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

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Journal of Adolescent & Adult Literacy Volume 55, Number 4, ISSN 1081-3004

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.

Citation

Hungerford-Kresser, H., Wiggins, J. & Amaro-Jimenez, C. (2012). Learning from Our Mistakes: What Matters When Incorporating Blogging in the Content Area Literacy Classroom. Journal of Adolescent & Adult Literacy, 55(4), 326-335. Retrieved April 26, 2019 from .

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Cited By

  1. Digital Teacher Induction via Webinars and Social Media

    Peggy Semingson, Denise Collins, Holly Hungerford-Kresser, Amanda Hurlbut, Joyce Myers, Dana Owens & Marla Robertson, The University of Texas at Arlington, United States

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 367–372

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