This is my new post after a long break. There was a serious technical problem about my blog and it took a long time to get it fixed. In my previous post, I wrote about the classroom management course that I flipped. The article describing the flipping process and comparing the flipped and the non-flipped classes has recently been published in the Journal of Educational Technology and Society. Here is the abstract of the article:
In this post, I will be writing about the flipped classroom approach briefly and sharing my own experience of flipping a classroom in one of my teacher education courses.
Our paper titled as ‘The effects of podcasting on Turkish pre-service teachers’ foreign language anxiety and attitudes towards technology’ has recently been published as a book chapter. You can view the scanned pages here.
The chapter reports the findings of a study focusing on the use of podcasts with pre-service teachers of English.
For citation, please use the following:
Atay, D. & Kurt, G. (2016). The effects of podcasting on Turkish pre-service teachers’ foreign language anxiety and attitudes towards technology. In M. Rahman (Ed.), Integrating technology and culture: Strategies and innovations in ELT (pp. 152-170). Jaipur: Yking Books.
I have been offering the Technology and Materials Design Course in the department for the last few years. As the requirement of the course, students (pre-service teachers of English) are supposed to open up their personal blogs and share course related materials there. Weekly, students have assignments such as creating a podcast, preparing an online poster, creating a digital story, etc. (I will write another post later explaining these tasks in detail.) Students upload their products on their blogs and me, as the instructor, and their peers view their posts regularly. Students are also supposed to write an entry for each post to explain the task and reflect on the task completion process. Keeping a blog has many benefits for students. For example: