Blogs and Wikis
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The document discusses using blogs and wikis in the classroom and their educational benefits. Blogging and wikis allow students to share opinions, engage in collaborative learning, and have their work published to a worldwide audience. They also foster ownership, interactive learning, and conversations between students and teachers. Wikis can be used for class organization, lesson summaries, collaborative note-taking, and student projects. Sample classroom blogs and wikis are also presented.
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Blogs can serve three main functions in education: classroom management, collaboration, and discussion. They allow teachers to inform students of assignments and foster an online learning community. Blogs provide a space for teachers and students to develop writing skills through peer review and online mentoring. They also open opportunities for students to discuss topics outside of class and share thoughts and opinions. IPads can supplement instruction with applications, be used as e-readers, enhance teaching, and increase student motivation. Webconferencing allows students and teachers to collaborate beyond the classroom by bringing in remote speakers and saving travel costs while engaging an online community through technology.
Using blogs for student writing
This document outlines a project using blogs and wikis to support student writing. It found that students who wrote essays as blogs were more likely to meet deadlines, act on feedback, and read each other's work. Students liked getting quick feedback and building an online portfolio. The document provides advice on setting up blogs and wikis, including having the framework ready, teaching feedback skills, and using sites that alert teachers to new posts. Benefits included lighter paperwork, quicker assessment, and resources that can be reused. Wikis and blogs could also be used for extension activities, practice essays, and reflective blogs.
Fceblog Towards Online Learning
This document summarizes a teacher's experience using a blog called the FCE Blog as a supplementary educational tool for her English exam preparation course. Some key points:
- The blog provided students additional practice materials and a space to communicate with other English learners around the world.
- Students became more motivated and took initiative in their learning by asking questions, commenting, and teaching each other skills they learned online.
- Both teachers and students developed new digital literacy skills through their collaborative exploration of web resources and technology integration in learning.
- While challenging, blogging helped blur boundaries between formal and informal learning and allowed learning to extend beyond the classroom.
Introduction to Blogging
Blogs provide opportunities for student reading, writing, collaboration and discussion. They allow students to have a voice and share work in a digital portfolio. Setting clear guidelines around student safety and behavior is important when using blogs for classroom management, communication, and showcasing student work. Blogs can also foster a learning community when used as an instructional resource and space for cooperation between teachers and students.
The mooc in action
A MOOC (massively open online course) is an online course with unlimited participation and open access via the web. MOOCs are hosted on sites like wikis and blogs and allow for asynchronous learning. Course interactions occur through online venues like blogs and tweets. MOOCs alter the relationship between learners and instructors and between academia and the wider community. While MOOCs increase accessibility and collaboration, they may cause challenges for student assessment and faculty roles. As the model evolves, expectations and methods may become more standardized and predictable.
What In The World Is A Wiki
The document provides information about a workshop on using wikis in the classroom. The objectives are for participants to learn how to set up a secure classroom wiki and use wikis to bridge language arts and reading. Participants will also learn how to assess student wikis and maintain grammar standards. The document discusses what a wiki is and why they are useful for fostering collaboration, expanding learning outside the classroom, and increasing student motivation. Examples are given of using wikis for book reviews, group projects, writer's workshops, and classroom websites. Tips are provided on setting up wikis and adapting lessons to incorporate wikis.
Wiki Presentation2009a
1) The document discusses using a wiki to collaborate on developing a safety manual between two biology classes.
2) A PbWiki site was created and students were given accounts to contribute pages on various safety topics.
3) There were challenges in getting the two classes to truly collaborate through the wiki and other tools like discussion boards.
4) Overall students found the project interesting but the wiki interface could be confusing and better tools may exist for collaboration between classes.
Instructional Design Part 2
This document provides information on collaborative tools in Blackboard including wikis and blogs. Wikis allow students to collaboratively create and edit one shared page, and can be used for group projects, bibliographies, and study guides. Blogs are online journals for students to publicly express opinions; they can be used for writing assignments, rotating discussion roles, and assigning past blog posts as readings. The document also lists tips for using wikis and blog ideas, and provides an overview and comparison of discussions boards, blogs, and wikis as collaborative tools in Blackboard.
