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ERIC Number: ED514801
Record Type: Non-Journal
Publication Date: 2010-Aug
Pages: 11
Abstractor: As Provided
Reference Count: 20
ISSN: ISSN-1548-6613
Blog and Complex Thinking: A Case Study
Ramos, Maria Altina Silva
Online Submission, US-China Education Review v7 n8 p11-21 Aug 2010
The access to a vast array of resources is facilitated by the Internet, which, in its turn, does not promote learning by itself as children and young people often use it passively. As a consequence, the teachers' role is regarded essential so that they are helped to interpret and analyze available information critically. Nowadays, when referring to the web and its importance in the teaching and learning process, people no longer think of read-only contents, but in the supporting infrastructure which allows to create and share contents and a space for collaboration, discussion and ideas associated to the concept Web 2.0. The blog, as a means to deploy the concept "on-line interaction" is, according to Granieri, "The most accessible and natural tool for sharing and publishing, in addition to text, images movies and also sound, will be increasingly disseminated, because of increasing speed of data transmission" (2006, p. 31). It is therefore natural that the use of the blog is more and more frequent as a resource, pedagogical strategy or other capacities at all levels of teaching (Gomes, 2005). Taking advantage of the blog educationally is a recurrent approach in Portugal in recent years. Some work in this area is being closely supervised. The method takes into account the complex thinking model (Jonassen, 1996), more or less explicitly, and is carried out by children and young people in elementary schools. In this paper, a case study is presented based on some blogs, focusing on: the methodology for collection of text and multimedia materials; treatment and analysis of data with the NVivo software; findings and further evolution perspectives.
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Portugal