Blogging in the Elementary Classroom

By Andrea Poe Technology in Education Section 60, Fall 2012 December 2, 2012

Blogging in Elementary Education

Introduction
Any elementary teacher can attest to that fact that time in the classroom is extremely scarce. The amount of curriculum and core teaching required each semester is more than the time allotted. One of the last things educators need is more more tools, more resources, or more technology that will be just a different way to do the same things we are already doing. Technology can easily become the more for many of us. In order for elementary educators to embrace a technology tool, it must result in something different than what can be produced without it. Technology must deliver something of significant benefit, for the students and their learning. Technology cant be seen as one more thing, in an already packed curriculum. Blogging can be that technology tool that can deliver, when implemented properly, thoughtfully and authentically. Jane Healy, in Failure to Connect (1998) warns her readers, that computers can yield dire consequences, from physical conditions to mental conditions, including attention deficit disorders, especially for the youngest learners. Healy believes in the importance of determining what we want children to learn before choosing the technology to do the job (Healy, pg. 239). We have a responsibility to examine our reasons for implementation of any new tool. Technology for the sake of technology is not the path needed in todays education. This paper will outline the benefits of blogging, implementation, getting started, pitfalls that may occur, and questions for consideration.

Teachers want tools that help their students become moremore skilled writers, more motivated, more adept at collaboration, and more prepared for the future that they are facing. Blogging has the potential to provide more in our classrooms.

Analysis and Discussion

Background
What is a blog? A blog may be described as an online journal. A blog, is short for weblog, which is an easily editable webpage with regular posts that are listed in reverse chronological order. The most recent post is at the top. There is a often a commenting feature that allows the opportunity for feedback from anyone in the world, creating limitless collaborative options. (Drexler, Dawson, Ferdig, 2006) Each post, or entry, is a short written piece, sometimes including images, artwork or links. Blogs enable anyone from first graders to famous writers to share their thoughts and writing. Blogs can potentially create powerfully collaborative communities of writers. Over 4 million Weblogs had been created by the middle of 2003 and over 60 million were created by May 2005 (Drexler, Dawson, Ferdig, 2006 ) 12 million adolescents ages 12-17 maintain their own blogs in the U.S. However, simply having this tool and bringing it into the classroom does not ensure effective and efficient use. A blog does not develop the communication skills. Rather setting up authentic opportunities for students to write and think collaboratively, to solve problems, and learn in a safe way can increase students communication skills needed for the 21st century and their futures. There are many skills and concepts that need to be addressed in order for teachers to implement blogs into their curriculum to foster new literacies. It is not

just a matter of transferring classroom writing into digital spaces. It is about writing with an audience, engaging in feedback, rewriting and sharing with others. Students need instruction on how to navigator online in safe ways, as they are both reading others posts and sharing their own.

Current Reality of Writing Instruction

According to Huffington Post (September 14, 2012), Only roughly one quarter of eighth and 12th graders are proficient in writing, according to results from the National Assessment of Educational Progress. Results showed 24 percent of students at both grade levels scored at the proficient level on the writing assessment. About 20 percent of both grades performed below basic, and only 3 percent scored at the advanced level. This is only one test, but it is an indicator of our current reality. One of the common goals of the elementary classroom is to produce articulate writers who are capable to of communicating thoughts and ideas clearly. Donald Graves (1983), Lucy Calkins (1994) and Ralph Fletcher (2000) are all writing researchers, who suggest that young writers learn to write by engaging in the process of writing. Elementary students need substantial time to understand their writing processes in order to develop strategies for monitoring and improving their writing. Most teachers agree with the research, but struggle to implement this due to many, diverse obstacles. Time, is one constraint in the classroom, teaching meta-cognitive thinking needed for writing and reading is not done due to lack of instructional time. (Davis & McGrail, 2011). In the standardizing testing era of education, teachers give way to a culture of formula writing that is more product

