Educational appropriation of the blog-tool in project-based learning
This case study focuses on the appropriation of blogs by first year undergraduate students specialising in the English language and introduced to the profession of teaching English as a foreign language in primary school. As part of a project evaluated in the second semester, participants of this st...
Guardado en:
| Publicado en: | URI:https://journals.openedition.org/apliut, |
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| Autor principal: | |
| Formato: | Article ou chapitre numérique |
| Lenguaje: | Anglais |
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Recherche et pratiques pédagogiques en langues
2014
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| Acceso en línea: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Sumario: | This case study focuses on the appropriation of blogs by first year undergraduate students specialising in the English language and introduced to the profession of teaching English as a foreign language in primary school. As part of a project evaluated in the second semester, participants of this study were expected to use group blogs as reflective diaries. For the purposes of this study, we are interested in observing how participants appropriate blogs within their given setting. Qualitative analysis of collated data suggests that educational affordances of the blog-tool perceived by participants leads to different degrees of appropriation of the tool. Blogs are appropriated as electronic logbooks and as platforms for disseminating information. It has been furthermore found that the ways in which students perceive the task undergo change with the appropriation of a digital tool. |
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