Social media is here, and here to stay. As educators, we can either embrace social media and think of how to educate our students to use appropriately, or ignore it. If we ignore it, then we will be disregarding the thoughtfulness of preparing students for the 21st century. Embracing social media allows teachers to capitalize on a resource to engage students in collaborative learning.
Reasons for using a blog:
Morris (2013) stated there are many different benefits that can be achieved from blogging. As of 2013, Morris had maintained a classroom blog for six years. When Morris first started, she did not know all of the educational benefits that could be realized; however, she sees new advantages for her students every year.
According to Baskwill (2013) “blogs are powerful communication tools” (para. 4). One of the most powerful ways to use social media in the classroom is having students publish and maintain a blog. Morris (2013) stated blogs provide a much larger audience for student work and an avenue for feedback and self-improvement by commenting. Students really take pride in producing their best work when included in a blog due to the global audience. Students will also have the opportunity to include their blogs in a digital portfolio when they graduate.
Using a blog in the classroom is a great way to integrate technology. Crie (2006) stated the use of a classroom blog can be a powerful and effective technology tool for students and teachers alike. Teachers can use blogs as a part of classroom management. Assignments along with rubrics can be posted for the students to access, while giving the students a place to ask questions where the teacher can respond for everyone to see.
In addition, blogs give the students and the teacher a place to collaborate with each other outside of the classroom walls. Since blogs can be accessed from anywhere with an Internet connection, collaborating with peers becomes easy and effortless. Along with collaboration, students can have discussions about lessons, or current issues, anywhere in the world.
According to Faizi, El Afia, and Chiheb (2013) every student has the opportunity to become involved in discussions with blogs. For example, shy, timid students may feel more comfortable discussing through a blog; therefore, increasing their participation in reflection. Furthermore, since everything is published on the blog, the teacher or students have access to a previous article. Accessing a previous article could be beneficial to students when studying for a test or writing a research paper. Since students are writing and publishing the articles posted on the blog, they are getting extra practice to improve writing skills. Blogging can be utilized as an interactive, digital way to get students and teachers collaborating and improving writing skills.
Blogging to Reflect on Learning:
Arguably, one of the greatest uses of blogs in the classroom is to encourage reflective writing. Jordan (2009) explained deliberate, constant reflection is most likely to bring about changes in behavior. Students ranging from grades K-12 are using blog posts to share their reflective pieces after a large assignment or project. Writing in a public forum automatically links skills taught inside the classroom to the real world. Writing for reflection engages students in critical thinking and analysis of their own learning. According to Warner, Eames, and Irving (2014) in typing a blog draft, students are more conscious of grammar and mechanics in their writing. Skillfully crafted pieces are created and carefully edited, as the writing is no longer private, but shared with an audience. By using a public forum, such as a blog, students are increasingly aware of the finished product.
Student blogs can be accessed outside of the classroom, increasing the chance students will refer back to, or edit, their writing in the future. In addition to contributing from any location, students have the capability to comment and provide feedback to peers. Through peer review, students’ writing is enhanced, as they pick up style and written technique from others. Additionally, Rettberg (2009) explained how students help each other develop ideas through comments, questions, and seeking clarification, as well as linking posts to others. By making the process of reflective writing digital and interactive, teachers are facilitating an engaging writing environment where students are increasingly motivated to produce quality pieces.
Students, however, are not the only ones who benefit from using blog posts to reflect on their learning. Teachers notice increased motivation and quality of finished reflections (Warner, Eames & Irving, 2014). Not to mention, writing can be reviewed and graded from the comfort of one’s living room! Facilitating reflective writing through a classroom blog is an easy way to solicit increased parental involvement, as links to posts can easily be distributed through other social media outlets and emails. Parents will enjoy reading students’ work and are likely to encourage more writing outside the classroom (Jordan, 2009).
Student blogs can be accessed outside of the classroom, increasing the chance students will refer back to, or edit, their writing in the future. In addition to contributing from any location, students have the capability to comment and provide feedback to peers. Through peer review, students’ writing is enhanced, as they pick up style and written technique from others. Additionally, Rettberg (2009) explained how students help each other develop ideas through comments, questions, and seeking clarification, as well as linking posts to others. By making the process of reflective writing digital and interactive, teachers are facilitating an engaging writing environment where students are increasingly motivated to produce quality pieces.