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Blogs can serve three main functions in education: classroom management, collaboration, and discussion. They allow teachers to inform students of assignments and foster an online learning community. Blogs provide a space for teachers and students to develop writing skills through peer review and online mentoring. They also open opportunities for students to discuss topics outside of class and share thoughts and opinions. IPads can supplement instruction with applications, be used as e-readers, enhance teaching, and increase student motivation. Webconferencing allows students and teachers to collaborate beyond the classroom by bringing in remote speakers and saving travel costs while engaging an online community through technology.
Using blogs for student writing
This document outlines a project using blogs and wikis to support student writing. It found that students who wrote essays as blogs were more likely to meet deadlines, act on feedback, and read each other's work. Students liked getting quick feedback and building an online portfolio. The document provides advice on setting up blogs and wikis, including having the framework ready, teaching feedback skills, and using sites that alert teachers to new posts. Benefits included lighter paperwork, quicker assessment, and resources that can be reused. Wikis and blogs could also be used for extension activities, practice essays, and reflective blogs.
Fceblog Towards Online Learning
This document summarizes a teacher's experience using a blog called the FCE Blog as a supplementary educational tool for her English exam preparation course. Some key points:
- The blog provided students additional practice materials and a space to communicate with other English learners around the world.
- Students became more motivated and took initiative in their learning by asking questions, commenting, and teaching each other skills they learned online.
- Both teachers and students developed new digital literacy skills through their collaborative exploration of web resources and technology integration in learning.
- While challenging, blogging helped blur boundaries between formal and informal learning and allowed learning to extend beyond the classroom.
Introduction to Blogging
Blogs provide opportunities for student reading, writing, collaboration and discussion. They allow students to have a voice and share work in a digital portfolio. Setting clear guidelines around student safety and behavior is important when using blogs for classroom management, communication, and showcasing student work. Blogs can also foster a learning community when used as an instructional resource and space for cooperation between teachers and students.
The mooc in action
A MOOC (massively open online course) is an online course with unlimited participation and open access via the web. MOOCs are hosted on sites like wikis and blogs and allow for asynchronous learning. Course interactions occur through online venues like blogs and tweets. MOOCs alter the relationship between learners and instructors and between academia and the wider community. While MOOCs increase accessibility and collaboration, they may cause challenges for student assessment and faculty roles. As the model evolves, expectations and methods may become more standardized and predictable.
What In The World Is A Wiki
The document provides information about a workshop on using wikis in the classroom. The objectives are for participants to learn how to set up a secure classroom wiki and use wikis to bridge language arts and reading. Participants will also learn how to assess student wikis and maintain grammar standards. The document discusses what a wiki is and why they are useful for fostering collaboration, expanding learning outside the classroom, and increasing student motivation. Examples are given of using wikis for book reviews, group projects, writer's workshops, and classroom websites. Tips are provided on setting up wikis and adapting lessons to incorporate wikis.
Wiki Presentation2009a
1) The document discusses using a wiki to collaborate on developing a safety manual between two biology classes.
2) A PbWiki site was created and students were given accounts to contribute pages on various safety topics.
3) There were challenges in getting the two classes to truly collaborate through the wiki and other tools like discussion boards.
4) Overall students found the project interesting but the wiki interface could be confusing and better tools may exist for collaboration between classes.
Instructional Design Part 2
This document provides information on collaborative tools in Blackboard including wikis and blogs. Wikis allow students to collaboratively create and edit one shared page, and can be used for group projects, bibliographies, and study guides. Blogs are online journals for students to publicly express opinions; they can be used for writing assignments, rotating discussion roles, and assigning past blog posts as readings. The document also lists tips for using wikis and blog ideas, and provides an overview and comparison of discussions boards, blogs, and wikis as collaborative tools in Blackboard.
Blogging Scholl for English teachers syllabus, 2015-2016
This document describes an EFL blogging course for Moldovan regional teachers. The 4-month course aims to equip teachers with skills for using blogs and online tools to enhance English language teaching. During the course, participants will learn how to create and manage a class or school blog, incorporate multimedia like videos and graphics, engage students in blog activities and online projects, and integrate blogging into their English lessons. By the end of the course, participants will be able to present their blog and share their experiences at a final event, and train other teachers in their regions.