orientated. Process-oriented authentic writing activities, including brainstorming, peer conferencing, and multiple revisions is often replaced by product-oriented writing. Young writers also lack audience awareness, especially the ability to anticipate the readers interpretation of their work. Writers at elementary age often focus on their own thoughts rather on how the writing reads, or appears to the reader. (Lapp, 2011) Often elementary students will jump into their stories without regard to their audience. They may be writing about their vacation or their own learning, but the result is the same, they assume the reader knows their topic and purpose for writing. According to Davis and McGrail (2011), their findings state that when student bloggers become aware and connected to an authentic audience, they take ownership in their writing and the writing process. Teachers and researchers have found that when good writers have a clear picture of their audience they write for that audience. Poor writers do not have a sense of audience, which leads them to focus on themselves, and they lose other peoples point of view. (David & McGrail, 2011). Feedback is another essential for the development of young writers. Teachers are the primary source of that feedback. Most likely, teachers are meeting with a whole class of students in a limited timeframe. When feedback is given, it is often not timely, due to the structure of the school day. Although the elementary teacher desires an authentic writing community, the implementation is very challenging. The way that students develop awareness of audience and advance solid writing skills is through hearing and receiving immediate response to their

writing. A delayed response may not benefit the writer; the writer will often consider the piece as complete and has subsequently moved on to another piece of writing (Lapp, 2011). The lack of authentic feedback holds back our youngest writers.

Proposal for Implementing Blogs in the Classroom

Research has long shown that students write more, write in greater detail, and take greater care with spelling, grammar, and conventions, when they are writing to a an authentic audience over the internet. (Jackson, 2012). There are many benefits to blogging with elementary student, benefits that cannot be achieved with traditional writing programs. Blogging technology allows students to have that authentic experience that mirrors the digital world in which they live and learn. There are many benefits of blogging that address the current needs of elementary teachers. I have limited my list to four main benefits. 1. Provides authentic audience-- creates more skilled writers 2. Increases motivation connected to feedbackresults in more motivation for learning 3. Learning is not limited to classroom space and timemore time for collaboration 4. Prepares students for digital citizenship student are more prepared for their futures Authentic Audience As previously discussed, elementary students are usually not aware of their readers. Traditionally, students write for an audience of one, their teacher. Or

perhaps they will share with other peers in the class. Typically students will read their teachers feedback and perceive it as a method for conveying corrections. They arent typically asked to rewrite based on questions or probing of their thinking. Writers need to have a clear picture of their audience and write for them. This is what changes with blogs. The comment feature of blogs allows for feedback, from peers and teachers in the classroom, but also people beyond the walls. There are many different audiences that have read and responded to elementary students blogs. Some teachers have paired with another classrooms in the school or district. Different classrooms across the country or even world can collaborate together. College pre-service teachers have joined together with young writers. Grandparents, parents, siblings, relatives have all been invited to comment. Or sometimes it can be just limited to the classroom. Whoever is reading the post, there is a real person on the other end, reading and responding. Writers write for others, and they need their readers feedback to refine their ideas and craft. (Davis & McGrail, 2011). Increased Motivation Connected to Feedback Young writers are motivated by feedback. These are the digital natives, they are not as impressed with technology as we thought they would be; they have lived with the internet their whole lives. The novelty of doing work on a computer wears off, they are aware that they are still working, just in a different form. For these digital children the exciting, motivating part is that someone is reading their work and responding to it. The computer is just the means to make that happen. What we can do with the technology is what motivates and excites the students.

