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I recently visited Will Richardson's weblogg-ed blog
to watch a presenter at the National Education Computing Conference
discuss how he uses blogging in the classroom (You can follow the link to watch the presentation yourself.). The presenter, Konrad Glogowski
, an eigth grade writing teacher, discussed his use of blogs as a "third place" for students to express themselves. The first place being students home, the second school, and the third, a sort of place where they are free to creatively express themselves. At the begining of the year, Mr. Glogowski challenged his students to "grow" a blog. He presented them a visual
to assist them in planning their creation and, pretty much, allowed them the freedom to make their own product. He watched as the blogs and classroom community grew. Fellow students commented on one another's blog entries, offering advice and building fellow classmates confidence in their writing. Mr. Glogowski's role as teacher evolved into a reader of work and a partner in learning rather than an evaluator and expert of information. By the end of the year, his students had great pride in their work, bonded as a communtiy, and were better, more confident, writers. The likely hood that they would continue to work on their blogs and writing was extremely high. Mr. Glogowski's strategy and his educational philosophy towards blogging was a success.
This is a terrific example of using blogging in a writting classroom. My question is,how do we social study teachers use this theory in our classroom? Perhaps, history students could create their own interpertation of history using a blog, or they could communicate with historical figures still alive today using a blog. What are your thoughts? How do you use blogging in your classroom? Is there a place for blogs in the social study classroom?
Original post can be found at Mr.Social Study