Learning from Our Mistakes: What Matters When Incorporating Blogging in the Content Area Literacy Classroom

Autor/inn/en	Hungerford-Kresser, Holly; Wiggins, Joy; Amaro-Jimenez, Carla
Titel	Learning from Our Mistakes: What Matters When Incorporating Blogging in the Content Area Literacy Classroom
Quelle	In: Journal of Adolescent & Adult Literacy, 55 (2012) 4, S.326-335 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/JAAL.00039
Schlagwörter	Preservice Teachers; Student Teacher Attitudes; Teaching Methods; Electronic Publishing; Web Sites; Educational Technology; Secondary School Teachers; Qualitative Research; Computer Uses in Education + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Elektronisches Publizieren; Web-Design; Unterrichtsmedien; Qualitative Forschung; Computernutzung
Abstract	This manuscript explores the inclusion of blogging as a pedagogical tool with preservice secondary teachers from a variety of content areas. The authors focus on data collected over two and a half years with preservice teachers in the content literacy classroom setting, specifically highlighting the qualitative data collected to determine students' perceptions of blogging as a pedagogical strategy. Once the study is discussed, and qualitative findings outlined, the authors provide suggestions for other practitioners considering the use of blogging in their classrooms. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10