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The document discusses various online resources that can be used for teaching, including their benefits and disadvantages. It outlines online teaching, wiki pages, and weblogs (blogs). Online teaching allows courses to be available online, providing flexibility but requiring self-discipline. Wiki pages allow collaborative editing but are open to spam. Weblogs promote reflection and learning but are publicly viewable. The conclusion reflects that students can learn through blogs and wikis, as with a classroom.
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This document summarizes Karen Cedrone's experiences taking an online course about wikis, blogs, and web publishing. Some key points:
1) Karen found the RSS reader very useful for keeping up with education news and trends.
2) She created a wiki, blog, and Glogster to use in her 4th grade classroom to communicate expectations and science topics.
3) At first, Karen found it challenging to learn all the new tools, but she overcame this by spending a lot of time learning through tutorials and trial and error.
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The document summarizes an EFL blogging school project in Moldova from 2014-2015. It introduced 150 teachers to blogging and creating online content to enhance English language teaching. Through the project, over 30 blogs were created, some teachers moved to only online instruction, and American mentors visited regions to meet students. The project equipped teachers with skills to use online tools like blogging, engaged students in online projects, and showed how to enhance blogs with tools like Voki, Animoto and Google Polls. The objectives were to create blogs, post and edit entries, comment on other blogs, and explore blogging as a teaching tool. Trainers communicated through the project blog and used Google Hangouts for sessions.
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Easy Design, Transformative Results: Wiki-Based Digital Writing Portfolios
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This document discusses using wikis as digital writing portfolios for middle school English language learners. The presenter describes implementing a wiki writing portfolio project at their school, which has a diverse population of English learners. Benefits of wikis for writing portfolios include cloud storage, accessibility for peer and teacher feedback, and version tracking of draft changes. Challenges include the digital learning curve and potential for sabotage. The presenter outlines best practices for class management, organization, learner training, and encouraging collaboration on the wiki to enhance the writing process.
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This document discusses using blogs and wikis in the classroom. It defines blogs as easily created websites that allow for interactive comments, and wikis as websites that can be easily edited by groups. It provides examples of how teachers can use blogs for classroom websites, storing files, e-portfolios, and collaborative writing. Wikis can be used for group work, peer review, classroom notes, and branching stories. Specific classroom examples of blogs and wikis are also listed.
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This document discusses new collaborative learning tools such as wikis and blogs that can be used in the classroom. Wikis allow all students to edit content and keep a history of changes, while blogs can be used as online journals for students to work on and for teachers to assess. These tools provide organized collections of student work, facilitate student collaboration, and prepare students for 24/7 work cycles and problem solving, mirroring real world skills. They also allow for multimedia content creation and contributions from all learners.
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The document discusses using blogs in language classes to facilitate student-centered learning. Blogs allow tutors to post class resources and prompts, and students to complete assignments, give feedback, and engage in writing and discussion practice. Students can collaborate on projects using the class blog board. Blogs fit a constructive learning approach by giving students real tasks and audiences, and encouraging interaction and collaboration beyond the classroom. Benefits for students include developing communication, participation, networking and sharing skills, as well as increased autonomy and awareness of their own learning process.
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2) What wikis and blogs are and examples of how they can be used in classrooms for projects, organizing events, and publishing information.
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1) Karen found the RSS reader very useful for keeping up with education news and trends.
2) She created a wiki, blog, and Glogster to use in her 4th grade classroom to communicate expectations and science topics.
3) At first, Karen found it challenging to learn all the new tools, but she overcame this by spending a lot of time learning through tutorials and trial and error.
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The document discusses using wikis for peer review in writing classes. It describes how wikis allow students to collaborate as both content producers and reviewers. The presenter created a wiki classroom environment where students provided feedback on each other's work. This led students to self-correct and focus on improving rather than grades. It shifted the teacher's role from sole expert to guide of the collaborative process. The experience suggested wikis can support peer review and develop students as mentors.
Using blogs for student writing
This document outlines a project using blogs and wikis to support student writing. It found that students who wrote essays as blogs were more likely to meet deadlines, act on feedback, and read each other's work. Students liked getting quick feedback and building an online portfolio. The document provides advice on setting up blogs and wikis, including having the framework ready, teaching feedback skills, and using sites that alert teachers to new posts. Benefits included lighter paperwork, quicker assessment, and resources that can be reused. Wikis and blogs could also be used for extension activities, practice essays, and reflective blogs.
