johnhendron.net: hendron’s digest - a weblog

I recently came across this article, detailing mistakes with using blogs with students.

Ruth Reynard’s suggestions?

1. Blogs are mostly about the individual benefit to students.
2. Choosing the blog tool in a course would mean that the transferable skills of critical thinking, thought processing and knowledge construction would be well supported and recorded.
3. When using blogs to encourage students to articulate their thoughts students can become empowered and feel that they are developing their own voice in the learning process.
4. It is, therefore, important to keep students focused with regular reminders and to keep expectations clear and grading transparent. Timelines for completion should also be set so that students know how much time they have to use the blog tool.
5. Students should be fully aware of what the expectations are and how the tool is being used in their learning process.

I, for one, think the blog should act as a real tool of productivity. Looking at a blog used for learning should be like what we’d imagine cutting open a head, and looking inside the brain might be like. Student blogs should, for me, be windows into their thinking and knowledge acquisition.

My only concern in the 5 mistakes and suggestions would be the one (#4) on grading. I think the blog should benefit the student, but the grade, if any given, should not undermine the student’s personal connection to the medium. In fact, for some students, they might thrive with another type of tool to demonstrate learning. Thankfully, blogs today don’t just have to be text, but can be made up of any number of various media, whether it be video, sound, or pictures.

Via Karen Richardson, I came across this list via the newly-redesigned del.icio.us website today.

50 Must-Read Up and Coming Blogs by Teachers. Yes, I was disappointed none of our teachers appeared among those in the list. Which, of course, is okay, really, because… well, let me explain.

First, there’s a lot of blogs there, but many of them are by folks who are passionate writers and communicators. A blogger doesn’t automatically have passion. I mean, many do, sure, but when you impose blogging onto someone, well, it’s not always going to naturally flow.

Second, you have to set your sights higher. Who is the intended audience? We set the bar low. Our blogs, in the largest possible way, were intended for parents. Some write for their students. But so many in the list are intended for a bigger, wider audience.

Third, where’s the incentive to help your peers? Yes, blogging has reached such a saturation point now that we have a subset of bloggers that are teachers. This is good. But some paradigm shift must happen, a so-called “tipping point” if you will, to encourage more educators to find a really solid reason to blog.

That would be, of course, to help others. And “why should I spend my time helping others by writing about my profession?” Well, as I shared with ITRTs recently, nothing in life is free. You take some out, i.e., get help online with lessons, tools, etc., but you also have to put some in. It’s only fair.

I believe when the value produced by a small number of educator-bloggers is seen/perceived as helpful and useful, then, and only then, will we see reciprocity by other educators to do the same.

Fourth, as leaders big or small, we should be pointing out some of the great examples found within a list like this one. While I think blogging with students has much untapped potential as a personal learning tool for any student as an ultimate productivity tool, I stand behind my own decision to start with teacher blogging in my district. I think the act of blogging is required to really understand its potential. Alongside that is an awareness and understanding that everyone isn’t naturally creative and profuse in their thoughts and words.

Nevertheless, we can all learn by reading. Here’s to the love of some new newsfeeds!