Archive for November, 2011

This newspaper is a compilation of all the tweets (#edtech) related to education technology using



The Men, They Don’t Get it!

Posted: November 19, 2011 in Life

Ashton Kutcher probably didn’t appreciate it. And the truth of the matter is that many men probably don’t. No matter because by the time a woman matures and comes of age, she doesn’t really need the endorsement of man, or anyone, for that matter!

What she needs is the confidence that she has something special to contribute that younger women don’t. She has the years to show, not on her face but on the lines of well-crafted words coated with pearls of wisdom that only age and experience can afford. As a woman gets older and rests more in the confidence that her gifts are unique, she radiates a more alluring attractiveness, not by slapping on dollops of La Prairie, but by standing on her convictions as a mother, daughter, wife, woman and friend.

As a woman gets older, she comes as a wholesome package where her mental, physical and emotional states are integrated holistically and where she takes time to triangulate the three, dividing her attention equally to nurture the trio. And in so doing, she exudes charm not only in the physical realm but in her mental and emotional faculties as well. Her appeal is where beauty, brawn and brains converge.

As a woman gets older she becomes sexier. She becomes a better lover as she learns to accept herself, becomes comfortable with her sexuality and much freer in her expression of it. She internalizes this belief and allows the more erotic attractiveness to manifest from within. When she embraces her midlife sexuality, becomes fully available to herself, she can then soak in the unexpected pleasure and joys that come along with it.

But alas, in a stereotypical ageist sexist society, very few men appreciate ‘the older, the better’ axiom: Ashton Kutcher didn’t get it and neither would scores of other men!

Prezify your Powerpoint Slides

Posted: November 18, 2011 in Education

Research has shown that teacher’s talk dominates 70% of classroom talk (Cook, 2000 ; Chaudron, 1988). Hence, I guess the question is not so much as what is the use of teacher’s talk as is what kind of teacher’s talk is useful. I surmise that it is the kind of talk that makes for comprehensible (not comprehensive) input, the kind that enhances (not controls) learning, and the kind that engages (not disengages) learners.

Comprehensible input from the teacher means that the teacher’s talk is not going over the heads of the students. It means starting at where the students are (could be ground zero for some) and working one’s way to building a schema that is meaningful for and representative of the class.  This is in direct opposition to a comprehensive talk where the teacher wants to finish the curriculum and is moving at ultra-fast speed, leaving the learners far behind.

The kind of teacher’s input that enhances learning would be one where the teacher questions, queries, challenges and displaces the learners’ pre-conceived knowledge of the subject and places them in a position whereby they are forced to think critically and commit themselves to the rigour of searching for and arriving at their own answers. Ironically, the concept of ‘silence’ could be essential here; being silent over a certain issue and not imposing his/her views, the teacher could be inculcating a culture of independent learning. 

Teacher’s talk that engages the learner’s attention are the ones that allow learners to interrupt, comment, ask for clarification, and so on.  Hence, a teacher’s talk is more than mere input from the teacher alone; it is also the distinct art of eliciting open-ended responses from the students, of getting them to talk so that comprehension can be checked and understanding of the subject assessed.

Research has shown that teacher’s talk has a recurring IRF pattern and it is in the F-strand (Nassaji and Wells, 2000) that teachers can exercise the kind of talk that will not only instruct but enhance, engage and expand the students’ space of learning (Tsui 2004).  All in all, I personally feel that a teacher’s talk is of paramount importance since a teacher’s voice is his/her essential realia – an extension of his/her authenticity as a knowledge expert wanting to share, his/her humanity as a communicative being wanting to relate and his/her role as a learner wanting to learn meaningfully in the classroom context.