To Blog Or Not To Blog
This document discusses using blogs in EFL (English as a Foreign Language) classrooms to enhance language learning. It notes that blogs allow for authentic communication in the target language and foster interaction, collaboration, and reflection among students. While integrating blogs can be time-consuming, research shows teachers need training in ICT skills before using tools like blogs. The document provides examples of how to pedagogically integrate blogs into EFL classes and reflections on challenges and lessons learned from the experience.
Barbara schaffer dec connected classroom blog
The document discusses the benefits that blogs can provide for teachers and students. It states that blogs allow teachers to connect with others, share information, promote reflection and dialogue, curate content, and create an ongoing record of events and learning. Blogs also provide an authentic audience for student writing and allow them to showcase successes. The document encourages challenging oneself by reading, commenting on, and creating blogs, as well as setting them up for students. It notes blogs can be used to create engaging content and foster collaboration among teachers, students, and wider communities.
Blogging in the K-12 Classroom
This document discusses using blogs in K-12 classrooms. It defines blogs and compares them to websites, noting that blogs are easier to update and encourage discussion through comments. The document outlines several reasons to use blogs in the classroom, including that they are interactive, engage students in writing and sharing work, and help integrate technology. It provides examples of how teachers can use blogs, such as for writing prompts, project updates, and connecting with other classrooms. The document also discusses blog safety and lists tools for creating classroom blogs.
Analysis Of Technology Innovation In The Classroom
The document proposes using blogs as a tool in first-year composition classrooms to address the need to integrate digital literacy and writing skills. Blogs allow students to write for an audience beyond the classroom, fostering community and citizenship. Benefits include developing audience awareness, building community through linking blogs, and strengthening citizenship through public discourse. While blogs effectively meet learning objectives, instructors must dedicate time to reading blogs and linking them to class discussions to fully realize benefits. The solution foreshadows new media becoming increasingly integrated into writing instruction in the future.
Blogging -Erica
The document discusses different types of blogs that can be used in an English as a foreign language classroom, including tutor blogs run by the teacher, learner blogs run by students, and class blogs for collaborative work. It notes benefits like daily reading practice, exploration of English websites, and opportunities for online discussion. However, it also points out potential downsides like unequal access to technology, student safety issues, and distractions. Overall, blogs can be useful learning tools if teachers consider students' access and ensure their safety online.
Cummings Presentation to Mississippi School for Mathematics and Science
This document discusses strategies for electronic writing in the classroom. It describes how Google Sites can be used for student ePortfolios to showcase writing projects and reflections. Students in WRIT 100 and 101 create ePortfolios linking course outcomes to artifacts, while WRIT 102 students discuss a significant learning experience. Benefits of ePortfolios include teaching reflection, signaling a commitment to student-centered learning, and offering flexibility in assessment. The document also explores using Wikipedia for writing assignments, with students evaluating course content on Wikipedia and proposing edits after learning editing skills. Challenges of this approach include risk, trolls, and pressure for accuracy. Resources for both Google Sites ePortfolios and Wikipedia assignments are provided.
Comm Coll
Collaboration and communication technologies allow students to share resources, work together on projects, and discuss topics outside the classroom. These tools include blogs for extended discussions between classes, and collaborative authoring like creating shared documents and presentations. Social bookmarking helps students efficiently find and share credible online resources with teachers, experts, and other classes.
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murraydo at hickoryschools.net
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Blogs and Wikis
- 2. blogs
- 4. blogs in the classroom
- 7. sample blogs
- 10. shared pd blog
- 11. my ed tech blog
- 12. classroom blog
- 13. classroom blog
- 14. classroom blog
- 15. classroom blog
- 16. classroom blog
- 17. classroom blog
- 20. blogging tools searching for blogs
- 22. wikis
- 24. wikis in the classroom
- 27. sample wikis
- 28. wikipedia
- 29. my pd wiki
- 30. NCTIES wiki
- 32. classroom wiki
- 33. classroom wiki
- 34. school wiki
- 35. wiki tools
- 36. explore!
- 39. This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License. For more information, visit http://creativecommons.org . Credit info: Donna Murray, Instructional Technology Specialist murraydo at hickoryschools.net