In one blogging study, a teacher connected pre-service teachers with third grade students to help guide their students writing. She found that the students motivation was generated from the collaboration rather than the use of technology itself. The students waited for their responses and revised their writing after reading the pre-service teachers suggestions. (Drexler, Dawson, Ferdig, 2006 ) Collaborative blogging helps improve students attitudes towards writing. In the same study, it was reported that third grade students enthusiasm was uncharacteristic and that they cared very much about each draft they posted. (Drexler, Dawson, Ferdig, 2006 ) Technology is a motivator, but the real motivation comes from the real person behind the comments. Constructive feedback helps children to organize their thoughts, refine their writing, and take pride in their work. Feedback is no longer from one source, the teacher, and that feedback is often shared as a whole class and a community of writers. Because of the collaborative format of blogging, students can learn from other classmates writing and feedback they too have received. Writing is no longer being passed between teacher and student in a static environment. Learning is not limited to Classroom Space and Time Without the blogging technology, writing stays in the classroom, and at the most is shared with parents and peers. Sharing is where the use of blogs really delivers! The teachers arent just taking writing and placing it online, they are creating new experiences that cant happen within the isolation of the classroom. These experiences are the opening up of discussions around students thoughts and

writing. Blogging allows for a two way, three way, or limitless conversations, all centering around a blog post. In addition, time can be added to the day with blogging. We know that time constraint is a problem for many teachers. There is never enough time to work with our students or give the feedback they need. With blogging, when the school day ends, the learning can continue. Students with access are able to check their blog, or write their entries away from the classroom. If the student is working on a writing piece at home and wants feedback, it can be shared. However, most teachers implement a review option in the blog settings. That way the teacher can view the post before it is posted online for all to see. This can also allow the teacher to use time at home to review a students thinking or writing. The conversation is not limited to the school day. The community of learners is authentic and not held to a time schedule and classroom learning space. The technology offers more than the alternative, traditional model. Prepares students for digital citizenship Digital Citizenship is a concept that helps parents and teachers understand what student should know in order to use technology appropriately. Digital Citizenship is more than just a teaching tool. It is a way to prepare students for a technology society. Technology can be abused or misused because users are unaware of what is appropriate. Schools need to be a safe place for students to learn about real-world experiences with the digital world. It is very important for teachers and students have a common definition of acceptable use of technology. Students live in a digital world and we have a

responsibility to ensure their safety and to provide them opportunities where they can learn how to become global citizens. Using blogs in the classroom provides real life experiences using the internet. Before students begin to blog it is important to open up the conversation about safety and digital citizenship. Students should have lessons in cybersafety as well as netiquette. There are many good lessons and resources available to help teach students how to be safe and to get the most out of their experiences online.

Getting Started
You dont have to search too far to find resources available for getting started with blogging in your classroom. However, there are some important starting points that should not be forgotten. 1. Know your districts Acceptable Use Policies and make sure you are following the set guidelines. 2. Inform parents of the procedures and secure their permission. 3. Teach all safety expectations to your students, include, no posting of names, email accounts or references to location. 4. Set clear expectations regarding tone, respect, and consequences for misuse. (Drexler, Dawson and Ferdig, 2006) Decide on the type of blog you would like to bring into the classroom. Four common blogs are: classroom news blog, mirror blogs, showcase blogs and literature

10

response blogs. These are all good starting points for an elementary classroom. Of course, there are more options but these are excellent beginning points. A classroom news blog is just that, a blog that can be teacher or student written about happenings in the classroom. Mirror blogs, allow bloggers to reflect on their thinking. A teacher may post a reflection to model their thinking, or a student may be asked to share their thinking in response to learning. Showcase blog, is a place to share writing, poetry, art, anything of interest to the students. The showcase blog is an authentic place to share with a community of learners. Lastly, a literature blog is a discussion about a book. This type of blog moves the discussion surrounding a book online. Students can have a chance to read multiple perspectives on the same story. (Zawilinski, 2009) When you are ready to launch your blog, you should choose a blog provider. There are numerous blog providers for educators. Some of these include, kidzblog, edublog, blogmeister, and epals SchoolBlog. Teachers want a safe, kid friendly site that allows for usernames and passwords. Lastly, prepare your lessons for the integration of your blog. There are several websites and blogs out there with tips and lessons on how to get started. Visit Langwitches Blog, which has the article, Introduction to Blogging Lesson Plan. This will give you some great tips to get started.

