Málfríður - 15.03.2012, Blaðsíða 30

sumen,. crean. y. comparten. contenido”,. which. means.
that. students. consume,. create. and. share. information.
online .
Woices as. a. didactic. tool. offers. many. possibilities ..
These.are.just.some.2suggestions:
My favorite place in the world: students.describe.
and.talk.about.their.favorite.place.in.the.world ..
My holidays/ My trip to: after. coming. back. from.
holidays.or.after.a.school.trip.students.can.create.a.
route.with.a.description.of.the.place.they.visited.and.
what.they.did.there ..The.rest.of.the.class.or.even.the.
parents.can.have.access.to.it.and.leave.comments .
Language and literature. Poetry: students.create a.
route. through. the  cities. where  the. Spanish. poets.
“Generación.del.27”.were.born.and.recite.a.poem.in.
each.place ..This.could.be.easily.adapted.to.a.similar.
task,.e .g ..by.describing.the.places.where.an.impor-
tant.writer.or.artist.lived .
Language and literature. Novel: create a.route.with.
the. places. described  in. a. novel. that. the. students.
like.or.they.have.to.read.as.part.of.the.course ..This.
task. could. also. be. used. after. watching. a. film. and.
students.should.then.describe.what.happens.to.the.
characters.in.every.place .
Touristic audio guides: students. of. language.
for. specific. purposes,. such. as. tourism,  could. cre-
ate audio.guides about.different.touristic.places .
Magical  route  from memory:. students  record  the.
stories.and.legends.told.by. their.grandparents and.
locate.them.geographically .
Woices can.also.be.used.as.an.evaluation.tool,.for.
assignments.as.oral.presentations ..The.focus.of.the.
evaluation.can.then.be.placed.on.pronunciation .
Regarding. the. skills. acquired. with. this. applica-
tion.we.certainly.can.say.that.all.of.them.are.includ-
ed:. students. speak,. interact. orally,. write. and. read.
the. texts,. and. the. comments. on. the. Community ..
Socio. cultural. contents. from. the. target. culture. are.
also.presented.in.an.explicit.way .
3.1. Woices at Kvennaskólinn í Reykjavík
Woices. as. a. didactic. tool. was. used. during. the. spring.
semester. 2012 .. Students. from. the. courses. Spænska.
Woices is.available.in.Spanish.but.it.can.be.also.used.in.
English,.French.and.Catalan ..It.also.offers a.free appli-
cation for.mobile.phones.like Android, Blackberry and.
iPhone ..
To. start. using  Woices,. the. first. thing. that. has. to. be.
done.is.to.register.and.create a.personal.account,.which.
is.completely.free . If.the.application.is.going.to.be.used.
by.the.same.class,.although.the.students.are.divided.in.
pairs. or. small. groups,. it. is. advisable. that. everybody.
in.the.course.uses.the.same.user.name and.password ..
Once. the. account. has. been. created,. students. and.
teacher. can. start. exploring. the. application. and. cre-
ating. their. final. product .  The. entire. process. of  creat-
ing  an. “echo”. or. audio. guide  consists. of. three. steps:.
placing. the. monument/. building/shop,. restaurant.
etc . on.the.map.and..giving.it.a..name,..creating.a.route.
(that.allows.you.to.listen.to.all.the.echoes.in.a.specific.
order).and.finally uploading.it ..The.routes.are.dynam-
ic,.which.means.that.they.can.be.updated.constantly.by.
adding.or.deleting.one.echo ..So,.from.the.pedagogical.
point.of.view,.this.means.that.we.have.a.final.project.
that.does.not.end.when.the.project.is.done,.it.can.keep.
on.going.beyond.the.classroom.walls .
But.Woices is.not.only.a tool.to.share files online.as.
it.can.work.as.a.  social network,. thanks.to. its.section.
under.the.name.of.”Community“,.where.a.group.can.
be.created.to.share.information.about.routes.and.other.
common. interests. but. also. share. a. topic. and. express.
different.opinions.in.the.Forum ...For.educational.pur-
poses,. it. is. important. to. know. that. the. group. can. be.
public.(the.whole.Woices.online.community.will.have.
access. to. it). or. public. with. invitation. (just. for. those.
who.have.been.invited.to.participate.in.it) ..
3. A web 2.0 pedagogic tool. How can we use it in
the language class.
In.the.field.of.education,.the.Webquests can.be.seen.
as.the.precedent.of.Woices ..Both.of.them.try.to.promote.
a. more. collaborative. type. of. learning,. but. the. main.
difference.is.that.with.the.Webquests the.content.is.not.
shared.online.and.only.remains.as.a.final.project.or.task.
inside.the.course ..Woices, on.the.other.hand,.can.be.eas-
ily.described.as.a.web.2 .0.tool.because,.as.Herrera.and.
Conejo. (2009).point.out:.”To.consider. that.an.activity.
belongs.to.the.web.2 .0 philosophy is.not.enough.that.
it. involves. the.use.of.some of. their. tools  (blog,.social.
networking,.wiki,.podcast, etc . .),.it.must.be consistent.
with  the. principles  that. define. it:. the. ability. to  share.
content.online.with other.users and participate.in the.
“great digital.conversation .“
“When planning.a significant.activity for.the Spanish.
classroom  using. social. networks. is  important. to.
note  that. students  consume. information  apart. from.
having. the. opportunity. to  create  new. content. and  to.
determine.how.to.share. it. in. the.digital.echosystem .“.
Herrera.&.Pujolá.(2012) ..This.is.what.the.authors.define.
in.Spanish.as.a.“triple.C.activity:.los.estudiantes.con-
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