Blogs as a tool: what can they do?
Settings, multi-author ability, privacy settings, customisability and more.
A blog can be described as an 'online journal' that is based on frequent updates that are organised in reverse chronological order. You can see evidence of this on the home page of my blog or from the screenshot below.
Blogs and technology, when used positively, promote a student-led learning approach as students are encouraged to be in control of their learning.
Blogs and technology, when used positively, promote a student-led learning approach as students are encouraged to be in control of their learning.
This technologies settings are also encouraging to use blogs in classroom environments as they promote positive steps to ensure the environment remains safe. Blogger in particular allows you to choose who can see the blog, who can comment, whether comments are moderated and if word verification is enabled to decrease spam comments. Another permission accessible on this technology is multi-author. Although this option is available, generally blogs have a single author and others collaborate through commenting and/or sharing. It's clear that Blogger has great privacy settings, but it should be noted that privacy settings will differ depending on each blogging platform.
One of the most appealing things about the technology is that anyone can use and create with it. With the enormity of free-to-use blogging websites such as Blogger, WordPress and Wix, anyone who has the passion of sharing a topic with the world, whether this be a business venture or a personal journal, can do so as long as they have a computer; little to no experience is needed. However, for a functioning, cohesive and easy-to-read blog, I recommend that you have some basic knowledge of word processing before you start. Another great thing about blogs is that the customisability is endless.
A short screen capture below explores the in-depth customisability of the site. Blogger allows you to be in control and use higher-order thinking skills to build the blog. A blog can be as simple or versatile as you make it.
One of the most appealing things about the technology is that anyone can use and create with it. With the enormity of free-to-use blogging websites such as Blogger, WordPress and Wix, anyone who has the passion of sharing a topic with the world, whether this be a business venture or a personal journal, can do so as long as they have a computer; little to no experience is needed. However, for a functioning, cohesive and easy-to-read blog, I recommend that you have some basic knowledge of word processing before you start. Another great thing about blogs is that the customisability is endless.
A short screen capture below explores the in-depth customisability of the site. Blogger allows you to be in control and use higher-order thinking skills to build the blog. A blog can be as simple or versatile as you make it.
Utilising blogs in the classroom: what legal, safe and ethical protocols need to be considered?
Of course, it is inevitable that legal, safe and ethical protocols will need to be considered and addressed when students are creating on the internet. I would first recommend to lead by example! Practice legal, safe and ethical processes when modelling to your students. For example, when information is researched from a site make sure it is valid and free from bias. Ensure your students don't just 'copy and paste' information, make sure content is sourced appropriately and model this yourself when teaching!
It would be beneficial that before utilising blogs in the classroom that the teacher actually sets out guidelines, expectations and highlights consequences for any legal, safe or ethical misuse. Explain to students the safety concerns when uploading 'selfies' especially when they're wearing their school uniform and as you begin the explicit teaching model of 'I do, we do, you do' create a post as class of the guidelines you set out so students and even parents have a constant reminder of the expectations.
There are many more issues that can arise from online platforms such as cyberbullying, especially when the option for autonomy is available. It's crucial that the students safety is always considered and settings are used to support this. A great YouTube clip of cyber safety is below:
It would be beneficial that before utilising blogs in the classroom that the teacher actually sets out guidelines, expectations and highlights consequences for any legal, safe or ethical misuse. Explain to students the safety concerns when uploading 'selfies' especially when they're wearing their school uniform and as you begin the explicit teaching model of 'I do, we do, you do' create a post as class of the guidelines you set out so students and even parents have a constant reminder of the expectations.
There are many more issues that can arise from online platforms such as cyberbullying, especially when the option for autonomy is available. It's crucial that the students safety is always considered and settings are used to support this. A great YouTube clip of cyber safety is below:
How blogs are enhancing my pedagogy: linking blogs with my discipline areas.
The examples below are related to my personal discipline teaching areas of Business and English, but please note that blogs are a great tool to ensure students are using their higher order thinking skills for any subject when the SAMR model and Bloom's Taxonomy are used in conjunction with each other.
