Blogs and classroom instruction are described as a new form of engagement that offers unique learning opportunities to students. Luehmann and MacBride (2009) identify the six “complementary” blogging practices initiated in the development of a successful classroom as the following:
1. Sharing resources
2. Eliciting and publishing students’ responses to teacher prompts.
3. Recording lesson highlight
4. Posting learning challenges
5. Reflecting on what was learned
6. Engaging in online conversations
The success and potential benefit of a blog as an instructional tool is dependent on how the teacher structures and uses the blog in the classroom. The article identifies the “paradigm shift” (Luehmann & MacBride, 2009) that is occurring in reform based math and science disciplines “calling for experiences that engage learners centrally in their own learning… and experiences that engage learners centrally in the authentic and core practices of discourse.” (Luehmann & MacBride, 2009). This discourse will transpire with the “new media literacys” (Luehmann & MacBride). The new media literacy necessitate a new mindset in which constructivist student centered engagement usurps the teacher centered question and response dynamic. The reasons that I would initiate a blog for my own Biology Inclusion classroom closely align with those identified in the cited article. The students would be able to reflect and revise their work without teacher mediated instruction to do so. Conversations would continue outside the classroom and lead to increased interaction, thus lesson engagement. Student work would be more readily recognized by themselves and others thereby developing increased accountability of student self-directed learning. Student would be engaged with and provided access to technology, and consistant discourse will occur. The structure of the lessons would be designed to allow for collaboration among small groups in order to develop a strong group dynamic. The teacher's own engagement and accountability would occur as facilitator and mediator throughout the course of the specified lesson. I believe these components are the criteria for a successful classroom blog.
Luehmann, A., & MacBride, R. (2009). Classroom blogging in the service of student-centered pedagogy: Two high school teachers' use of blogs. THEN: Technology, Humanities, Education & Narrative, (6), 5-36. Retrieved from Education Research Complete database.
Lorna, you have selected a very good article to support your findings. I particularly like that that article points out the paradigm shift and this is one of the most important aspects of brining technology into the classrooms for many educators. Instructional technology in and of itself is indeed a paradigm shift and the read/write web is high on the list when considering ways to allow for interactive learning. I love it and wish it were available when I was a child.
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