NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ987061
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: As Provided
Reference Count: 23
ISSN: ISSN-0952-3987
Blogging within a Social Networking Site as a Form of Literature Response in a Teacher Education Course
Hutchison, Amy; Wang, Wei
Educational Media International, v49 n4 p263-275 2012
The purpose of this qualitative study was to document how pre-service teachers in a children's literature course experienced blogging on a social networking site as a form of literature response. Understanding how pre-service teachers experience these tools can inform the ways we instruct them to integrate Web 2.0 tools into their teaching. Analysis of the data revealed three themes: (a) Not social but socially influenced; (b) excitement for blogging; and (c) discussion. Results underscore the importance of educating pre-service teachers about the role and potential of technology in literacy instruction by modeling uses of technology that promote literacy learning.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A