Students, however, are not the only ones who benefit from using blog posts to reflect on their learning. Teachers notice increased motivation and quality of finished reflections (Warner, Eames & Irving, 2014). Not to mention, writing can be reviewed and graded from the comfort of one’s living room! Facilitating reflective writing through a classroom blog is an easy way to solicit increased parental involvement, as links to posts can easily be distributed through other social media outlets and emails. Parents will enjoy reading students’ work and are likely to encourage more writing outside the classroom (Jordan, 2009).
So how do we combat those who don’t believe in the power of social media? To begin, we show how research indicates social media allows for deeper levels of social interaction while, at the same time, addressing more learning styles than face to face interaction. For example, in the report Technology in Schools: What the Research Says, the Metiri Group (2006) commissioned by Cisco Systems stated “visual learning can result in increased engagement as well as increased complexity, depth, and breadth of experience to improve student academic performances” (pg. 6). Students today collaborate with a variety of individuals throughout the world. Baird and Fisher (2005) believed education through the use of social and digital medias provides more experiential or relevant learning to students. Additionally, we counter social media naysayers by showing how instruction can be personalized for each student through the use of digital media. Students can work at their pace, utilize the tools that they are comfortable with, and interact or isolate themselves as they deem necessary. Overall, the ability to deepen learning, increase collaboration, and personalize learning makes social media extremely beneficial to students.
These same positive benefits hold true for educators as well. Blogs have proven to be a valuable asset in increasing the amount of conversation and communication teachers are having with each other about their craft (Levin, Morris, & Williams, n.d.). The days of teaching in isolation are being exchanged for open and collaborative professional learning networks which allow one to reflect and refine their practice. Teachers are constantly searching for professional development to meet varied needs. Blogging, as presented by Dr. Morgan (2015), proved to be extremely beneficial in personalizing professional development. Professional development can now be achieved from the comfort of your couch in your pajamas. Social media, specifically blogging, has tremendous possibilities and advantages for both students and educators alike when used to reflect critically. Still a little unsure? Maybe a visual will convince you how easy it is to get started with blogging!
Tutorial for utilizing basic blog tools by Jesse Murphy: https://www.youtube.com/watch?v=tPi810seaKw
References:
Baird, D., & Fisher, M. (2005). Neomillennial user experience design strategies: Utilizing social networking media to support "always on" learning styles. Journal of Educational Technology Systems, 34(1), 5-32.
Baskwill, J. (2013). Parent communication: Using social media. Education World. Retrieved
from http://www.educationworld.com/a_curr/stenhouse/classroom-communication-social-media-tips.shtml
Boase, C. (2013). Digital storytelling for reflection and engagement: A study of the uses and potential of digital storytelling. Retrieved from https://gjamissen.files.wordpress.com/2013/05/boase_assessment.pdf
Crie, M. (2006). Using blogs to integrate technology in the classroom. Education Up Close, Teaching Today, Glencoe Online. Retrieved from http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/47
Faizi, R., El Afia, A., & Chiheb, R. (2013). Exploring the potential benefits of using social media in education. International Journal Of Engineering Pedagogy, 3(4), 50-53. Retrieved from http://online-journals.org/i-jep/article/view/2836
Jordan, L. (2009). Engaging students in the curriculum through the use of blogs; how and why? Retrieved from http://docs.google.com/View?id=ddj42whm_52ffg56vdz
Levin, A., Morris, C., & Williams, B. (n.d.). Guide to using Twitter in your teaching practice. Retrieved July 2, 2015, from http://blogs.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/
Metiri Group. (2006). Technology in schools: What the research says. Cisco Systems Inc.
Morgan, H. (2015). Creating a class blog: A strategy that can promote collaboration, motivation, and improvement in literacy. Reading Improvement, 52(1), 27-31.
Morris, K (2013). The benefits of educational blogging. Primary Tech. Retrieved from http://primarytech.global2.vic.edu.au/2013/03/08/the-benefits-of-educational-blogging/
Rettberg, J. (2009). Blogging as a tool for reflection and learning. Bergen University College. Retrieved from http://www.virclass.net/eped/ep_tmp/files/17842056574abc85cdf304e.pdf
Sanders, J. (2015). 5 tools to improve parent involvement. Retrieved from https://www.freshgrade.com/5-tools-improve-parent-involvement/
Warner, A., Eames, C., & Irving, R. (2014). Using social media to reinforce environmental learning and action-taking for school students. International Electronic Journal of Environmental Education, 4(2). Retrieved from http://files.eric.ed.gov.zeus.tarleton.edu:82/fulltext/EJ1060573.pdf
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