Lisa Heinrichs
The following article is reprinted from The ATA Magazine, 86:4, Summer 2006.
The weblog is a relatively new phenomenon finding its way into Alberta’s classrooms.
As with all technology integrated into the classroom, weblogs must be authentic, truly enhance students’ learning experiences and used responsibly.
As part of a university assignment, I reviewed two weblogs and researched the use of weblogs in the classroom. What follows are my findings on the advantages of using weblogs and recommended guidelines to ensure that weblogs are used efficiently and safely in the classroom.
What is a weblog?
A weblog (also known as blog) is "a web-based publication consisting primarily of periodic articles (normally, but not always, in reverse chronological order)" (Wikipedia 2005). Many people view a weblog as an online journal, but it is more than that: people writing in a blog know that they are writing to an audience. Stiler and Philleo (2003) make the distinction between online journals and blogs. They quote Yahoo, writing, "Online journals look and read like public diaries, while weblogs feel more like reporting … weblogs are metatorial while journals are simply editorial." Metatorial means that students are thinking about their editing and actively involved in the writing process.
Blogs are useful for teaching students how to write. Many teachers have their students write their entries in Microsoft Word before copying the entries into their blogs. This ensures that students revise their work and spell-check it before publishing it on the Internet. In a study of blogs used in classrooms, Ward (2004) notes that "one student unwittingly vindicated the process approach of extensive writing when he complained, ‘I had to do the work 3 times, 1st do it, 2nd post it, 3rd polish it.’" Blogs are also useful tools for peer review. When a student submits a posting, other classmates can comment on it. Teachers must ensure that students follow guidelines for constructive criticism. One teacher remarked: "It was sheer delight to see them discuss corrections with each other, corrections that illustrated they read the book and paid attention in class" (Flatley 2005).
Because students are writing for an audience, they have additional motivation to revise and proofread their work. It is good to have students think about who their audience might be. Is it parents, friends or teachers? What is their audience interested in reading? Ward (2004) remarks on a "student who brought in the effect of audience on composition when he complained that ‘I have to write really good topics ‘cause everyone will read my work.’"
Although students are aware that an audience will be reading their writing, publishing works on the Internet can also encourage students to be less inhibited. "Through anonymity, online environments can liberate the students that are intimidated in the classroom and plug them into a matrix where shyness and insecurity are left offline" (Ward 2004). For some students this means that blogs are an ideal place to try new forms of writing. Teachers should encourage students to experiment in their blogs. Some students might find blogs a liberating place for experimental writing.
Posting students’ work on a blog allows parents to be more familiar with their children’s writing process. Blogs are useful for updating parents on the writing projects taking place in class. Additionally, parents can see their children’s writing progress on the classroom blog. They can participate in the process by commenting on their children’s written work. It is important that parents understand the writing process and use of blogs.
Guidelines for blogs and blogging
Based on my readings and reviews of blogs, I developed the following guidelines for safe and efficient blog use. Please note: Teachers are strongly advised to consult their school’s policy regarding use of school computers for posting student work. As well, teachers are advised to consult their school’s and district’s freedom of information policies. As employees of public bodies, teachers have rights and responsibilities under the FOIP law. The Alberta Teachers’ Association itself is subject to the Personal Information Protection Act (PIPA) as informed by the Teaching Profession Act.
1. Ensure that the student’s identity is protected
When publishing a student’s work on the Internet, assign online pseudonyms to participants. When posting identifying information, such as photographs or captions, teachers should password-protect the blog. Seek express consent from all parents and guardians prior to creating the blog. Provide parents and guardians with explicit explanations for the blog’s purposes, duration of its use, anticipated learning outcomes, measures taken to protect students’ identities, and final disposition of blog entries. When choosing a blogging site, "avoid sites that ask students for any personal information" (Jackson n.d.). Teachers are cautioned about the range of information that might identify a student. Any combination of comments or data could make it possible for a student to be identified. Teachers are advised to always password-protect the blog regardless of whether or not photos or captions are used. Despite password-protection, once material is posted to the Internet, it is impossible to exercise total control over its content. Blog content can be copied, pasted and forwarded. Rules of use are essential.
