Research Article 2

In this semester, we put emphasis on web 2.0 tools in our class, and I know more about it. Because this is my first semester, everything is new to me. When Dr. Crawford said the term web 2.0 tools, and I have lots of questions in my mind. What is web 2.0 tool? What is web 2.0 tool used for? Now, I have more understanding about the term.
I found an article which is about web 2.0 tool-An International dimension of the students' attitudes towards the use of English in web 2.0 technology.
Web 2.0 changed people's daily lives, including education. It is often used in language learning. I think if teachers can integrate web 2.0 tool into their teaching, it would be more interesting. Because students would have more interest in learning. Since students like to use the internet and computer, they would put more effort if they can do what they usually do, and it would be more interesting.
This article emphasized on English learning. Web 2.0 can be defined as Web based
applications and services that provide users visual, textual, audial communication, interactive information, shared content, collaboration, authenticity and digital literacy ( Haythorthwaite & Kazme 2004; O’ Reilly, 2005; Giustini, 2006; Maness, 2006; Miller, 2006; Price, 2006; Richardson, 2006; Mcloughlin & Lee, 2007; Lankshear & Knobel 2007; Boyd & Ellison, 2008; Thomas, 2009; Motteram & Sharma, 2009). In this article, the author mentioned that web 2.0 tools have an undeniable effect on improving learners' writing skill.

Reference
Filiz, Y. T.(2011),An International dimension of the students' attitudes towards the use of English in web 2.0 technology. TOJET: The Turkish Online Journal of Educational Technology.10(3)

Research Article 1

Blog is often used in classroom, and I found one article about blogging- HOT blogging: a framework for blogging to promote higher order thinking. In this article, the author introduced four types of blogs which are used in elementary classrooms.
1. Classroom news blog: used to share news and information with parents and students.
2. Mirror blogs: allow bloggers to reflect on their thinking
3. Showcase blogs: Many teachers post student art projects, podcasts, and  writing in showcase blogs.
4. Literature response blogs: A literature response blog simply moves this idea online where the teacher may sometimes post a prompt and invite student responses to a text.

The HOT blogging consists four recursive steps, and each step integrates both traditional reading comprehension skills and the new higher order thinking skills often required during online reading comprehension.

1. Bolster background: build the background knowledge that students are reading.

2. Prime the pump: in this step, blogging can help students think deeply about the background they have built and what they have read in the beginning chapter(s) of the text to share an initial interpretation (Langer & Close, 2001).

3. Continue the conversation:In this stage, students begin to summarize and synthesize

understanding across multiple textual units.

4. Make multiplicity explicit: Multiplicity is made explicit by inviting students to read, think, and comment on the classroom blog. Students regularly encounter how differently their classmates think from one another.

The teacher, Stephanie, thought that the HOT blogging is useful for her students, and the outcome is visible. I think students can learn from each other's writing when they are blogging. Moreover, when students try to read others' blogs, they have to comprehend it. Therefore, doing blog contains two steps, one is reading and the other is comprehending.

Reference

Lisa,Z. (2009). HOT blogging: a framework for blogging to promote higher order thinking.The Reading Teacher, 62(8), 650–661. DOI:10.1598/RT.62.8.3