by Pinelopi Zaka (pinelopi.zaka@gmail.com, @paz11uc)

Many teachers are using blogs in the classroom, exploring their unique potential to engage learners through sharing their work with a real audience. A recent article in the online journal Computers in New Zealand Schools: Learning, Teaching, Technology gives an example of using blogs in a primary classroom from the teacher’s point of view. Gillian May started blogging with her students at the beginning of this school year and through her article she unveils some of the unique advantages that this had for her as a teacher and her students. Some of them include:

• · Strengthening home – school connections, by enabling families to have access to student learning.
• · Enhancing student engagement, by motivating them to share their learning with a real audience.

“Our class blog has changed the way our classroom operates and it has improved the link between home and school beyond our wildest dreams”.

“It gives the students ownership but more importantly it gives their learning real-life purpose that means something to them.”

Sara Kajder talks about the potential of emerging technologies such as blogs to provide students the opportunity to write for a real audience, share their learning and become active members of online communities (Kajder, 2007). Not many years ago, the web was a place where people could find and retrieve information. Now, the read/write web gives everyone a voice and instead of passively consuming information we can actively create it through online collaboration (Richardson, 2006).

As teachers, we have the responsibility, but also the power to teach students how to effectively and responsibly take advantage of these opportunities that the read/write web offers. Teachers don’t need sophisticated computer knowledge to do that. As Gillian May said

"Prior to June 2010 I had no experience with blogging. I was introduced to the idea at a professional development session, and decided that I might have a play with setting up my own class blog”.

Trial and error is probably the best way to do it! As we experiment with new tools and as we observe the advantages, especially with student engagement and motivation, but also with parents' involvement in student learning, we get further motivated to continue. Of course, the more we commit to it, the more sensitive we need to become on consequent implication, such as privacy, security and ownership; the web provides many opportunities for professional development about these issues. Lifelong learning - isn't it?

Resources:

• Photo by Cathy Cassidy
• Kajder, S., B. (2007). Unleashing potential with emerging technologies. In K. Beers, R., E., Probst & L., Rief (Eds.). Adolescent literacy: Turning promose into practice (pp.213-229). Portsmouth, NH: Heinemann.
• May G., (2011). A teacher’s experience of using blogs.Computers in New Zealand Schools: Learning, teaching, technology. Vol. 23, No. 2.
• Richardson, W. (2006). Blogs, wikis and podcasts and other powerful web tools for classrooms. Chapter 1: The read/write web. Thousand Oaks, Ca: Corwin Press.
• Open content licencing for educators: A free online workshop designed for educators who want to learn more about open education resources, copyright, and creative commons licences. 23-27 January, 2012.

Cross-posted here.