Week 3 - Reflection task 2 - Technology (Wikis, Weebly and blogs)

Reflection task 2 - Technology group 1: Blogs

Image retrieved from http://blogs.ubc.ca/vthechan/2012/03/03/good-blog-bad-blog/

A blog (or ‘web log’) is an online version of a journal or diary. The blog epitomises Web 2.0 technology with its ‘read and write' capabilities, and is considered a type of website that enables the construction and instantaneous publication of content which is controlled by the author (Richardson, 2010). Blog entries, or posts, are organised in reverse chronological order, with the most recent post appearing at the top of the page. Viewers are able to access past posts via an archive which is usually found in a side-bar alongside the blog content. Blogs typically combine text and images to present commentary about a topic, issue or personal experience and are also capable of providing links to other websites, blogs, video clips and media (Byrd, 2014). A feature of many blogs is the facility for viewers to post comments in response to content, which ‘creates opportunities for dialogue’ (Howland, Jonassen & Marra, 2012), and can encourage interaction and collaboration between contributors and the author. Blogs are ultimately controlled by their creators, in that they have the power to add, remove and filter comments posted by others.

Blogger is an example of a blog-publishing service which allows its users to select from a variety of templates and personalisation options. Authors are able to customise their posts by including text, images, videos, hyperlinks and additional online artefacts using HTML code. The creation and publication of blog entries is user-friendly in that Blogger provides easily accessible options to save, preview, publish and modify posts. In addition, the author is able to monitor, delete or respond to comments made by viewers. In using Blogger, I have personally found the WYSIWYG tools and templates somewhat limiting; however, its ease of navigation, creation and publication of posts make it appropriate for use by students in a primary setting.

Howland (et al., 2012) suggest that effective use of student blogs for written tasks can result in work of improved intellectual quality, as bloggers are able to immediately ‘publish’ their writing; encouraging learners to take their work more seriously. Furthermore, the participatory nature of blogs encourages communication and collaboration about post contents (via comments), which can stimulate critical thinking, widen perspectives and deepen understanding through social interaction (Hicks, 2013). Within the SAMR model for ICT use in learning, blogs can provide opportunities for transformative learning experiences by redefining tasks so that students can connect with other learners and experts on a global scale.

Morris (2012) advises that, for learners to be meaningfully engaged as bloggers, they should first receive explicit instruction related to the purpose and structure of blogs; including how to effectively construct quality comments in response to others’ posts. Within the context of a primary classroom, blogs could be used to engage students in a range of student-centred learning tasks, with the teacher acting as a facilitator by providing instructions, guidelines, prompts, questions and stimulus materials. The following table presents some potential blogging applications for a primary classroom:

When introducing blogging to a cohort, it will be necessary to establish guidelines which align with school policies, parent and curriculum expectations and student needs. In addition, teachers should ensure that learners are familiar with expectations and protocols regarding safe and ethical online practices (use of first names only; no identifying information; blogs exempt from public searches etc.) 

Blogging within the SAMR model:

References

Byrd, K. (2014). Characteristics of a blog. Retrieved from http://blogbasics.com/characteristics-of-a-blog/

Frangenheim, E. (2010). Reflections on classroom thinking strategies (9^th ed.). Loganholme, QLD: Rodin Educational Publishing.

Hicks, K. (2013, December 13).The benefits of blogging as a learning tool part 1 [Web log post]. Retrieved July 12, 2014, from http://edcetera.rafter.com/the-benefits-of-blogging-as-a-learning-tool-part-1/

Howland, J.L., Jonassen, D., & Marra, R.M. (2012). Meaningful learning with technology (4^th ed.). Boston, USA: Pearson.

Morris, K. (2012). Five steps to starting a class blog. Retrieved from http://primarytech.global2.vic.edu.au/

Richardson, W. (2010). Blogs, wikis, podcasts and other powerful Web tools for classrooms. California, USA: Corwin.

Ryan, T. (2014). Thinkers keys. Retrieved from http://www.tonyryan.com.au/home/innovation/thinkers-keys/