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Connecting Preservice Teachers With Children Using Blogs
Article

, , Faculty of Education, University of Alberta, Canada

Journal of Technology and Teacher Education Volume 17, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This article describes how a blogging exchange between pre-service teachers and elementary school children was used as part of a social studies pedagogy course. The objective of this exchange was to develop the pre-service teachers’ understanding of children’s differing learning needs, interests and learning styles while the children were immersed in developing subject-specific content knowledge. The blogging was used in conjunction with three virtual visits to a Grade 4 classroom through videoconferencing as a way to encourage ongoing interaction between the children and the pre-service teachers. The experience was mutually beneficial for both the children as they strove to perfect their work for an audience, and the pre-service teachers as they saw the theory they were learning about in their social studies course in action in a classroom. Challenges included unanticipated reluctance on the part of the pre-service teachers to engage in the blogging mainly due to a lack of knowledge about and skill with blogging and conducting online discussion, and frustration with the erratic responses from the children. Recommendations include increased emphasis on training both pre-service teachers and children on how to use blogs and how to frame questions and responses prior to incorporating a blogging experience.

Citation

Gibson, S. & Kelland, J. (2009). Connecting Preservice Teachers With Children Using Blogs. Journal of Technology and Teacher Education, 17(3), 299-314. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 27, 2019 from .

Keywords

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Cited By

  1. Blogging for Academic Purposes With English Language Learners: An Online Fieldwork Initiative

    Laura Baecher, Melissa Schieble & Christine Rosalia, Hunter College, City University of New York, United States; Sarah Rorimer, New York City Department of Education, United States

    Contemporary Issues in Technology and Teacher Education Vol. 13, No. 1 (March 2013) pp. 1–21

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