Capitalizing on Emerging Technologies: A Case Study of Classroom Blogging

Autor/inn/en	MacBride, Robyn; Luehmann, April Lynn
Titel	Capitalizing on Emerging Technologies: A Case Study of Classroom Blogging
Quelle	In: School Science and Mathematics, 108 (2008) 5, S.173-183 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
Schlagwörter	Web Sites; Electronic Publishing; Student Interests; Educational Technology; Mathematics Teachers; Computer Mediated Communication; Computer Uses in Education; Mathematics Instruction; High School Students; Secondary School Teachers; Technology Integration; Intention; Teacher Attitudes; Interviews; Student Attitudes; Student Participation + Suchen Sie Ihr Suchwort? Web-Design; Elektronisches Publizieren; Studieninteresse; Unterrichtsmedien; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Computerkonferenz; Computernutzung; Mathematics lessons; Mathematikunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lehrerverhalten; Interviewing; Interviewtechnik; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	The challenge many teachers face is how to incorporate new technology into their classrooms that strengthens classroom learning by capitalizing on students' media literacies. Blogs, a new and innovative technological tool, can be used in math and science classrooms to support student learning by capitalizing on students' interests and familiarity with on-line communication. This study explores the emerging blogging practices of one high school mathematics teacher and his class to explore issues of intent, use, and perceived value. Data sources for this case included one year's worth of blog content, an interview with the facilitating teacher, and students' perceptions of classroom blogging practices. Findings indicate that (1) teachers' intentions focused on creating additional forms of participation as well as increasing student exposure time with content; (2) blogs were used in a wide variety of ways that likely afforded particular benefits; and (3) both teacher and students perceived the greater investment to be worthwhile. The findings are used to critically consider claims made in the literature about the potential of blogging to effectively support classroom learning. (As Provided).
Anmerkungen	School Science and Mathematics Association. Oklahoma State University, 245 Willard, Stillwater, OK 74078. Tel: 405-744-8018; Fax: 405-744-6290; e-mail: office@ssma.org; Web site: http://ssmj.tamu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10