2. Provide clear expectations, rules and consequences
As mentioned, students and all other participants should subscribe in advance to clearly stated Rules of Use. All participants must understand which entries constitute appropriate entries and which do not. This applies especially to comments students make regarding others’ blogs. Students should know what their teacher expects to see in their blogs (for example, how often they should write, what they should write about and so forth). Teachers should explain the importance of guarding one’s privacy on the Internet before starting a classroom blog. Students should comment on their classmates’ blogs with questions, observations, anecdotes and constructive criticism. Students should be encouraged to comment on selected blogs outside the classroom. It is through interactive comments that a sense of community is built among bloggers (Blanchard 2004).
3. Provide clear guidelines for assessment
It is difficult to assess blog entries, because they are personal; therefore, it is important that assessment guidelines be clear. Students should be aware of which blog entries will be assessed and what criteria will be used to assess them. Ward (2004) uses portfolio-style assessment for blogs, because they aptly show students’ progress throughout the year.
4. Use your classroom blog in new ways
The possibilities are endless for what can be done with a classroom blog. Research what other teachers are doing, and be open to trying new things.
5. Monitor the blog
Teachers must monitor student blogs. Students might publish material that is inappropriate (for example, disrespectful comments about other students or embarrassing details about students’ home lives). Teachers are advised to vet all entries before they are posted and to keep a watchful eye on entries after they have been posted and delete them if necessary. Teachers should teach students what is appropriate to write, and students should be encouraged to tell their teachers if they see anything inappropriate.
6. Ensure that the blog is user-friendly
Blogs should be easy to navigate and feature well-organized archives and links to general information about the blogs and the class. Teachers can organize the blogs into various sections, as students may be blogging by topic, or each student might have a personal blog. Teachers might also include a section for links to educational websites for their students to explore.
7. Encourage originality and personal style
In a classroom context, teachers will look for certain criteria in their students’ blogs and assign specific tasks for students to fulfill. Some of the students’ blogging, however, should be of their own choosing. They will be more motivated to write if they have a choice. Downes (2004) writes that "a blog is characterized by its reflection of a personal style." If students cannot write freely of their own accord, then the blog format is negated.
References
Blanchard, A. 2004. Blogs as Virtual Communities: Identifying a Sense of Community in the Julie/Julia Project. http://blog.lib.umn.edu/blogosphere/blogs_as_virtual.html (accessed 2005 10 06).
Downes, S. 2004. "Educational Blogging." EDUCAUSE Review 39, no. 5: 14–26.
Flatley, M. E. 2005. "Blogging for Enhanced Teaching and Learning." Business Communication Quarterly 68, no. 1: 77–80.
Jackson, L. n.d. Blogging Basics: Creating Student Journals on the Web. http://www.educationworld.com/a_tech/techtorial/techtorial037print.shtml (accessed 2005 10 08).
Stiler, G. M. and T. Philleo. 2003. "Blogging and Blogspots: An Alternative Format for Encouraging Reflective Practice Among Preservice Teachers." Education 123, no. 4: 789–97.
Ward, J. 2004. Blog Assisted Language Learning (BALL): Push Button Publishing for the Pupils. http://weblogs.about.com/gi/dynamic/offsite.htm?zi=1/XJ&sdn=weblogs&zu=http%3A%2F%2Fwww.ebn.weblogger.com%2F (accessed 2005 10 08).
Wikipedia. 2005. "Blog." Wikipedia the Free Encyclopedia. http://en.wikipedia.org/wiki/Blog (accessed 2005 10 08).
Lisa Heinrichs is in her final year of education studies at the University of Alberta.