Possible Pitfalls
With all technologies integration, there are some things that may come up to impede success. Blogging is no different. The blogging experience can become a failure is you do no have administration support. Share what you are doing with colleagues and

11

your administration. Teachers need to have specific training for implementing blogs in the classroom. Teachers need to see the benefits as well as the commitment to using blogs. When teachers buy into an idea, it ensures its success. Blogging shouldnt be seen as an extra or more added to their plates. This technology should be seen as an exciting vehicle for creating motivated, skilled, collaborating students. Having the right support from administration and tech coordinators is a must. Another problem that may arise in the blogging endeavor is failure to have clear expectations for your students. Students need to know the purpose of our instruction and what direction they are heading. The goal of blogging should be to learn collaborative, become better writers and to grow as learners. If the students are unaware of the guidelines and expectations for quality posts and comments, the blog can become a place to just chat and have social time. Just as in the classroom, students learn from discussions and sharing ideas, but just offering a social space to discuss without guidelines results in social time in the classroom. The teacher needs o be modeling writing and commenting. Also, students should be involved in creating the guidelines of quality posts. When bringing blogging into your classroom it is imperative that you have a clear idea and plan of where you want to take the students. Unintended benefits and results will occur from this form of community learning, so be ready to monitor, guide, and learn with your students!

Conclusion
Whenever technology is brought into the classroom, it is never without some challenges. In order for that process to be worthwhile, the technology should make the

12

teaching and learning significantly enhanced. It should provide something that cannot be achieved without it. Elementary teachers are often faced with the issue of having too much on their plates already; they are responsible for the core subjects and ensuring that their students learning styles and needs are being met. In order for an elementary teacher to spend the needed time to bring a technology tool into their classroom, it must have substantial benefits to their teaching and to their students learning. Blogging is a tool that can deliver more to the elementary teacher. Students grow as writers and learners when they are guided through the use of blogs for the purpose of sharing, writing, and learning with others. Blogs also allow students to receive motivating feedback from an authentic audience, which is found to increase writing abilities for children. In addition, blogging expands the classroom both in physical space and timeframe. Implementing blogs in the classroom allows teachers to teach in ways they are unable to without the blogs. Blogs are not a vehicle for simply taking writing and putting it online, rather it is a transforming, engaging, and effective practice that can yield motivated, excited, and skilled writers! We were the generation of consumers- we watched television, we played video games; we sat and took in our learning. The digital children of today are different- they are creators. They often make games, blog and chat online, post videos, run websites and remix graphics and music. Teachers need to open the classroom up to this digital world that our students live in. The learners of today need to be allowed to find knowledge, become experts, and share it with the world. Let them do this through blogging in the classroom!

13

References
Chen, Y., Liu, E., Shih, R., Wu, C., & Yuan, S. (2011). Use of peer feedback to enhance elementary students' writing through blogging. British Journal of Educational Technology, 42(1), E1-E4. doi:10.1111/j.1467-8535.2010.01139.x Davis, A., & McGrail, E. (2011). The influence of classroom blogging on elementary student writing. Journal of Research in Childhood Education, 25(4), 415. Drexler, W., Dawson, K & Ferdig, R.E. (2006) Collaborative blogging as a means to develop elementary expository writing skills. Electronic Journal for the Integration of Technology in Education, 6, 140-159. Gebbard, M., Seger,W., & Sin, Dong-Shin. (2011). Blogging and emergent L2 literacy development in an urban elementary school: a functional perspective. CALICO Journal, 28(2), 1+. Healy, Jane. (1998). Failure to Connect. New York: Simon & Schuster. Howard, Maria Elena. (2011). Not an unfeasible 'extra': blogging helps elementary students communicate and reflect on their science practice. Science and Children Dec. 2011: 32. Academic OneFile. Retrieved from
http://go.galegroup.com.proxy.lib.uni.edu/ps/i.do?id=GALE%7CA274521282&v=2.1&u= uni_rodit&it=r&p=AONE&sw=w

Jackson, Lorri. (2012). Blogging? Its elementary, my dear Watson! Education World. Retrieved from http://www.educationworld.com/a_tech/tech/tech217.shtml Lapp, D., Shae, A., & Wolsey, T. (2011). Blogging and Audience Awareness. Journal of Education, 191(1), 33-44.

