I Want To Blog


Published on

This presentation is about blogging and how it can be used in education.

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

I Want To Blog

  1. 1. I Want to Blog! Kelly Schermerhorn Model Schools November 3, 2009
  2. 2. I WANT TO BLOG (ROCK)! C:Documents and SettingsKELLY.SCHERMERHORNMy Documents DVDVideoSoftFreeYouTubeDownloadlogs english_Twisted Sister - I Wanna Rock with download.avi
  3. 3. Welcome and Introduction <ul><li>Who I am? </li></ul><ul><li>What is Model Schools ? </li></ul><ul><li>Where am I located? </li></ul><ul><li>Why am I here today? </li></ul><ul><li>When am I available to help? </li></ul><ul><li>How am I going to remember all this? </li></ul><ul><li>BREAKS… </li></ul>
  4. 4. What blogs are and are not… <ul><li>ARE : Blogging- A blog (a word that fuses two or more words or word parts to give a combined or loaded new meaning of web log ) is a website where entries are commonly displayed in reverse chronological order. &quot;Blog&quot; can also be used as a verb, meaning to maintain or add content to a blog. Many blogs provide commentary or news on a particular subject; others function as more personal online diaries . A typical blog combines text, images, and links to other blogs, web pages , and other media related to its topic. The ability for readers to leave comments in an interactive format is an important part of many blogs. </li></ul><ul><li>ARE NOT: Many authors have some kind of newsletter or a letter to fans that they post on their site periodically. These kinds of entries, although valuable, are not true blogs -- even if they are updated daily. Remember, if you don't have permalinks, no one can link directly to that insightful post you made. </li></ul>
  5. 5. How many different ways can you think of to use blogs? <ul><li>Daily diary (like when you were a kid) </li></ul><ul><li>Weekly update/newsletter (summation of events) </li></ul><ul><li>Issue-oriented (cover a topic or set of topics) </li></ul><ul><li>Group (share the writing w/other folks like yourself) </li></ul>
  6. 6. Some choices you have… <ul><li>Blogs.com </li></ul><ul><li>Blogger.com </li></ul><ul><li>Technorati.com </li></ul><ul><li>Wordpress.com </li></ul><ul><li>C:Documents and SettingsKELLY.SCHERMERHORNMy Documents DVDVideoSoft (Common Craft-Blogs in Plain English) </li></ul><ul><li>Teacherlingo.com/ </li></ul><ul><li>Or, Google your own free one </li></ul>
  7. 7. Ethical issues for blogs <ul><li>While allowing our students’ writing to connect with and spill out into the “real world” can have many benefits (link), we must consider the ethical issues of encouraging our students to put themselves into the public. </li></ul><ul><li>Student vulnerability in public writing </li></ul><ul><li>In particular, students should be aware of Google’s cache system, which will archive their blog site, even after it is taken down from the web. This means that once they have posted to their site, their words have been inscribed in the ether of the web, and are subject to being excavated even 10 or possibly 100 years from now. Students are generally young, and may not be fully aware of the implications of the permanence of their words. Be reminded that students that plagiarize can go both ways once their writing is public; they are subject to have their words appropriated in ways they have not endorsed. What if they post on a politically provocative topic, and an employer 10 years from now Google's them and discovers their thoughts at the time? What if, as happened in my class, a student posts on a religious topic and incites someone from an interested group to criticize her stance on the issue she has raised? What if this criticism becomes insulting or violent? We can control the discourse in our own classes to a certain degree, but once our students’ writings are released on the web, we cannot control the potential offense of language used to respond to them. </li></ul><ul><li>Making students aware of the risks </li></ul><ul><li>Though there are risks involved in allowing students to make their writing public, there are ways instructors can help students mitigate some of the risks: </li></ul>
  8. 8. Ethical issues, continued <ul><li>Make students aware of potential dangers of writing in the public sphere ; future employers, their families or complete strangers can read their posts possibly for years to come. While you may not want to censor their language, they may want to do so themselves, and they should at least be able to make that choice with as much information from you as possible. </li></ul><ul><li>Encourage students to post to their blog with only their first name or a pseudonym known only to the class. Without a last name attached to the blog, much of the danger of public writing is allayed. </li></ul><ul><li>Make blogs Offer specific alternatives to students when we introduce blogs in the classroom. While we give incentives to encourage students to use the blogs, it is just as possible to succeed in the assignment in a private forum. If students can opt for this alternative to blogs, they are not forced into the public sphere by their instructor, and can choose to do so only if they are comfortable. </li></ul><ul><li>Encourage students to approach you if they are uncomfortable. In introducing blogs, make it clear to students that they could and should let you know if they had any concerns about posting their writing online. </li></ul><ul><li>If instructors enact their ethical obligation to inform their students of the risks of writing in public and if they allow students to choose to do so freely, then their public writing can be an enjoyable and pedagogically rich experience. </li></ul>
  9. 9. Blogs I am following… <ul><li>2 Cents Worth (David Warlick) </li></ul><ul><li>Weblogg-ed.com (Will Richardson) </li></ul><ul><li>Novemberlearning.com/blog (Dr. Alan November) </li></ul><ul><li>Blogs.edweek.org/edweek/DigitalEducation/ (educational subscription) </li></ul><ul><li>http://www.clearvieweducation.com/blog/2009/100-best-blogs-for-teachers-of-the-future/ (a website with links to blogs) </li></ul><ul><li>The only thing we really need is time to read them all! </li></ul>
  10. 10. Your time to choose… <ul><li>Please choose one of the sites to begin your blogging journey. I suggest www.blogger.com . Sign up for a free account-if you use a Gmail account, it is easier and connected. Before you start to blog, think of the following: </li></ul><ul><li>What is the target audience? How often will I update my blog? Who am I inviting to this? Does the school have a policy on blogging? (social media in general) </li></ul><ul><li>If you choose to create on blogger.com, it WILL create a Google account. If you don’t want that, choose another blogging site. Read the instructions when signing up. One positive for Google sign up; this will allow you to use Google docs and the “even more” drop down menu. Ask for more details… </li></ul>
  11. 11. Questions, Comments, Concerns, Complaints? <ul><li>Review today’s lesson-blog </li></ul><ul><li>What are they? </li></ul><ul><li>How can I use them to benefit me? </li></ul><ul><li>Contact information </li></ul><ul><li>Kelly Schermerhorn </li></ul><ul><li>479-6847 </li></ul><ul><li>[email_address] </li></ul>
  12. 12. Resources for this presentation: <ul><li>Youtube.com video-”I Want to Rock”-Twisted Sister </li></ul><ul><li>Internetjournalwriting.com-Nov. ’05 </li></ul><ul><li>https://mywebspace.wisc.edu/avee/web/blog_ethics.html </li></ul><ul><li>http://davidwarlick.com/2cents/ </li></ul><ul><li>http://weblogg-ed.com/ </li></ul><ul><li>http://novemberlearning.com/blog/ </li></ul><ul><li>http://www.clearvieweducation.com/blog/2009/100-best-blogs-for-teachers-of-the-future/ </li></ul><ul><li>www.google.com </li></ul>