Benefits of Blogging - Improved Critical Thinking and Literacy

Here is the second posting in my series on the benefits and challenges of using blogging in the elementary classroom.  Critical thinking is a topic that I find particularly interesting, I think, in part because my students are really bad at it.

The literature suggests that blogging encourages critical thinking.  Sawmiller (2010) asserts that critical thinking occurs as students read, filter, organize and decide how to write about a topic meaningfully.  While I agree, I also believe that, as with any new skill, students require direct instruction and scaffolding to be able to do this.  I do agree that learning will occur more naturally as students gain the “ability to anticipate the readers’ interpretation….[which] is a particularly challenging cognitive process”[1].  One aspect of critical thinking, metacognition – the ability to reflect on one’s thinking and growth – is supported particularly well through blogs, as students have a permanent record of their writing on which they can look back; this allows students to more accurately reflect on their learning[2].  However, critical thinking will not just happen on its own – the teacher needs to provide prompts and assignments that are meaningful and thought-provoking.  In order for a blogging project to be successful, it is imperative that the teacher first considers and plans the project’s specific goals and purpose.  Although it is possible (and likely) that the project could go off in a different direction, it is more likely to be successful if the students are given a purposeful learning environment[3]. Specifically, students require instruction and practice to identify problems, locate and critically examine online resources, and choose manageable topics[4].

However, the blogging platform can encourage critical thinking when students have meaningful conversations and discussions with people from around the world, through comments left on their blog[5].  This provides them with greater motivation[6], inspiration[7] and ability to collaborate[8].  The students feel empowered, and begin to “take ownership of the writing process”[9], where reflection and metacognition play important roles.  Also, in many places the curriculum is spiraled, and students will come back to the same topic at least once more during their schooling.  By having an on-going blog, students are able to access, update and reflect on previous work[10], and thus engage in on-going, [11]relevant metacognition and learning.

            Critical thinking is important in all educational contexts, but is something that my students generally are not very good at.  I don’t know if it’s a language issue, which makes it difficult for their thoughts to come across, or if it’s due to a lack of critical thinking practice in their previous schooling experiences.  Either way, I think that blogging could be a great platform to get my students engaged in, and thinking about, their writing.  But how do I make this happen? 

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[1] (McGrail & Davis, 2011, p. 417)

[2] (Sawmiller 2010)

[3] (Davis and McGrail 2009)

[4] (Boling et al. 2008)

[5] (McGrail and Davis 2011)

[6] (Sawmiller 2010)

[7] (Chen et al. 2011)

[8] (Sawmiller 2010; Boling et al. 2008)

[9] (McGrail & Davis, 2011, p. 415)

[10] (Howard 2001)

Benefits of Blogging - Improved Student Writing

Here is the first entry in my series on the benefits and challenges of using blogging in an elementary classroom, for which I've already posted an annotated bibliography and a literature review.  Most of the references can be found in the annotated bibliography based on the endnotes (I thought APA in-text citations would be annoying).  If you happen to want more info on a source, I can send you the full citation....hope I'm not breaking any copyright laws here!

Based on current research, blogging helps students improve their writing in a variety of ways; these benefits stem from the incorporation of technology, and do not happen by simply having students write more journal entries.  The goal of incorporating technology into our classrooms is to have students engage in what Irving calls “learning with technology”[1], and the blogging platform can do just that.  Here’s how.

1.    Students engage in authentic writing experiences[2]. 

Authentic writing experiences are those which serve a purpose beyond that of completing a writing assignment for the teacher.  It is real-life writing.  While it is possible to engage in authentic writing with a pen and paper, blogging helps improve student writing through the interaction with a real-world audience, where the student receives feedback and questions (posted as comments in their blog)[3].  This prompts the student to begin to consider the relationship between the writer and the reader, a skill found to be lacking in most young children's writing[4].  As the student begins to realize and understand that they are in a relationship with their audience, s/he starts to put him or herself into the shoes of his or her readers.  The students are now writing for others, and has the reader’s feedback to help them refine their ideas and writing style[5]; this generally doesn’t happen when the only audience a student usually considers is the teacher.  This thought process is further aided through blogging, when a student is also a reader, and comments on the work of fellow students.  Studies have also shown that the format of blog entries help students become more precise, exact and focused as they have limited space in which to write[6].  Of course, this whole process is dependent on the quality and quantity of comments that a blog receives, which is a challenge to be discussed in a later post.

