A Case Study of Implementing Classroom Blogging Activities in Elementary Schools
Abstract: This paper is a report of the findings of a study conducted in three 3rd-5th grade level classrooms concerning the use of classroom blogging as an instructional strategy. A qualitative multiple-participant, naturalistic inquiry case study approach was used to examine how classroom blogging can be implemented as an instructional activity to support student acquisitions of literacy and technology skills. Findings reveal teacher-participants implemented classroom blogging into their instructional practice as a way to strengthen and enhance student literacy skills while introducing and practicing a number of essential technology skills. Student-participants expressed classroom blogging supporting their acquisition of literacy and technology skills. Teacher and student participants offered eight key recommendations to others in the learning community who may be interested in implementing classroom blogging into their instruction.
Presider: Jay Percell, Illinois State University