14

Pyon, Shirley. (2008). Why Math Blogs? Teaching Children Mathematices, 14(6), 331335. Witte, S. (2007). That's online writing, not boring school writing: writing with blogs and the Talkback Project. Journal of Adolescent & Adult Literacy, 51(2), 92+. Retrieved from http://go.galegroup.com.proxy.lib.uni.edu/ps/i.do?id=GALE|A170234041&v=2.1 &u=uni_rodit&it=r&p=AONE&sw=w Zawilinski, Lisa. (2009) HOT blogging: a framework for blogging to promote higher order thinking: blogging is an easy way to begin preparing elementary students for the new literacies of the Internet. The Reading Teacher, 62(2), 650-661. doi:10.1598/rt.62.8.3

15

Artifact Reflection
What was the context (the course, purpose, situation, etc.) in which this artifact was created?

This paper was written for the course (5131) Technology in Education, which is a required course for the Masters in Instructional Technology degree at the University of Northern Iowa. This class examined technologies both past and present that have been implemented into the classroom learning experience. Discussion also involved the successes and failures of the implementation process. The course included possible future technologies and the applicable strategies for ensuring successful implementation. This work is a compilation of the terms reading, writings and doings. My paper supports and calls for the use of blogs in the elementary classroom to help teachers grow thinking, motivated, skilled writers.

What outcome(s) (AECT standards) were you to demonstrate in creating it? For each outcome, describe how the artifact addresses the indicators within the standard. Standard 2: Development 2.0.1 Select appropriate media to produce effective learning environments using technology resources. Discussed in this paper is my recommendation for a type of technology tool, blogging, to produce an effective learning environment in the elementary classroom. 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes. Along with this

16

paper I presented my work to the class using a powerpoint presentation. 2.3.4 Incorporate the use of the Internet, library online catalogs and electronic databases to meet the reference and learning needs of students and teachers. During the construction of this paper, I used online resources and databases to research the learning needs of teachers and students. Standard 3: Utiliztion 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process. My final project recommends the use of blogging for the purpose of increasing learning in the elementary classroom 3.3.1 Use appropriate instructional materials and strategies in various learning contexts. In this work, instructional strategies are discussed when teachers are implementing blogging into their teaching. 3.4.4 Identify and implement effective policies related to the utilization, application, and integration of instructional technologies. In this paper I outline some implementation strategies and policies that need reviewing before the implementation process. What problem(s) did you encounter in creating this paper? What did you learn from encountering this problem, and how can you apply this in your current or future professional life? The writing of this paper took significant time for me. As much as enjoyed doing the reading for class and discussing the concepts, it was a challenge for me to write concisely and to synthesis the information. I have so many new ideas and concepts in my mind but

17

taking them and putting them into an organized manner proved to be a challenge. I enjoy the research and the reading and I found myself wanting to read more, rather than put my thoughts together and write. I know that during this Masters program I will be required to do more research writing and this is a good practice for me. What does this work show about you and your capabilities in relation to the identified standards? There are many standards to fulfill and this work showed me that I am able to use research materials and find appropriate, effective use for what I have read. I was able to me the objectives of the course and share my thinking through the writing process. What did completing this work teach you about yourself within the field of instructional technology? I know that I am able to synthesize and apply what I have learned in our course work. I also believe that as I am moving ahead in our profession that I will be able to present proposals to my colleagues and supervisors regarding technology in our district.

18

19