Blogging by Amy Huddock


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Using Blogging in the classroom presentation by Amy Huddock

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Blogging by Amy Huddock

  1. 1. Blogging in the Classroom By Amy Hudock (Pinewood Preparatory School)
  2. 2. Writing Prompt <ul><li>Please write a paragraph on the following writing prompt: </li></ul><ul><li>When you hear the word “blog,” what is your response? </li></ul>
  3. 3. What is a blog? <ul><li>The word “blog” is short for “web log” </li></ul><ul><li>Began being used by the innovators of the internet to track their movements on the web. </li></ul><ul><li>Taken up as a diary form for personal publication </li></ul><ul><li>Blogging programs made for first easy and direct web publication </li></ul><ul><li>Now blogging going respectable </li></ul>
  4. 4. How can we use blogs for educational goals? <ul><li>Engage students in a writing community </li></ul><ul><li>Create online student writing portfolios </li></ul><ul><li>Track student writing across disciplines </li></ul><ul><li>Foster writing across the curriculum </li></ul><ul><li>Assess writing program progress </li></ul><ul><li>Teach internet safety and appropriateness </li></ul>
  5. 5. Specific Applications <ul><li>Internal blogosphere -- a protected space vs. public blogs </li></ul><ul><li>Class blogs controlled by teacher and posted on by students </li></ul><ul><li>Student blogs controlled by students and posted on by other students </li></ul>
  6. 6. Class blogs <ul><li>Allow the teacher to: </li></ul><ul><li>post questions or writing prompts for comments and discussion </li></ul><ul><li>provide a list of homework assignments </li></ul><ul><li>post a list of students’ individual blogs </li></ul><ul><li>Sample: </li></ul>
  7. 7. Student Blogs Help Students <ul><li>Allow students ownership of a creative, protected online space </li></ul><ul><li>Take “classroom publishing” to a new level </li></ul><ul><li>Make student work open to comments </li></ul><ul><li>Develop good internet etiquette. </li></ul><ul><li>Make them editors as well as writers </li></ul><ul><li>Sample: http://ash- / </li></ul>
  8. 8. Student Blogs as On-Line Portfolios <ul><li>follow students through their academic careers </li></ul><ul><li>eliminate the need for paper portfolios. </li></ul><ul><li>can be accessed from any computer </li></ul><ul><li>can be viewed by students, parents, and administrators </li></ul><ul><li>can be used to track a students progress </li></ul>
  9. 9. Create your own blog <ul><li>Go to </li></ul><ul><li>Follow the directions to create an account (free) </li></ul><ul><li>Follow the directions to create your blog </li></ul><ul><li>Write down address and password and give address to Amy </li></ul>
  10. 10. Make Your First Post <ul><li>Open the MS window into which you typed your response about blogging </li></ul><ul><li>Copy your response </li></ul><ul><li>Go to your blog </li></ul><ul><li>Click on “New Post” </li></ul><ul><li>Paste your response into the editing window </li></ul><ul><li>Hit “Save” or “Publish” </li></ul><ul><li>Click on “View Blog” to see your new publication. Hit “refresh” if needed. </li></ul>
  11. 11. Blog Enhanced Writing Process <ul><li>Prewriting  </li></ul><ul><li>Drafting </li></ul><ul><li>Initial Peer Response: fact-to-face peer editing </li></ul><ul><li>Peer Editing on Blogs </li></ul><ul><li>Teacher Comments on Blogs </li></ul><ul><li>Revise and Bring New Hardcopy Draft for Face-to-Face Peer editing </li></ul><ul><li>Turn in Paper (post and/or print) </li></ul>
  12. 12. What Students Say about Peer Editing on the Blogs <ul><li>Allows them to read the work of all their classmates </li></ul><ul><li>They can judge their own paper against others </li></ul><ul><li>They can get new ideas </li></ul><ul><li>They learn to set up standards and judge against them </li></ul><ul><li>They get good feedback from classmates </li></ul><ul><li>They learn to write better by editing others </li></ul>
  13. 13. But is it improving their writing? <ul><li>Researchers tend to say “yes” and agree with Charles Lowe and Terra Williams: </li></ul><ul><li>“weblogs can facilitate a collaborative, social process of meaning making, leading us to believe that weblogs . . . enable a comfort zone, a social environment where anxiety about the teacher and of school writing is reduced, while also drawing on other benefits of writing publicly” </li></ul>
  14. 14. Should you try blogging? <ul><li>Blogging can enhance what you already do </li></ul><ul><li>It engages students </li></ul><ul><li>Grading on-line homework and assignments is easy </li></ul><ul><li>Can foster a writing community across your campus </li></ul><ul><li>Can be fun! </li></ul>
  15. 15. Webliography <ul><li>An Empirical Test of Blogging in the Classroom </li></ul><ul><li>Steps Toward a Successful Classroom Blog </li></ul><ul><li> </li></ul><ul><li>Power Surge: Writing-Rhetoric Studies, Blogs, and Embedded Whiteness http:// </li></ul>
  16. 16. Webliography <ul><li>Introduction: Weblogs, Rhetoric, Community, and Culture </li></ul><ul><li>Blogs as Virtual Communities: Identifying a Sense of Community in the Julie/Julia Project </li></ul><ul><li>Remediation, Genre, and Motivation: Key Concepts for Teaching with Weblogs </li></ul><ul><li> </li></ul>
  17. 17. <ul><li>The Labyrinth Unbound: Weblogs as Literature </li></ul><ul><li>Moving to the Public: Weblogs in the Writing Classroom </li></ul>