NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1095743
Record Type: Journal
Publication Date: 2015
Pages: 5
Abstractor: As Provided
ISSN: ISSN-0034-0510
Creating a Class Blog: A Strategy That Can Promote Collaboration, Motivation, and Improvement in Literacy
Morgan, Hani
Reading Improvement, v52 n1 p27-31 Spr 2015
Today an increasing number of teachers have successfully implemented blogging with students ranging from kindergarten through high school (Hungerford-Kresser, Wiggins, & Amaro-Jimenez, 2012). Although research on blogging is scant, existing studies suggest it can benefit students in various ways (Meinecke, Smith, & Lehmann-Willenbrock, 2013). For example, some teachers have designed blogging projects to promote dialogue, reflection, social networking, and improvement in reading and writing (McGrail & Davis, 2011). Additionally, blogs can help teachers stay organized and use less paper (Richardson, 2010). Allowing students to blog is a way for teachers to integrate new literacies into the curriculum, helping them adhere to the recommendations and standards of important educational organizations. The International Reading Association (2009), for example, urges teachers to use information and communication technologies (ICTs) to prepare students for successful participation in today's digital environment. The National Council for Teachers of Mathematics likewise encourages teachers and students to use technology to enrich student learning (Hossain & Wiest, 2013). This article first discusses how blogging helps students collaborate and improve academically. Then, to help educators interested in integrating this technological method into their teaching, it presents ideas, strategies, and guidelines for starting a classroom blog.
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A