This document introduces blogs and their benefits. Blogs allow for easy and regular publishing of content in reverse chronological order. They can be used for different purposes like sharing personal thoughts, photos, videos or as an online newsletter. Blogs also enable audience interaction through comments. Examples provided show how blogs allow teachers to connect with students and take learning beyond the classroom. The key benefits highlighted are communication and facilitating rich professional learning through dialogue.

2. Why would anyone want a blog?

3. “ We were creating web pages back in the 90’s!”

4. What’s different?

5. Introducing Blogs

6. What are blogs?

7. updated regularly

8. places content in reverse October September August July June May April March February January

9. subscribeable c

10. requires no knowledge of html

11. one click publishing

12. Comments

13. Types of Blogs

14. Teenage Angst

15. Cat Diaries

16. Photo Blogs

17. Video Blogs

18. Online Newsletter

19. Resource List

20. Disposable Blogs

22. Rich Professional Learning

23. Why Should I care?

24. Audience

25. Communication

27. Comments … the benefit was being able to plug into the mind of a very sharp teenager and connect on a professional level across generational lines. I witnessed the evolution of her thought processes and writing skills as she dealt with feedback. Blogs allow a teacher to literally take their kids out into the world from classrooms anywhere in America. I’d do it again in a heartbeat Scott Higham Pulitzer Prize journalist

29. Examples

30. Michaelle Jean

31. Bob Langert VP McDonalds

32. Clayton Wilcox Superintendent Tampa, FL

33. Clarence Fisher Grade 7/8 Snow Lake, MB

34. Konrad Glogowski Toronto, ON Grade 8

35. Darren Kuropatwa Winnipeg, MB High School Math

36. Kathy Cassidy Moose Jaw, SK Grade 1

37. Alan Stange Principal Central Butte, SK

38. The last word

40. Make time

41. Start reading weblogs

42. Move your offline conversations online

43. “ Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with students-teachers. The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow. In this process, arguments based on “authority” are no longer valid; in order to function, authority must be on the side of freedom, not against it. Here, no one teaches another, nor is anyone self-taught.” Paulo Freire

44. Learning is Conversation