BP2_2010021_EduUses4Blogs

I have long been a subscriber to a variety of blogs devoted to fiber arts and music, but had never particularly considered searching out blogs related specifically to my teaching.  This was partly due to the limits my school system had placed on Internet access, but to a greater extent reflected my traditional schooling.  

The first thing I noticed when I began my research was the wide variety of content areas being written about with regards to blogging in education.  I expected to find articles about blogging as a way to increase writing skills, but was surprised at the number of sites and articles featuring blogging for science and math classes.  Sawmiller (2010) has written about the application of a classroom blog as an integrated technology for the science classroom.  While previously the Internet may have been used primarily for research, the addition of a student blog has opened up several interesting opportunities.  One such opportunity was the development of an online portfolio showcasing the student's work.  Additionally, students who typically refrain from participating in class discussions have been able to publish their thoughts and have their results immediately available for student review.

Luehmann and MacBride (2009) found blogs to provide a method for students to express themselves and for teachers to support student-centered instruction.  Blogging was also found to allow the students to engage in authentic scientific inquiries.  Perhaps the most interesting point given in favor of classroom blogs was that blogs extend the conversation beyond the classroom. This extension of time the students spent discussing and reflecting upon the material can only increase the amount of understanding experienced by the students.

In an article written  to explore the use of blogs in support of literacy programs, Zawilinski (2009) addressed the importance of framing your questions and setting your guidelines to achieve maximum interest and involvement from your students while working collaboratively to develop higher order thinking skills.  Zawilinski again stressed the advantage of continuing an in school activity with an out of school tool to deepen and expand the level of involvement with the content material.

These examples have caused me to pause and think about the possible benefits of a class blog in my subject, music.  While the primary focus of my class has always been performance, the basic study of theory, notation, history and genre are necessary for the proper interpretation of a given piece.  Guided prompts in a blog could also encourage the students to relate the music to a broader spectrum of experience.  Parallels could be drawn to the worlds of art and literature through the historical timeframe of the piece being studied. 

The biggest challenge for me isn't so much a matter of ideas and structures as it is receiving permission to engage in a classroom blog.  I intend to continue my research by looking more closely at edublogs.org.  I then hope to prepare a request for the superintendent of schools to be allowed a pilot program in one class.  Meanwhile, I will invite more of my colleagues to follow my blog as I continue through my EMDT program. 

References:

Luehmann, A. & MacBride, R. (2009). Classroom blogging in the service of student-centered    pedagogy: Two high school teachers' use of blogs. THEN: Technology, Humanities, Education &  Narrative, (6), 5-36. Retrieved from Education Research Complete database February 5, 2010

Sawmiller, A. (2010). Classroom blogging: What is the role in science learning?  The Clearing House, 83: 44-48. doi: 10.1080/00098650903505456

Zawilinski, L. (2009). Hot blogging: A framework for blogging to promote higher order thinking. Reading Teacher, 62(8), 650-661. Retrieved from Education Research Complete database February 5, 2010.