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Útil 3/05/2013 13:53: 52 13 2º de ESO Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Totalmente de acuerdo totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente desacuerdo Medianamente desacuerdo Totalmente de acuerdo Muy útil 3/05/2013 13:53: 59 13 2º B de E.S.O Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Totalmente de acuerdo totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Muy útil 3/05/2013 13:54: 07 16 2 Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Medianamente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente desacuerdo Totalmente desacuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Totalmente desacuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente desacuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente desacuerdo Muy útil Marca temporal a. ¿Qué edad tienes? b.¿En qué curso estás? 1. ¿Cómo consideras que es tu nivel de utilización del ordenador? 2. ¿Desde dónde sueles acceder a internet y al blog? 3. ¿Tienes ordenador en casa? 4.¿Si la anterior respuesta ha sido afirmativa. ¿Tienes conexión a Internet? 5. Consideras que el uso de un blog estimula el seguimiento de la asignatura 6. Favorece la solución de dudas en cuanto a la asignatura 7. Estimula la búsqueda de información nueva sobre el tema 8. Fomenta la participación de los estudiantes en la asignatura. 9. Facilita el contacto con el profesor estableciendo una relación fluida y regular 10. Potencia la colaboración con el profesor. 11. Favorece la integración y el trabajo colaborativo entre los estudiantes. 12. Aumenta el interés por la asignatura. 13. Anima a los compañeros a participar. 14. Promueve la profundización en el tema. 15. Favorece una mayor implicación de los alumnos en las tareas de aprendizaje. 16. Ayuda al desarrollo de la habilidad lectora. 17. Ayuda al desarrollo de la habilidad escrita. 18. Ayuda al desarrollo de la expresión oral. 19. Favorece la construcción de nuevos conocimientos (nuevo pensamiento). 20. Cuál es tu valoración global del blog como herramienta dentro del proceso de enseñanza - aprendizaje. 6 3/05/2013 13:54: 33 15 2ª Sólo lo uso en caso de necesidad, utilizando únicamente los programas básicos. Casa si no Totalmente desacuerdo totalmente de acuerdo Medianamente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Medianamente desacuerdo Medianamente de acuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Nada útil 8/05/2013 8:55:52 69 en ninguno Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Totalmente desacuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente desacuerdo Totalmente desacuerdo Totalmente de acuerdo Totalmente desacuerdo Medianamente desacuerdo Totalmente de acuerdo Totalmente desacuerdo Nada útil 8/05/2013 8:55:58 14 1´ ESO El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Centro Educativo si si Totalmente de acuerdo totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Muy útil 8/05/2013 8:57:18 14 Primero El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Casa si si Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Nada útil 8/05/2013 8:57:20 13 1eso Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Medianamente de acuerdo totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Útil 8/05/2013 8:57:44 13 1E Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Medianamente de acuerdo totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente desacuerdo Medianamente desacuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Útil 8/05/2013 8:57:54 13 1E st Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Totalmente de acuerdo totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Útil 8/05/2013 8:58:26 13 1 eso El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Casa si si Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Muy útil 8/05/2013 8:58:51 14 1º El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Casa si si Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Útil 8/05/2013 8:59:08 13 1 Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Totalmente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Totalmente de acuerdo Muy útil 8/05/2013 8:59:34 14 1´eso Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Medianamente de acuerdo totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Útil 8/05/2013 8:59:44 12 1º El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Casa si si Medianamente de acuerdo totalmente de acuerdo Totalmente de acuerdo Totalmente desacuerdo Medianamente desacuerdo Medianamente de acuerdo Totalmente desacuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Totalmente desacuerdo Medianamente de acuerdo Medianamente desacuerdo Totalmente desacuerdo Muy útil 8/05/2013 9:02:32 12 1º Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Útil 8/05/2013 9:03:18 13 1 de la eso El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Casa si si Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Útil 8/05/2013 11:35: 55 17 2º Bachillerato El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Casa si si Totalmente de acuerdo totalmente de acuerdo Totalmente de acuerdo Medianamente desacuerdo Totalmente desacuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Útil 8/05/2013 11:37: 32 17 El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Casa si si Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Útil 8/05/2013 11:38: 37 Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Centro Educativo si si Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente de acuerdo Útil 8/05/2013 11:39: 42 17 2ºBachillerato Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Centro Educativo si si Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Útil 8/05/2013 11:40: 09 17 2º bachillerato Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Útil Marca temporal a. ¿Qué edad tienes? b.¿En qué curso estás? 1. ¿Cómo consideras que es tu nivel de utilización del ordenador? 2. ¿Desde dónde sueles acceder a internet y al blog? 3. ¿Tienes ordenador en casa? 4.¿Si la anterior respuesta ha sido afirmativa. ¿Tienes conexión a Internet? 5. Consideras que el uso de un blog estimula el seguimiento de la asignatura 6. Favorece la solución de dudas en cuanto a la asignatura 7. Estimula la búsqueda de información nueva sobre el tema 8. Fomenta la participación de los estudiantes en la asignatura. 9. Facilita el contacto con el profesor estableciendo una relación fluida y regular 10. Potencia la colaboración con el profesor. 11. Favorece la integración y el trabajo colaborativo entre los estudiantes. 12. Aumenta el interés por la asignatura. 13. Anima a los compañeros a participar. 