Connecting dots for digital learning and teaching

from a blog about language learning, for teachers …”Culturally, Far-Eastern, or South-Asian, Middle-Eastern cultures may pose a major obstacle to interaction if they demand absolute quiet and attention concentrated on the teacher most of the time. People of those cultures would find little help towards their interactive oral skills. So, as far as behaviour is concerned, the relaxed atmosphere of relatively free Western cultures can provide a lot more possibility for language development than stricter cultures. ” …

Learning and teaching English in the Netherlands

As to teaching and teachers, I hope that quite a lot of ideas may already have been presented in my previous postings, but I’d like to add and elaborate further.

Most importantly, I think that interaction, speaking and revising are also the main areas which most teachers tend to forget about, unfortunately, though in the name of doing good to the customer.

Very often, in more traditional classes, especially with very low frequency lessons, there’s no time for listening practice at all. By that I don’t mean that students don’t have the opportunity to listen to their teachers – oh, yes, they do the talking all the time very often. The problem with that arises if they either talk in the students’ native languages, which happens all too often in China, but probably, as I’ve already mentioned, in the Netherlands, and even in other countries as well…

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“Tell me and I will forget, show me and I may remember, involve me and I will understand.” -------- Chinese Wisdom "Games are the most elevated form of investigation." -------- Albert Einstein
"I'm calling for investments in educational technology that will help create digital tutors that are as effective as personal tutors, educational software as compelling as the best video game," President Barack Obama said while touring a tech-focused Boston school (year 2011).
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