Learners can climb the rungs of Bloom's Taxonomy when working on blogs from remembering and understanding Business content on a blog to creating a blog of their own. The SAMR model also assists in this process (Schoolology, 2017). Some examples for each level include:
Substitution: Students read information uploaded onto a page entitled "Business Structures" instead of going through the assigned textbook. This would focus on the 'remembering' and 'understanding' levels of Bloom's Taxonomy and the 'I do' portion of the Explicit Teaching Model as the teacher is in control of teaching content.
Augmentation: Students focus on one business structure that they had interest in and research that model in further depth and use a Word to take notes. This level allows students to 'remember', 'understand,' 'apply' and 'evaluate' in Bloom's Taxonomy and also incorporates the 'I do' and 'we do' portion of the Explicit Teaching Model as the teacher and student both take control of teaching and learning.
Modification: Students use their notes taken in the above level and create a blog page on it that can be viewed by the class and teacher only. Students are also instructed to find a video that supports their research and link this in their blog post. This level allows students to use all of the higher level thinking skills in Bloom's Taxonomy and also incorporates the 'we do' and 'you do' portion of the Explicit Teaching Model as the teacher and student both take control of teaching and learning and it then left to the student to be in control.
Redefinition: The settings of the students blogs are modified to be able to be seen by the public. This allows people from all over the world to communicate and comment on the posts including the teacher where they provide valuable feedback to the students instead of a handwritten or verbal comment. Students again explore all levels of Bloom's Taxonomy and work independently through the 'you do' stage of the Explicit Teaching Model as they take control of their learning and master the content by teaching the world on business structures.
References
Bloom's Taxonomy [online image]. (2017). Retrieved from
https://www.flickr.com/photos/vandycft/29428436431
The SAMR Model [online image]. (2017). Retrieved from https://www.showbie.com/using-showbie-with-the-samr-model/
Schoolology. (2017). SAMR Model: A practical guide for TechEd integration. Retrieved from https://www.schoology.com.
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| SAMR Model |
Learners can climb the rungs of Bloom's Taxonomy when working on blogs from remembering and understanding Business content on a blog to creating a blog of their own. The SAMR model also assists in this process (Schoolology, 2017). Some examples for each level include:
Substitution: Students read information uploaded onto a page entitled "Business Structures" instead of going through the assigned textbook. This would focus on the 'remembering' and 'understanding' levels of Bloom's Taxonomy and the 'I do' portion of the Explicit Teaching Model as the teacher is in control of teaching content.
Augmentation: Students focus on one business structure that they had interest in and research that model in further depth and use a Word to take notes. This level allows students to 'remember', 'understand,' 'apply' and 'evaluate' in Bloom's Taxonomy and also incorporates the 'I do' and 'we do' portion of the Explicit Teaching Model as the teacher and student both take control of teaching and learning.
Modification: Students use their notes taken in the above level and create a blog page on it that can be viewed by the class and teacher only. Students are also instructed to find a video that supports their research and link this in their blog post. This level allows students to use all of the higher level thinking skills in Bloom's Taxonomy and also incorporates the 'we do' and 'you do' portion of the Explicit Teaching Model as the teacher and student both take control of teaching and learning and it then left to the student to be in control.
References
Bloom's Taxonomy [online image]. (2017). Retrieved from
https://www.flickr.com/photos/vandycft/29428436431
The SAMR Model [online image]. (2017). Retrieved from https://www.showbie.com/using-showbie-with-the-samr-model/
Schoolology. (2017). SAMR Model: A practical guide for TechEd integration. Retrieved from https://www.schoology.com.
This is really great Sophie! The theme you have used is funky and interesting and I found your blog had a nice flow to it. You have provided numerous sources to add credibility to what you're saying. When you wrote about your specific SAMR examples I like how you linked in Bloom's Taxonomy as well as mentioning the Explicit Teaching Model. I was engaged throughout this post because 1) you stuck to the word limit; and 2) you used various modes of media (i.e. YouTube and images) which also helped you keep within the word count. Thanks for sharing!
ReplyDeleteThanks for your feedback, Brad! I'm glad you enjoyed the read :)
DeleteI agree with Brad, such a funky theme!! Really good blog Sophie (:
ReplyDeleteI love your ideas on how you could use blogs in the classroom! Well done Soph, it's a really great blog :)
ReplyDelete