Abstract
The purpose of this study was to explore how three 3rd – 5th grade teachers used classroom blogging as an instructional activity to support students’ literacy and technology skills. A qualitative case study was used as the methodological approach and four data sources were analyzed. Results of the study suggested teacher-participants implemented classroom blogging as a way to enhance student literacy skills while introducing and practicing a number of essential technology skills. Teachers described classroom blogging as a collaborative activity that could be easily embedded into existing literacy instruction. In addition, student-participants were positive about how blogging directly supported acquisition of their literacy and technology skills. Finally, teacher-participants and student-participants offered eight key recommendations to others in the learning community.
Recommended Citation
Ebrecht, Betty M. and Ku, Heng-Yu
(2014)
"A Case Study of Classroom Blogging in Three Elementary Schools,"
Journal of Educational Research and Innovation: Vol. 4, Article 1.
Available at:
https://digscholarship.unco.edu/jeri/vol4/iss1/1
