From the readings for Oct. 29

Well, I have to admit that I was and still am not very familiar with copy right issues even though I had better be sensitive to them in Japan. It seems to be time teaching-licensure programs required pre-service teachers to take a course which deals with copy right issues, since it is almost inevitable to utilize those multimedia things to implement better education.

Chapter 4 of Szendeffy… If we can add more interactive, communicative purposes to writing by utilizing technology, I am very interested in it. And I have been interested in it because I have believed so. However, this chapter made me rethink about technology utilization for writing. Probably what I am expecting technology to do is to provide students with chances to communicate via written texts. I should clarify my interest. Perhaps I am interested in CMC as a means of communicative literacy development rather than general technology use for language teaching. This reconsideration led me to further consideration on the effectiveness of collaborative writing (e.g., Activity 5, p. 44). Maybe I am just against this activity. What can collaborative writing with technology do for my students? I might have to do a small research on this topic in order to familiarize myself with what collaboration in writing does to learners.

    Finally, I really like the idea of having students use corpus. As an L2 learner, I also use this as my strategy to figure out collocations.