blogging about blogging



today’s meeting

Though brief, touching base and looking forward always feels productive.

  1. I think we have agreed that we have agreed that our paper needs to be empirical. We need to have at least one strong example of some of the things we are talking about. So on that note, we are all going to give a last ditch effort to finding any science classroom blogs.
  • All three of us will both search and document our search process.

If not we will take a second pass at the data we do have from Mr.K: classroom blog, interview, blog about blogging, and student opinions.

2. We are considering various analytic lenses for considering the “success” or “participation” of a classroom blog. Some options we are considering include:

  • Types of classroom blogs – General description of “use”
    • Receptive, directive, guided – (Glogoff, 2005)
    • Journals, research tools, class sharing (Barious, 2007)
  • Variables of participation (Lanshear & Knobel, 2006) discussed earlier in one of our reviews:
    • more or less established purposes and rationales
    • scale or visibility of the project
    • one’s level and degree of activity
    • kind of activity
    • to whom the participation is being directed
  • And then there’s Windschitl’s list for constructivist science teaching that we discussed in previous comments:
    • Teachers elicit students’ ideas… then fashion learning situations that help students elaborate on or restructure current knowledge.
    • Students engage in complex, meaningful, problem-based activities.
    • Teachers provide students a variety of information resources.
    • Students work collaboratively.
    • Teachers make their own thinking explicit.
    • Students are routinely asked to apply knowledge, explain ideas, interpret, predict and construct evidence-based arguments.
    • Teachers encourage student reflection and autonomous thinking.
    • Teachers employ a variety of assessment strategies.

I really think that Windschitl’s list represents our “metric for success” as we are setting up this paper. Informed by Lankshear and Knobel’s consideration of blogging as participatory practice, I think we should use Mark’s list to inform catergories. Something like this:

  • evidence of impact of student voice (student input used to modify future learning opportunities)
  • type of work (complex, meaningful, problem-based, applied, variety)
  • access to resources (quantity, variety, shared by whom)
  • evidence of student-student interaction and collaboration (building on other’s work, to whom the work is addressed)
  • role of teacher (thinking made explicit, assume support role, encourage & respect student self-expression)

3. Keeping the end goal in sight

We agreed that we would submit this work to AERA (division K I think) as an empirical piece presented as a poster. We will look at the 2 sample proposals and come to next meeting with comments about these samples: things we notice, things we wonder about. Check out AERA’s call for proposals. They are out. Deadline is August 1 or 2 (depending on which division we submit the proposal to).

Let’s start writing! : )

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