Search results for: Weblogs
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This longitudinal action research study reflects on the ways blogging can further promote culturally relevant discussions explored in face-to-face classes. The authors found that blogs gave participants a platform to begin discussing issues of race and discrimination, which were missed opportunities for the authors to practice cultural competence as educators, and to demonstrate this for their pre-service teachers. At the same time, the blogs gave the pre-service teachers an opportunity to extend their learning, particularly with topics related to culture and race, by making connections between course content and future practice. Some students reflected well in journals, others enjoyed participating in class discussions, and others participated with great fervor on the blogs. The authors discuss themes that were apparent in their analysis of the blogs every semester, in every experimental section of the course that participated.
Updated: May. 17, 2017
More Than Words: Investigating the Format of Asynchronous Discussions as Threaded Discussions or Blogs
In this study, the authors examined how they structure their classroom discourse —discussion boards versus blogs— in two online classes and whether the structures of these discussions affected the type of learning community the students experienced. The findings revealed that the format of the discussions altered the patterns of discourse, affected student engagement, and contributed differently to the development of learning communities.
Updated: Sep. 09, 2015
Preservice Teachers’ Social Networking Use, Concerns, and Educational Possibilities: Trends from 2008-2012
This study investigated preservice teachers’ use of social network services (SNS) in teacher preparation and their disposition toward using it in their future teaching. The results revealed nearly all preservice teachers used a general SNS, but about 40% never read blogs, wrote blogs, or read wikis; about 90% never wrote wiki, and about 80% never read/wrote Twitter. SNS users consumed more content than shared or generated. Use of SNS for professional activities rose from 7 to 22%. Trends indicated general SNS and Twitter use was mostly personal, while reading blogs, wikis, and writing blogs was equally personal and educational, and writing wiki was mostly educational.
Updated: Jul. 23, 2015
This article describes a project designed to improve the practicum in rural areas. The researchers placed pre-service teachers (PSTs) in two different moderated online discussion forums: an unstructured personal blog space and a structured threaded discussion forum where discussion topics guided them to reflect on their practicum experiences in relation to theoretical components of their studies. The findings indicated a marked difference in the contributions made to each form of online discussion with significantly greater participation in the unstructured blog format.
Updated: Dec. 23, 2014
Examining Preservice Teachers’ Reflective Practice within and across Multimodal Writing Environments
Teacher educators examined preservice student teachers’ weekly reflective weblog and videolog journal posts for instances of reflective practice. Differences that emerged provide insights into the nature of multimodal composing practices, the affordances of blogs and videologs as reflective writing spaces, and the ways in which preservice teachers use reflection to inform instructional practice.
Updated: Jun. 25, 2013
The present study reviews prior studies on educational blogs and traditional computer-mediated communication (CMC) applications and analyzes the benefits of educational blogs over traditional CMC tools. It develops a model for the use of blogs in educational contexts by taking into account socio-technical systems theory. The model contributes to interactivity, an open system, a visualization tool, and a decentralized environment of online communication circumstance.
Updated: Dec. 01, 2008
Fostering Critical Engagement in Preservice Teachers: Incorporating Weblogs Into Multicultural Education
A weblog was incorporated into a preservice teacher education course, addressing multicultural education. Implementation was examined using research framework. The preservice teacher were exposed to new issues and ideas.
Updated: Nov. 10, 2008
This article uses specific issues surrounding course blogging to provide a series of reflections regarding the articulation between pedagogy and technology in creating a next generation learning space and discourse community. It investigates the underlying structure and necessary constituent elements of a successful blog assignment.It suggests that blog assignments may not succeed equally well in all subject areas and gives a number of possible reasons.
Updated: Nov. 09, 2008
When English teachers effectively integrate technology into their classrooms, however, they have the opportunity to positively engage students in the learning process. Considering the specific technology of weblogs, this article will explore the need for preservice teachers to construct a working pedagogy that includes the use of technology within the content area for teaching and learning.
Updated: Jan. 31, 2008