Chapter 2 - Weblogs: Pedagogy and Practice

In the past, I have experimented with blogs but have never really dedicated myself to them. There are a few I have enjoyed reading, but none with which I have involved myself in discussion. After reading Richardson's exposition on weblogs, I understand why. I was looking at blogs to fulfill a purpose for which they are not designed. I've always viewed blogs as another information gathering point. I missed the boat. After seeing the uses highlighted in this chapter, it is evident that blogs are built for interaction. Now, that interaction can take on various forms, but that's the point I have missed in the past. Richardson likens them to conversations between the author and the readers. Simple, yet not simplistic. Just as a television interview or conversation with a group takes serious preparation, so does blogging. I did not realize how much forethought the author must have depending on how they want the conversation to go. The added benefit blogging has is that the conversation can be linked to resources via the Internet. Richardson does caution about what resources blogs are linked to (validity issues and the like). In terms of student use, they are already attracted to different forms of blogging through the use of myspace, facebook, xanga, and others. I think the big attractor for them is the freedom to express themselves and their ideas in the least restrictive environment. This thought could easily be harnessed and narrowed to fit within a topic related to academic courses. Student involvement in blogging promotes critical and analytical thinking, creativity, exposure to other perspectives and thought as well as information, and reflection (20). Richardson explains several different ways schools can use blogs. The form that strikes me most is using blogs as a class portal. It seems somewhat difficult in design, but using blogs to extend the class beyond the wall in terms of curriculum, management, assignments, assessment, and resources interests me. Simply posting these things is not that difficult, but using blogging as the medium peaks my curiosity. A second area I would be interested in further examining is using blogging for management and articulation. Richardson gives the context of using blogs to update websites for departments. When I think about the other teachers in my department, a sense of discouragement comes over me. For many of my colleagues, technology is not only the unknown, it is the unwanted; it is very much the, "If it ain't broke, don't fix it", attitude. I would interested in trying this use of blogging, but getting my co-workers on board may not be so easy. In terms of pedagogy, the world pushes more and more towards globalization. Common sense says, if students are going to have to work in that environment, why not teach them that way. Richardson's views on blogging support that view. Well then, based on my experience, most teachers don't have common sense. Oops, did I just say that. That was an inside thought, ignore it. Maybe teachers in large part don't support it because they are ignorant of it. Again, this can be likened to my TV comment from my last post. Okay, so let me be transparent. I don't use a blog with my students. Why????? Well, aside from the few system restrictions placed on such use, I guess I've never seen good use of them to inspire me to want to use them. How sad is that? I have to see someone else's good use rather than create my own.