reading prompt #3

What challenges did Soares face when using blogs with her ESL students. And what lessons did she learn? How does she feel about using blogs with student in the future? Levly describes several types of technologies, choose one of them and discuss some of considerations that need to taken when using this technology with ESL students?
Soares find out that her students were not responded to the new technology she expected her students to uploading whatever they like beside the assignments. But half of them only turn of the assignment, Her student get excited when they realized that real English speakers reading their texts. Students did not seem to have replied to the comments She had difficulty-getting students to work on their assignments outside of class. She returned this to a lack of clarity with the blog technology.
After she designed her first PEPA and did her research she learned that all the students understood that they had a blog to practice English and to interact with other speakers. My students also indicated that the blog was, indeed, a learning tool for them, she learned that, in fact, most of them preferred to send their materials to her via email so that she could do the posting. she did her PEPA 1 and PEPA2 and on exploring her practice she learned that teachers should be ready to account for that diversity and accept the fact that blogging is a new reality impractically all classrooms worldwide. Some people are more experienced, others less, but we can always learn by sharing, with our students, fellow teachers, or by joining online communities of practice such as the Web heads.
After she designed her first PEPA and did her research she learned that all the students understood that they had a blog to practice English and to interact with other speakers. My students also indicated that the blog was, indeed, a learning tool for them, she learned that, in fact, most of them preferred to send their materials to her via email so that she could do the posting. she did her PEPA 1 and PEPA2 and on exploring her practice she learned that teachers should be ready to account for that diversity and accept the fact that blogging is a new reality impractically all classrooms worldwide. Some people are more experienced, others less, but we can always learn by sharing, with our students, fellow teachers, or by joining online communities of practice such as the Web heads.
After she designed her first PEPA and did her research she learned that all the students understood that they had a blog to practice English and to interact with other speakers. My students also indicated that the blog was, indeed, a learning tool for them, she learned that, in fact, most of them preferred to send their materials to her via email so that she could do the posting. she did her PEPA 1 and PEPA2 and on exploring her practice she learned that teachers should be ready to account for that diversity and accept the fact that blogging is a new reality impractically all classrooms worldwide. Some people are more experienced, others less, but we can always learn by sharing, with our students, fellow teachers, or by joining online communities of practice such as the Web heads.
Levy describes several types of technologies like authoring software; authoring tools allow teachers to tailor activities to suit specific learning goals and objectives. They are varied in type, ranging from producing individual tasks to integrated systems that can be used to manage a large portion of a course. One of them is hot potatoes, developed by half baked software .one of the considerations that we have to take for example, in hot potatoes its provides immediate feedback and scoring to the student, but it is difficult to have result sent to the teacher. And when it used for testing , there are problems with security and cheating.