EFL in Japan Blog :: "The politics, economics, education and environment of EFL in Japan."

My comments: A good example of a welog kept as a personal reflection on teaching, culture, and more by an EFL teacher.

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Presentation given on Sunday 29th January 2017 for the TESOL Electronic Village Online session EVO Village. Tesol evo 2017 games gs from Graham Stanley
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About Me

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Graham Stanley is currently project manager of Ceibal English for the British Council , working in Montevideo, Uruguay.  Previously to this, he worked many years for the British Council Young Learner Centre in Barcelona, Spain as well as being social media manager for the British Council English websites ( LearnEnglish , TeachingEnglish , LearnEnglish Kids , LearnEnglish Teens ). He was project manager for the British Council for the following EU funded projects:   iTILT  ( http://itilt.eu/ ), aiming to promote good practice in using IWBS in language teaching. aPLaNet ( http://aplanet-project.org/ ), helping teachers build PLNs (Personal Learning Networks)  AVALON ( http://avalon-project.ning.com/ ), best practice using virtual worlds in language teaching and teacher training He was (until April 2013) joint co-ordinator of the IATEFL Learning Technologies SIG ( http://ltsig.org.uk/ ) and is currently online events organiser for the IATEFL Young Learner and Teenagers
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Using recorded Skype conversations as assessment tools

I was asked today by Barbara Sawhill to briefly take part in a presentation she's giving with Barbara Ganley on ' Using Skype, Podcasting and Blogging in Foreign Language Teaching ' Sitting here waiting for their Skype call, I decided to prepare myself a little bit and refresh my memory about their work. As soon as I start looking I'm struck by what I've been missing out on by not blogging much, or taking much notice of the 'edublogosphere' recently. I can't let this happen again, no matter how busy I get. First, I found a description of the workshop they are giving today: "Recently, new technologies have distinguished themselves as credible tools that increase students' production and competence in a target language. With this change, a new conversation has begun about the structure of a language class, thinking about moving from a traditional teacher-and-text-centered classroom to a student-centered and possibly even a totally un-centered, t
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