2.     Blogging is flexible.

One of the other benefits of blogging is its flexibility, and thus its ability to reach a greater variety of learners, including those who are normally introverted and quiet.  When a student is able to work within their preferred learning style, they are better able to learn, and are motivated to continue learning[7]  by allowing students to incorporate a variety of media including pictures, graphs, videos, and surveys.

Blogging also allows for easy differentiation in what is expected and accepted as part of an assignment, as the teacher can modify criteria for different students, and allow students to use a variety of technology and modes within their postings (for example, embedding a video clip or animation).  All students also have a chance to be heard[8], as they can speak more freely, ask questions, and give feedback, a benefit seen with many types of technology. Studies have shown that student-directed learning and projects encourage everyone to “explore, experiment and test their own understanding”[9], which is something I personally believe we don’t do enough of.

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[1] (as cited in Sawmiller, 2010, p. 45)

[2] (McGrail and Davis 2011)

[3] (Howard 2001; Chen et al. 2011)

[4] (McGrail and Davis 2011)

[5] (McGrail and Davis 2011)

[6] (Ramaswami 2008)

[7] (Sawmiller 2010)

[8] (Sawmiller 2010)

[9] (Davis and McGrail 2009)

Current Research on Blogging

There is tons of research out there on blogging in high school and post-secondary schools.  From what I could find, most of the literature on the use of blogs in elementary classrooms are anecdotal, reports, or case study based.  However, one study in particular (McGrail and Davis, 2011) supported the articles in their suggestion that blogging can be a useful tool  in improving student writing.  I found this paper the most interesting, particularly in the way the were able to quantify changes in writing that occurred over the course of the project.  Another (Lin, Lin and Hsu, 2011) suggested that the technology needed for blogging was so complicated and time-consuming that it's hardly worth the effort, even though improvements in writing were seen.  This study came out of Taiwan, and I can only imagine what hoops they had to jump through to be able to get onto blogs.  At least I just turn on my VPN!
From the articles I read it seems pretty clear that blogging can definitely improve student writing, but it's obviously not a magical solution.  Classroom teachers need to put a lot of planning and organization into a blog project...but what good teaching strategy doesn't require some forethought?

For my full annotated bibliography and literature review click......here!

McGrail, E., & Davis, A. (2011). The Influence of Classroom Blogging on Elementary Student Writing. Journal of Research in Childhood Education, 25(4), 415–437.

Lin, M.-H., Lin, C.-Y., & Hsu, P.-Y. (2011). The unrealistic claims for the effects of classroom blogging on English as a second language, students’ writing performance. British Journal of Educational Technology, 42(6), E148–E151.

Blogging in the Classroom

Even though I don't write on my blog as much as I want to (I have several posts in draft form), I think blogging could be an excellent platform for getting students to write more, hopefully leading them to write better, and start to see writing as a 'real-world' skill - not just something they have to do in class.  So for my final project in Technology in the Arts and Humanities, I am going to examine the use of blogging in the classroom.  I am particuarly interested in it's use at the elementary level (as thiat is what I teach) however I will also consider its implications at the high school level, as that's where most of the research seems to be focused.  I would like to explore the effect of blogging on literacy and writing skills, as well as in the content area of social studies and/or science. I am also interested in exploring the safety and privacy issues that arise from having young children creating an online self (such as using names, revealing where one lives and goes to school, and posting photos).   I am hoping that by also posting this project on my blog I will recieve comments and feedback from others.

Hunting Dolphins...and Tourists

Dolphins off the coast of Lovina

I was recently in Bali, and we decided to go early morning dolphin watching.  We got it all set up with a guide, who arrived at the beach in front of our hotel in his boat.  We seemed to be heading out quite a ways, and at times I really wasn't sure that the boat was going to make it.  Nevermind the fact that the boat itself was not in particularly good repair, and the 'captain' couldn't figure out which plank fit into which groove to become stable seats.
It was obvious that we were nearly the area where the pod feeds because there were at least 20 other boats just like ours milling around.  We spent the next hour chasing dolphins - one boat would see them, and then we would all go in that direction, snap some photos, and then wait for the next sighting.  I spent the entire time felling conflicted - I was enjoying seeing the dolphins, but it really felt like dolphin hunting, where the only people who benefit are the locals who are making the money.

One of the many shops along
the path to Gitgit waterfall.

