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We are Blogging…Now What? Stepping it Up!

October 20, 2011 Blogging, Featured Carousel 6 Comments

Blogging with students, no doubt, has captured the attention of many educators around the world. It not only is a flexible online platform to store and share teacher and student created content, but also addresses most 21st century skills and literacies.

I have published over 100 posts related to blogging on Langwitches, including a Guide to Blogging flyer and the popular Blogging Unit for Elementary School .

I am thrilled to see many teachers interested in and implementing “blogging” with their students. These teachers are pioneers in exploring new frontiers, pushing boundaries, entering new territories and above all action researchers as they are stretching themselves and their students beyond their comfort zone  to transform teaching and learning.

Teachers are:

Schools have:

  • changed their media and publishing release to reflect the work their teachers and students are doing.
  • taken on a school wide initiative to embark on the process of moving static classroom websites to global communication hubs.
  • chosen to implement blogfolios (combination of digital portfolios and blogs).
  • administrators who are blogging to model for their teachers.

Bottom line: We are realizing that blogging is a PROCESS. No one wakes up one day, starts a blog, become a famous writer and instantly has thousands of readers and commenters. Not all teachers (or schools and universities), who are blogging with their students, are “there” yet. I have seen:

  • classroom or student blogs that lack quality content.
  • students who seem to be held to no standards regarding what they are posting.
  • teachers who seem to be at a loss on how to use blogs to INTEGRATE their curriculum content and have students use blogs in addition to their regular (traditional) assignments.
  • no comments are encouraged, hence no conversation.
  • adult commenters (teachers, parents or other mentors) not modeling quality commenting and writing.
  • blogs that are being left abandoned after a few posts.
  • university students, who have been “assigned” in their courses to comment on other blogs, leaving poor comments, poor writing skills, demonstrating clearly that they have not read the posts and copied and pasted generic phrases to superficially complete their assignment.

Simply “blogging” does not mean automatically that:

  • teachers are teaching 21st century style (skills and literacies)
  • students are learning 21st century style (skills and literacies)
  • students become good writers
  • students become globally connected

We have to STEP IT UP, as we are learning that blogging with our students requires a SHIFT in the way we, as teachers:

  • Look at the skills and content we are addressing with blog posts (Grammar, vocabulary, spelling, creative writing, informational writing, research, etc.). Let’s look at our lesson plans and decide which ones can be REPLACED by blogging. There is NOT enough time in the day to do both (Blogging and the worksheets!)
  • Develop a rubric to assess your students’ blogging skills.
  • Reading: Become an avid blog reader of a variety of other blogs. The more blogs we read regularly the better we will become in GAGING the quality (or lack) of our own students’ blogs
  • Writing: We acknowledge that most of us (teachers) did not grow up with blogs, nor did someone teach us how to blog/comment. If we require our students to blog,  we need to be become knowledgeable about blog writing (hyperlinking, embedding media, categorization, etc.).
  • Commenting: We are our students’ first and primary commenters. This is the time and place to model quality writing AND content as well as encourage them to expand their own horizons to make connections in the online world. It takes time to learn how to become a quality commenter FOR our students. We as teachers need to model commenting, model writing, model proper grammar, etc. We need to take the time to discuss and reflect on comments left by others on our blogs and respond to continue a conversation.
  • Connecting: We need to make a conscious effort to connect our students to a global authentic audience. A global audience for our classroom or individual student blogs does not happen on its own. Joining pre-existing blogging projects, tweeting to our network, cross posting and linking on our professional blogs in order to drive traffic to our students’ blogs
  • Reciprocating: If we expect others (educators, mentors, etc.) to take the time to comment on OUR students’ blogs, we need to be prepared to reciprocate. If we want our students to have an audience, we need to be the audience for others. Teach your students to leave quality comments on other blogs with a link back to their own blog or formally volunteer to be a mentor teacher for other blogging classes or students.
  • Commitment: Reading, responding, assessing and monitoring our students’ progress on their blog requires pedagogical commitment. It is a commitment to student learning, not a commitment to using a specific technology platform.