14. Promueve la profundización en el tema. 15. Favorece una mayor implicación de los alumnos en las tareas de aprendizaje. 16. Ayuda al desarrollo de la habilidad lectora. 17. Ayuda al desarrollo de la habilidad escrita. 18. Ayuda al desarrollo de la expresión oral. 19. Favorece la construcción de nuevos conocimientos (nuevo pensamiento). 20. Cuál es tu valoración global del blog como herramienta dentro del proceso de enseñanza - aprendizaje. 7 8/05/2013 11:40: 38 18 2º bachillerato Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Útil 8/05/2013 11:42: 05 18 2º BTO-HUM Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Útil 8/05/2013 11:42: 14 17 2º bachillerato El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Casa si si Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Muy útil 8/05/2013 11:42: 15 18 2º Bachillerato Tecnológico Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Poco útil 8/05/2013 11:42: 38 19 años 2º bachillerato El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Casa si si Totalmente de acuerdo totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Muy útil 8/05/2013 11:42: 49 19 2ºbto tecnologico El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Otros si si Totalmente de acuerdo totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Muy útil 8/05/2013 11:43: 23 18 2º bachillerato Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Útil 8/05/2013 11:43: 27 19 2ºBach Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Útil 8/05/2013 11:43: 30 17 2º bachillerato Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Centro Educativo si si Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Útil 8/05/2013 11:43: 33 17 2º BTO El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Casa si si Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Útil 8/05/2013 11:43: 34 19 2º BACHILLERATO Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Útil 8/05/2013 11:43: 37 18 años 2 bachillerato Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente desacuerdo Totalmente de acuerdo Totalmente de acuerdo Útil 8/05/2013 11:43: 39 18 2º bach.tec Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente de acuerdo Muy útil 8/05/2013 11:44: 34 18 2º bachillerato Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Totalmente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Muy útil 8/05/2013 11:44: 59 19 Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Útil 8/05/2013 11:46: 17 19 2 bachiller Sólo lo uso en caso de necesidad, utilizando únicamente los programas básicos. Casa si si Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente desacuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Útil 8/05/2013 11:46: 24 19 2ºbach Sólo lo uso en caso de necesidad, utilizando únicamente los programas básicos. Casa si si Medianamente de acuerdo totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente de acuerdo Útil 8/05/2013 11:46: 45 18 2º bachillerato de humanidades Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Medianamente desacuerdo Medianamente desacuerdo Medianamente de acuerdo Totalmente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente de acuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Medianamente desacuerdo Útil Marca temporal a. ¿Qué edad tienes? b.¿En qué curso estás? 1. ¿Cómo consideras que es tu nivel de utilización del ordenador? 2. ¿Desde dónde sueles acceder a internet y al blog? 3. ¿Tienes ordenador en casa? 4.¿Si la anterior respuesta ha sido afirmativa. ¿Tienes conexión a Internet? 5. Consideras que el uso de un blog estimula el seguimiento de la asignatura 6. Favorece la solución de dudas en cuanto a la asignatura 7. Estimula la búsqueda de información nueva sobre el tema 8. Fomenta la participación de los estudiantes en la asignatura. 9. Facilita el contacto con el profesor estableciendo una relación fluida y regular 10. Potencia la colaboración con el profesor. 11. Favorece la integración y el trabajo colaborativo entre los estudiantes. 12. Aumenta el interés por la asignatura. 13. Anima a los compañeros a participar. 14. Promueve la profundización en el tema. 15. Favorece una mayor implicación de los alumnos en las tareas de aprendizaje. 16. Ayuda al desarrollo de la habilidad lectora. 17. Ayuda al desarrollo de la habilidad escrita. 18. Ayuda al desarrollo de la expresión oral. 19. Favorece la construcción de nuevos conocimientos (nuevo pensamiento). 20. Cuál es tu valoración global del blog como herramienta dentro del proceso de enseñanza - aprendizaje. 8 8/05/2013 11:47: 03 17 2º Bachillerato El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Casa si si Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Medianamente de acuerdo Útil 8/05/2013 11:50: 37 18 2 bachillerato Lo uso bastante y me defiendo con soltura, aunque estoy limitado a sólo algunos programas Casa si si Medianamente de acuerdo Totalmente desacuerdo Totalmente desacuerdo Medianamente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Medianamente de acuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Medianamente de acuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Poco útil 8/05/2013 12:03: 37 23 2ºbach. de mis cojone El ordenador no tiene secretos para mí, lo uso casi todo el tiempo y me defiendo muy bien. Amigos no si Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Totalmente desacuerdo Nada útil Marca temporal a. ¿Qué edad tienes? b.¿En qué curso estás? 1. ¿Cómo consideras que es tu nivel de utilización del ordenador? 2. ¿Desde dónde sueles acceder a internet y al blog? 3. ¿Tienes ordenador en casa? 4.¿Si la anterior respuesta ha sido afirmativa. ¿Tienes conexión a Internet? 5. Consideras que el uso de un blog estimula el seguimiento de la asignatura 6. Favorece la solución de dudas en cuanto a la asignatura 7. Estimula la búsqueda de información nueva sobre el tema 8. Fomenta la participación de los estudiantes en la asignatura. 9. Facilita el contacto con el profesor estableciendo una relación fluida y regular 10. Potencia la colaboración con el profesor. 11. Favorece la integración y el trabajo colaborativo entre los estudiantes. 12. Aumenta el interés por la asignatura. 13. Anima a los compañeros a participar. 14. Promueve la profundización en el tema. 15. Favorece una mayor implicación de los alumnos en las tareas de aprendizaje. 16. Ayuda al desarrollo de la habilidad lectora. 17. Ayuda al desarrollo de la habilidad escrita. 18. Ayuda al desarrollo de la expresión oral. 19. Favorece la construcción de nuevos conocimientos (nuevo pensamiento). 20. Cuál es tu valoración global del blog como herramienta dentro del proceso de enseñanza - aprendizaje. 9