Document Type
Article
Source Publication Title
Journal of Adolescent and Adult Literacy
First Page
332
Last Page
341
Abstract
The article overviews a longitudinal study conducted by three teachers in which they incorporated blogging as an instructional strategy. According to the article, the goal of the authors was to provide students with the opportunity to interact on blogs and for veteran and preservice teachers to form a communities of practice (CoP) approach toward implementing educational technologies. A review of the scope of the failures and successes of the research is provided and comments from students who used the classroom blogs are highlighted.The article overviews a longitudinal study conducted by three teachers in which they incorporated blogging as an instructional strategy. According to the article, the goal of the authors was to provide students with the opportunity to interact on blogs and for veteran and preservice teachers to form a communities of practice (CoP) approach toward implementing educational technologies. A review of the scope of the failures and successes of the research is provided and comments from students who used the classroom blogs are highlighted.
Disciplines
Curriculum and Instruction | Education
Publication Date
12-1-2011
Language
English
License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Recommended Citation
Hungerford-Kresser, Holly, "Learning From Our Mistakes: What Matters When Incorporating Blogging in the Content Area Literacy Classroom" (2011). Curriculum and Instruction Faculty Publications. 39.
https://mavmatrix.uta.edu/curriculuminstruction_facpubs/39