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However, beyond the trainees' input via Linoit , I was aware that my virtual “presence” was dominant. I was in


control of the blog's content even though the learners were given opportunities to share information and comment on posts. I wanted to give the students more of a voice, to be able to reflect on their learning and to feel part of a learning community. For these reasons, I started to create multiple-author blogs to encourage learners to be responsible for the blog's content. The example below is from a post written by a trainee teacher studying for the Additional Diploma in ESOL and Literacy on how her learners produced some great pieces of writing.


In the future, I would like to take this further and develop a class Wiki, so that learners can work collaboratively to edit site content, produce lesson summaries and critique each other's work.


Cloud-based presentation tools Like many other teachers and teacher trainers, I use PowerPoint as a presentation tool a great deal. I can also admit that sometimes I have been guilty of using it as a “crutch” to help structure my teaching. Whilst I appreciate its simplicity, I have found it somewhat restrictive and predictable. I therefore wanted to consider other presentation options to see whether they increased student engagement and interaction.


There are many cloud-based presentation tools not all of which use visuals. For example, I have created podcasts using


their own audio clips which are easy to upload and share with one another. 19


Audioboom for learners to listen to inside and outside the classroom. Learners can also create


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