SUMMARY: Getting Started
To maximize students’ interest in blogging, we as educators need to carefully consider developing and connecting students to blogs that encourage higher level thinking and offer a platform to reflect it in their writing. The first step suggested by author Will Richardson is to take a look at quality Weblogs. Three usual attributes make a blog a new kind of text:
1) Posts tend to be short
2) Blog authors usually link to other related sources of interest.
3) Blogs provide an opportunity to dialogue.
Blogging with Students
Both the role of teacher and student change. Think of the teacher as connector, not just evaluator. This provides the students with a more active role in which to interact with the teacher. Instead of a static end product, as the student works, the teacher may make relevant connections to help the student think and write analytically.
Begin with allowing time to develop a comfort level, easily done by simply posting assignments and relevant class links. Work toward collaboration and connection by encouraging students to read model blogs. As they begin, they might work in small groups.
Establish Blog Safety by addressing the following:
1) Educators should use Acceptable Use Policies that students and parents know and understand.
2) Emphasize never sharing personal identifiers.
3) A clear protocol for reporting problems (both technical and content-related) should be clearly stated.
4) Educators need to determine a method for monitoring activity.
Assessment of student’s work may run the spectrum from merely including number of posts to considering form and content. A rubric is essential. Although I have not used blogs with students, I have had experience using threaded discussions for a major part of a final grade for postgraduate online classes I have taught. Sharing a clear rubric with expectations for students regarding the quality of the form and content makes or breaks the success of class dialogue.
Blog Software
This section contains not only recommendations for using Blogger but strategies and advice for use.
APPLICATION
We “digital immigrants” (aka educators who received their degrees before 2005) need to sample the ever-changing and growing smorgosboard of blogs. We might easily begin by looking at model blogs, including the ones suggested in Richardson’s “Blogger’s Dozen” (page 58). I have found this sort of blog helpful by learning from what worked or didn’t work for others. One I regularly read is “educating alice, http://medinger.wordpress.com/ ,” created by a fourth grade teacher at the Dalton School in NYC. More than once she has undertaken projects to have her young students use technology in creative ways that defy other educators (including my own) preconceived notions of what will work with a particular age student.
Blogs created by published authors are another other type I read regularly. I have been intrigued to see how many authors embrace blogging and revel in the uniqueness of being able to regularly and informally share a new writing piece and then interact with readers about it. Julius Lester ‘s http://acommonplacejbl.blogspot.com/ is one of my favorite. Blogging has become a venue for this prolific award-winning author to share a new creative outlet—photography.
I am intrigued by the implications of using blogs as a platform to kick around a “half-baked idea” that an individual or group of inidividuals plans to pursue to fruition. As authors, academics or students are working on a new project, they might share their thoughts not only with a small, intimate group from the same locale or background, but now have extended opportunity for more input from sources with varied experiences and viewpoints. Regardless of how half-baked the content might be, I believe that bloggers should make certain they edit to clearly communicate their thoughts and use correct grammar.
Pursuing individual special interests may be a great way to involve students in blogging. For example, certainly students blogging about their hobbies will motivate them. I, for example, like to garden. Although I have not participated actively in this particular blog called Dave’s Garden http://davesgarden.com/ , I have visited it more than once just to browse through not only Dave’s offerings but those of his various readers who have added additional pieces of information.
ISSUES TO CONSIDER
While Richardson encourages his readers to be “public bloggers,” he does caution bloggers to use discretion, as what one writes reflects on one’s image. Educators may need to especially take heed, as blogs and wikis become a sort of informal public record.
Teachers need to consider how much class time will be devoted to accessing blogs. Independent time might also include library or lab use.
Allowing students to personalize blogs will no doubt increase motivation. Educators need to think about how much of the site should be the student’s own. More personalized blogs may be more difficult to assess.
Getting Started
To maximize students’ interest in blogging, we as educators need to carefully consider developing and connecting students to blogs that encourage higher level thinking and offer a platform to reflect it in their writing. The first step suggested by author Will Richardson is to take a look at quality Weblogs. Three usual attributes make a blog a new kind of text:
1) Posts tend to be short
2) Blog authors usually link to other related sources of interest.
3) Blogs provide an opportunity to dialogue.
Blogging with Students
Both the role of teacher and student change. Think of the teacher as connector, not just evaluator. This provides the students with a more active role in which to interact with the teacher. Instead of a static end product, as the student works, the teacher may make relevant connections to help the student think and write analytically.
Begin with allowing time to develop a comfort level, easily done by simply posting assignments and relevant class links. Work toward collaboration and connection by encouraging students to read model blogs. As they begin, they might work in small groups.
Establish Blog Safety by addressing the following:
1) Educators should use Acceptable Use Policies that students and parents know and understand.
2) Emphasize never sharing personal identifiers.
3) A clear protocol for reporting problems (both technical and content-related) should be clearly stated.
4) Educators need to determine a method for monitoring activity.
Assessment of student’s work may run the spectrum from merely including number of posts to considering form and content. A rubric is essential. Although I have not used blogs with students, I have had experience using threaded discussions for a major part of a final grade for postgraduate online classes I have taught. Sharing a clear rubric with expectations for students regarding the quality of the form and content makes or breaks the success of class dialogue.
Blog Software
This section contains not only recommendations for using Blogger but strategies and advice for use.
APPLICATION
We “digital immigrants” (aka educators who received their degrees before 2005) need to sample the ever-changing and growing smorgosboard of blogs. We might easily begin by looking at model blogs, including the ones suggested in Richardson’s “Blogger’s Dozen” (page 58). I have found this sort of blog helpful by learning from what worked or didn’t work for others. One I regularly read is “educating alice, http://medinger.wordpress.com/ ,” created by a fourth grade teacher at the Dalton School in NYC. More than once she has undertaken projects to have her young students use technology in creative ways that defy other educators (including my own) preconceived notions of what will work with a particular age student.
Blogs created by published authors are another other type I read regularly. I have been intrigued to see how many authors embrace blogging and revel in the uniqueness of being able to regularly and informally share a new writing piece and then interact with readers about it. Julius Lester ‘s http://acommonplacejbl.blogspot.com/ is one of my favorite. Blogging has become a venue for this prolific award-winning author to share a new creative outlet—photography.
I am intrigued by the implications of using blogs as a platform to kick around a “half-baked idea” that an individual or group of inidividuals plans to pursue to fruition. As authors, academics or students are working on a new project, they might share their thoughts not only with a small, intimate group from the same locale or background, but now have extended opportunity for more input from sources with varied experiences and viewpoints. Regardless of how half-baked the content might be, I believe that bloggers should make certain they edit to clearly communicate their thoughts and use correct grammar.
Pursuing individual special interests may be a great way to involve students in blogging. For example, certainly students blogging about their hobbies will motivate them. I, for example, like to garden. Although I have not participated actively in this particular blog called Dave’s Garden http://davesgarden.com/ , I have visited it more than once just to browse through not only Dave’s offerings but those of his various readers who have added additional pieces of information.
ISSUES TO CONSIDER
While Richardson encourages his readers to be “public bloggers,” he does caution bloggers to use discretion, as what one writes reflects on one’s image. Educators may need to especially take heed, as blogs and wikis become a sort of informal public record.
Teachers need to consider how much class time will be devoted to accessing blogs. Independent time might also include library or lab use.
Allowing students to personalize blogs will no doubt increase motivation. Educators need to think about how much of the site should be the student’s own. More personalized blogs may be more difficult to assess.
The August issue of School Library Journal suggested this important site about Internet law related to blogging: http://www.avivadirectory.com/blogger-law/