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Sarah Boughten

Sarah Boughten. Blogger Details. Blog: easily editable webpage Reverse chronological order ( Zawilinski , p . 650) www.blogger.com Free, many styles and backgrounds Can make each student a blog

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Sarah Boughten

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  1. Sarah Boughten

  2. Blogger Details • Blog: easily editable webpage • Reverse chronological order (Zawilinski, p. 650) • www.blogger.com • Free, many styles and backgrounds • Can make each student a blog • “Since a basic blog is free and can be set up in less than 5 minutes, using them for both teaching and learning has low cost and high return on investment” (Flately, p.78) • http://msbougthensclassroom.blogspot.com/2010/10/welcome.html

  3. Classroom Uses • Classroom news blogs • Parents can subscribe • Mirror blogs • Reflect on thinking • Showcase blogs • Literature response blogs (Zawilinski, p. 652-653) • Individual student blogs

  4. Normal Website vs. Blog http://langwitches.org/blog/2008/12/25/creating-an-outline-for-blogging-unit-plan/

  5. Student Views http://www.youtube.com/watch?v=bmVJRvjTecM http://www.youtube.com/watch?v=m8YMPma3ac0

  6. HOT Blogging • Bolster the Background • Prior knowledge • Prime the Pump • First impressions, confusions • Continue the Conversation • Summarize and synthesize • Make Multiplicity Explicit • Different ideas (Zawilinski, p. 656-657)

  7. Scholarly Rationales • Overcome homework hurdles • Post tips, explanations, and samples • Links to helpful websites • Class announcements • Parents informed • Opportunity for students to work together (Jay,p. 176-177) • Comments make learning meaningful • Write into own understanding, discover answers (Davis, p. 17)

  8. Scholarly Rationales • “Truly motivates children to learn and grow.” • Build communication • Deeper understanding • Development of reading, writing, and language arts • “As students communicate in the blog, they question and challenge each other’s thinking, leading to deeper and more meaningful interaction than previously afforded during individual journaling.” (Poling, p. 12-14)

  9. Scholarly Rationales • Students who don’t participate • change of time, space, anonymity, and voice • Interesting and valuable contributions • Use “Student 1” instead of names (Redekopp & Bourbonnier, p. 34) • Easily & earlier identify group slackers • Contribute anytime/anywhere • Student-centered learning

  10. Drawbacks • Safety Issues • (Ray, p. 177) • http://www.fbi.gov/fun-games/kids/kids-safety • Accessibility • Computer, Internet Access

  11. References • Davis, A. (2008). A Vision for classroom blogging. Learning & Leading with Technology, February 2008, p. 12. • Flatley, M. E. (2005). Blogging for enhanced teaching and learning. Business Communication Quarterly 68(1), p. 77-80. • Poling, C. (2005). Blog on: Building communication and collaboration among staff and students. Learning & Leading with Technology 32(6),p. 12-15. • Ray, J. (2006). Welcome to the Blogosphere: The Educational use of blogs (aka Edublogs). Kappa Delta Pi Record 42(4), p. 175-177. • Redekopp, R. & Bourbonniere, E. (2009). Giving reluctant students a voice. Learning & Leading with Technology 36(7), p. 34-35. • Zawilinski, L. (2009). HOT Blogging: A Framework for blogging to promote higher order thinking. The Reading Teacher 62(8), p. 650-661.

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