Class blogs have become increasingly popular as a teaching and learning tool. It is simple, powerful, interactive and easily accessible to teachers, students and the wider educational community. Belmore South Public School in particular has found great success in implementing class blogs and observe a large difference to the way students learn and how they demonstrate their learning (Pericles, 2008, p.4).
In the article ‘Happily Blogging @ Belmore South‘, the practices and benefits associated with class blogging is highlighted and provides interesting insights and ideas for consideration in a primary classroom:
1) Use of blogs for communication. Students are able to use personal blogs to post assignments, news, or create an online portfolio to showcase work to parents. Similarly, teachers can post class activities, news and information on a class blog, and have a central place for ideas and suggestions (Pericles, 2008, p.5).
2) Use of blogs for collaboration. One of the great benefits of blogging is interactivity – others can comment on what you have written and open up a two-way conversation (Pericles, 2008, p.5), peers and teachers can provide questions and feedback on work in progress. Moreover, class blogs can be shared with any partnering classes globally – allowing collaboration and connection with authentic audiences (Pericles, 2008. p.5).
3) Use of blogs to create a quality learning environment. The practice of classroom blogging with its highly individualised content allows for negotiation with students to develop and agree on particular guidelines regarding topics, commenting and responses and general blogging rules. This facilitates a quality learning context as principles of explicit quality criteria, high expectations and student direction are established and agreed upon (Pericles, 2008, p.5). Furthermore, the use of new technologies allow students to make their learning within school highly relevant (Pericles, 2008, p.6).
Click here for the full article.
Pericles, K. (2008). Happily blogging @ Belmore South. SCAN, 27(2), 4-6