Bundsgaard's contribution to Danish language ICT didactics -

The Danish language teacher is usually the primary home class teacher in our folkeskole (primary and lower secondary). And, information and communication technologies may foster a changed view on language literacy

Jeppe Bundsgaard, Ph.D defended his thesis on Friday 12, at the Danish University of Education (where I've been studying since 1994, a never ending love story) and I decided to attend the ceremonial event. His research and theory building seem to be extremely relevant to our work with the Nordic Voice online conference that we're preparing, so I decided to print the press release that was just ready, and bring it with me, just in case I met people who would like to know. I would like to dive deeper into this research study and find ways to introduce this to our Community of Practice, with an invitation to Jeppe and his research partner, Lisbet Kühn - for future collaboration. Their book and exemplary action research would make some good inspiration and discussion stuff as a contribution to our CoP (still under devleopment, not yet a reality).

The Nordic Voice conference and my proposal

We're almost ready with our homepage for the coming online conference & CoP, the Nordic Voice online http://www.nordiskestemme.dk (still need to fix some bugs and update content).

This is my proposal:

Let a hundred tongues speak online – virtual guest teachers encourage students to speak up
The language in function develops through authentic conversation, but many students find it difficult to engage in conversation using a language they aren’t good at. The net brings easy opportunities to invite a virtual guest teacher into the language classroom, to encourage authentic conversation.
Different ways of exchange among language educators has become a common practice among participants in Webheads in Action (WIA) – a virtual and international community of practice of language teachers and others sharing the interest of virtual learning environments and teaching strategies. The active WIA participants are collaborating since many years around their own professional development, peer teaching, experimenting with tools, and they have developed this collaboration style through informal meetings, mutual help and mentoring, and their experiences are often documented in articles, in public online conferences, and in education research.