Day 2 – A teacher’s reflection
I have attempted blogging in both secondary math and science classes with some success. I am being broad in my use of the term ‘blogging’ here, since my math blog was officially a wiki (but was basically being used in the same way as a blog). A couple of years ago, my first attempt to use a blog with a class was with a grade 12 biology class. I basically instructed students that they would be responsible for certain classes throughout the term to post both a reflection on that class (what was covered, etc) as well as any homework or upcoming events for the class. I arranged at the start of the course who would be doing which day, how it would be evaluated, and how to log on and navigate. It went OK. What came out of it for me was the idea that I wasn’t sure how to engage students with the blog.
Later, when I tried it with my math classes, I attempted a couple of things. One was to use it as a place to post information about the class (links to handouts, schedules, tests, etc). This was fine – it was great for organization, and with students who have sporadic attendance (of which we have many) it was a good strategy. I tried a couple of student activities on it too – for example, each student was to find a site that they found helpful for understanding a concept that we were studying, post the link and give a quick description. The students did it, but again I was left with the feeling that it wasn’t a ‘real’ use of blogging.
In order to really be blogging, we are selecting what to talk about, how to present it, what swing to put on it, who to gear it towards, and are getting something out of it ourselves – otherwise we wouldn’t bother. I question whether this can be accomplished with an assigned task. That being said, the closest approximation that may be available in school settings is the creation of e-portfolios, or through using a blog as an enhanced journal. My advice to a teacher using a blog for the first time with a class is to have a good idea of what you will be doing with it specifically, how you will be evaluating student contributions, and what the rules are for its use (both your own and the school’s). If it is open to the public, you should also be prepared to answer parents’ questions as to why this is so. There is a lot of value in writing and engaging with others about our passions; I’m just hesitant to extend that value to a formal, educational setting. It shouldn’t be used without first thinking about and working through how it fits into your program.
Emily
ps – I don’t blog (other than required). I think about it a lot, but it seems like too much of a commitment.
Posted in: Week 07: Blogs
Angela Novoa 4:28 pm on October 19, 2011 Permalink | Log in to Reply
Hi Emily, Interesting post. Two things that I’ve seen either on MET courses and my course blogs with my students that were successful for motivating them to participate were:
1. First: students portfolios were transformed in ePortfolios through the blog. So all their assignments would be published on the course blog.
2. Second: providing feedback and having peer evaluations through the blog was positive to promote students’ participation in this medium, because both activities allowed them to improve on further evaluations.
Blogging requires a huge commitment, but facilitates to check the progress of students.
Angela.
Deb Kim 12:24 pm on October 20, 2011 Permalink | Log in to Reply
Thank you for your insights on blogging. I agree with you that “[i]n order to really be blogging, we are selecting what to talk about, how to present it, what swing to put on it, who to gear it towards, and are getting something out of it ourselves”. That’s probably why many blogs are discontinued.
Just like what you did for your math classes, I also created a course blog to post handouts, information on quizzes/tests, project information and rubric, and extra worksheets. It’s been working well not just for students with sporadic attendance but also for those who are usually slow at digesting what they learn in each class. I also gave username and password to parents so that they can monitor what’s going on in each class. My blog has agenda for each class, so it’s easy for them to follow. The course blog has become my “electronic lesson planner” as well.
Deb
Keisha Edwards-Hamilton 6:47 pm on October 20, 2011 Permalink | Log in to Reply
Jarvise,
I agree with your recommendations for successful blogging in classrooms. I must add that we must be mindful when of using blogs since it cannot be used for all course content, hence we have to carefully examine the topic before introducing blogs. In addition, we must weigh the advantages and disadvantages of integrating blogging in our classroom practices for more efffective blogging.
Keisha
Juliana 7:53 pm on October 20, 2011 Permalink | Log in to Reply
Hi Emily,
I am glad that you brought up the intention of blogging. I think that is an important thing to consider when introducing blogging in the classroom. Why are we doing this and what learning gains are we looking for in the student. I guess that is true of any technology that we do incorporate in the classroom.
As a venture do you see blogs being used more effectively in a classroom setting?
Juliana.
jarvise 7:26 am on October 21, 2011 Permalink | Log in to Reply
Definitely. If you were to provide a list of templates, with built-in structure based on use intents for beginners you could sell this service. Other value added features could be listing the to dos for getting started, links to topics such as dealing with appropriate use and privacy, might help with marketing too. Teachers want legwork done.
hall 3:58 am on October 23, 2011 Permalink | Log in to Reply
I like your recommendations; they are very useful for a new blogger. But I particularly like the way you used blogging with your mathematics students. I will certainly attempt to use your strategies with my math students. I think they are very good.