There were quite a few times where I felt this attitude of the locals offering anything and everything to tourists, all in the name of making money.  Of course I met lots of people who were truly kind and friendly, but most of the time it was obvious that the offer was to really made so that they could benefit.  Particularly when hawkers would get mad and sometimes aggressive when I turned them down with a polite "no thank you".  There were a few times when I even got a "why you come to my country and then won't...." give them a good price, look in their shop, whatever.  As we walked to Gitgit waterfall, the path was lined with shops.  Ok...down the main tourist drag in Kuta I understand...but in the middle of the jungle on the way to a waterfall?? And this, I think, is the crux of the problem facing areas that rapidly went from fairly isolated, self-sufficient communities, to large tourist destinations.  Of course they feel like the tourists owe them - they regularly experience power outages and water restrictions so that the big hotels can have air-con and hundreds of flushing toilets.  Rice paddies are being purchased to turn into resorts...and now the locals have lost their tranditional employment AND food source.  Not only do the Balinese need a job to pay for rice, it's expensive because it's being imported, as the island is no longer self-sufficient.    We call this progress?

Why I Want A SmartBoard

During my teaching practicum I was fortunate enough to be at a school which had Smart Boards in every room (and no, it was not a private, well funded school, it was a public school in East Vancouver), and now that I have my own classroom, I want one!

Yes, at first it seems just like a fancy white board, and there is still only one person (teacher or student) at the front of the room...how does this really increase active learning?

But really, it's so much more than just a fancy white board.  Here is a selection of reasons why I want one in my grade 4 classroom.

It's white board feature is better than a regular white board
One of my favourite aspects of the basic white board feature is the fact that nothing is erased.  When you move on to a clean page what you have written previously is still there.  The entire set of notes can be printed for students with written output issues, or students who were away.  If a student has a question about something previously written (particularly in math) you can go back and re-examine it.  I can't tell you how many times I've needed to go back and wished I still had my sentence, diagram or math solution to continue working on.
When students type work that document can be edited on a large screen, using the same written editing marks used in class.  This is much more useful then changing a document (what did we change again?).

Ability to manipulate digitial 'stuff'
I can put up a diagram of a 3-D object just like I do now, but on a Smart Board we can spin and flip it.  Yes, I can do this with real 3-D objects, but I don't always have the same set of objects we're discussing (especially some of the weird prisms).  Students can observe a shape and watch it transform - either grow or shrink.  Right now the best I can do is draw arrows indicating the change.  We can watch the temperature in a thermometer rise or fall, see water moving through its cycle, view the Roman Colloseum from a variety of angles, roll large dice, circle the Nile River Delta on Google Earth....the list goes on.
A presentation can link you to outside websites, play videos, and can be added to as you go.

Related to this is the ability to play games....
Jeopardy-style review garmes on a Smart Board involve questions flipping to show answers, points adding up automatically...yes, one student may be the one making the question flip or moving text into the correct category - but the rest of the students actually want to watch.

Integration of a variety of tools
A lot of the things I would use the board for could be done on either an overhead projector or computer connected to my projector or regular white board or printed graphics and posters...the difference is that with the board everything is stream-lined and ready to go, saving me time, which is the point when the kids get restless and I lose their attention.

Our students are tech-savvy, and more importantly tech-loving.  While this in itself isn't a reason to go high-tech, it does explain why students respond to these boards.  They have fun creating their own presentations, and showing the teacher things she didn't know how to do.

 Here are a few examples of amazing things I've personally seen.

In the morning the screen shows a T-Chart, with photos of the students under the "Absent" column.  A student with disabilities comes in, calls out a student's name, and when that person answers, she moves their photo into the "Here" category.  This student interacted with her classmates, and completed an important job in the classroom - attendance.

A student on the autism spectrum stands in front of the class ready to present.  His presentation includes pages with bullets with one word - which prompted him to talk about his information and then summarize it and write it in as he went.  There was no reading from a project, and he speech was natural, he was sharing what he new.  The next slide included a photo and a sound byte which he played for the class.  His final slide consisted of multiple choice questions which he posed to the class, and then 'flipped' to share the correct answer.  This presentation was more engaging then most I've seen from regular students.

A full description of how the teachers at Livingstone Elementary use their boards, and where I want my teaching to head...