I am in the process of creating an Info-flyer for teachers and mentors to learn about Stepping it Up: Blogging with your Students.

What should be included? What have I missed above? What are some of your guidelines for quality blogging with students? How can we help teachers to step it up?

Currently there are "6 comments" on this Article:

  1. Thanks for your post Silvia. In most cases, blogging is viewed by teachers as a means to enhance existing practices. However, the true potential of this kind of technology in the classroom is in its transformational capability.

    Blogging – like all new and emerging technologies – is challenging traditional concepts of teaching and learning. As more and more teachers turn to using these technologies, they begin to realise that blogging can do much more than enhance existing practices. These technologies actually enable them to transform their practice by allowing them to design new tasks and activities which were previously both inconceivable and unattainable.


  2. Ellen says:

    Your post hit the mark with me and made me reflect…deeply.

    As I review what I have done over the past year:
    -set up blogging in teacher training classes and writing workshops (http:// teachingknowledge.wordpress.com & http://writingcu.wordpress.com)
    -create interlinked e-portfolios and
    -promoted reflective, interactive platforms to stimulate a more active learning situation among student-teachers and teachers accustomed to passive learning environments

    I have come to the conclusion that this wee bitty baby step of blogging where I live in Mexico needs to continue and become established before stepping it up. I was hoping that after a few semesters of implementing blogging platforms in teacher training classrooms that teachers would continue blogging and accessing their ready-made local PLN which they could refer to after finishing the training course. However, after course completion, most new bloggers stop blogging completely.

    I am in my third training session with blogs, and although teachers see the worth of blogging while in class, they have thus far not formed into the connected constant bloggers I had hoped they would blossom into; but they have learned to do more than turn on the computer and say that they didn’t understand their students’ penchant for fbing. Some of them have even used the free web tools we explored together in their own classrooms. But is that enough?

    I believe that most bloggers worldwide come from cultures which have a firm continuous history of written tradition. In Mexico, the written tradition was wiped out 500 years ago and even the arts turned decorative to survive heavy-handed colonialism. Look at any busy site’s cluster map and this imbalance is corroborated.

    The few of us in traditional communities who do step it up are looked upon as gurus, although I know I ain’t no guru!

    Some of us must continue to advance by baby steps in order to foment wider participation among our colleagues before we are ready to step it up. It’s great to know there is so much to look forward to…now I wonder, is the information gap widening even more?

    Ellen in Mexico

  3. Celia Coffa says:

    Thanks Silvia for a wonderful ‘picture’ of blogging as it is and as it might be. I totally agree with the concept that it is a process and people are on different parts of the path.

    Your step it up plans are brilliant and I look forward to the info-flyer, I am sure it will be as wonderful as the many other resources you share.

    Thank you

  4. [...] We are Blogging…Now What? Stepping it Up! | Langwitches Blog [...]

  5. Louise says:

    This is the first year I have done blogging with my 2nd graders. The writing process was always so daunting and tedious for the students (and me). This year I have integrated writing into the Daily 5 “Work on Writing” block. I do mini writing and grammar lessons and then the students choose their own topic and work independently on their stories or articles. Currently, they are working on stories about fall/ Halloween and a some of them are doing articles about Texas weather. When they have done their own revising and editing, we meet and go over it together. When all of the corrections have been made they are able to publish on the blog. When they have typed everything in, we go over it together, add pictures, videos, or links and then I click the “publish” key. Some of my more savvy students have figured out how to change font colors while some of the newbies are still trying to figure out how to make a capital letter ;-) Overall, it has been an exciting and different experience. The students love seeing their work on our blog and I have set up a guest account for parents and other teachers in the school to make comments. I am already thinking of ways to make it better next year!

  6. [...] Blogging: how blogging is a process [...]

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