Chiang Mai Adventures

One Day Adventure Tour

While Sarah was at her meditation course I booked a one-day mixed-bag excursion. We didn't all fit into the back of the truck so I got to ride up front with the driver and our guide, Off. That was only slightly awkward. One of our stops along the way out of town was to pick up Red Bull for my two companions. Guess they weren't joking about being hung over.  An hour later we reached an elephant...I'm not sure what to call it... It was a farm place with an outdoor seating area, kitchen, whatever other buildings, and elephants for riding. The walk down to the "loading stand" had a pair selling bananas for us go feed our elephants. Of course. I rode in the seat with a girl from California, while her boyfriend sat on the neck and the mahout walked behind. We followed a path through the jungle. The antics of our elephant provided much amusement. She would walk a few steps than put her trunk on top of her head, requesting a banana. No banana, no movement. Good thing we had lots of bananas. Towards the end of the ride she decided a detour down the ravine might be fun and stood poised with front foot ready to step down. I'm sure she found our protests amusing, until she was pulled away and back on track by her mahout.

 After lunch we drove up the road to a path that eventually led to a waterfall. It started out pretty tame then turned into a proper hiking trail. After coming down a small ridge we came upon a kitten, just sitting there on the trail. Guess we weren't in the heart of the Thai jungle after all. Soon we reached the waterfall complete with bamboo platforms, and a family with another kitten. They must have been the owners of the 711 beside the waterfall (annoying the photo didn't turn out).

After trekking back we drove up the road to where we would start the white water rafting portion of the day. We are taught the basics by our captains then led to the launch site. While getting ourselves into rafts we watched another group come down the river and spill people as they went over the nearest set of rapids. Our group must have been more competent as we didn't lose anyone, although I think our captain tried. It was incredibly fun, and highly amusing to drift by some local huts, complete with satellite dishes. Yup, heart of the jungle. Instead of being dropped off at the beach, we transferred to bamboo rafts. They were definitely not designed for 7 people, and turned into semi-submersibles. We ended up soaked and only rafted for 2 minutes. I'm pretty sure the whole thing was just to entertain the locals.

Our last stop was a hill tribe village visit, which was not something I wanted to do. The idea of entering people's homes just to gape at them didn't appeal to me at all. As it was, we never actually encountered anyone until the very end where some ladies were dressed in traditional costume, selling souvenirs. Yes, the info about the hill tribes was interesting, but I still don't think we needed to invade their lives.

After that it was another slightly awkward ride back to town. As is usually the case, the day was fun because I was with a good group of people, doing things we don’t normally do.

Magical Elephant Tour

One of the main reasons I wanted to go to Chiang Mai was to go on an elephant trek. After looking at a few we decided to go with the one being advertised by our hotel as it was also the same one friends had done. The ride out to Baanchang Elephant Park went quickly as there were lots of interesting people to talk to in the van, including an American couple who live in China, who were teachers and are now taking full time Mandarin classes. We had lots to commiserate over and compare. They had their adorable young daughter with them, who later slept through the entire elephant ride.

Mmmm...sugar cane

When we arrived we changed into denim shirts and long shorts, which I later realized was needed to stand up to the roughness of the elephant's skin and hair. We fed the elephants and learned about where each came from. Most worked in illegal logging or for entertainers. Some were friendly, some were skittish. All were lovely, but, not surprisingly, my favorite was the baby, who had been born there. They were chained to posts, and our guide explained that this was for a couple of reasons. First, all of the elephants are from different places, and don't necessarily get along. Also, if they escape, which they sometimes do, they head to the nearest village, eating everything, which annoys the villagers.  Escape is a problem because these are "house" (domesticated) elephants, who come from long lines of domesticated families; they don't know how to survive. I understand this, but still wonder if it's more of a question of survival involving eating crops because there is so little undisturbed jungle left, and people calling that nuisance instead of adaptation.

Next we learned and got to practice the basic commands for riding bareback, including how to get on/off, and going in different directions. And yes, I definitely got to ride the baby. We broke for a delicious lunch then headed out for our ride. I sat in front, as Sarah could see over my head (advantage to our difference in heights). Although I was "driving" really the elephants know which way to go, plus their mahouts are close by. Halfway through we stopped for a break. My elephant tried to steal my water bottle, so I poured water down her trunk (with mahout permission). I thought she would drink it, but instead she sprayed herself, and me, to cool off. We shared the rest of the water while everyone else stayed out of the way. Sarah and I switched spots and we continued to the pond at the bottom of the property. Being on this the back felt a lot more like riding a horse, but was also less stable as it was easier to slide forward when going downhill.

The best part was undoubtedly washing and playing in the pond. There was lots of splashing, and that was just the mahouts. The whole day reminded me of the career I considered  for a long time...I love my job but ahhh...the company of animals...I may need to start volunteering at animal rescue centers during holidays.