Learning From Our Mistakes: What Matters When Incorporating Blogging in the Content Area Literacy Classroom

Authors

  • Holly Hungerford-Kresser,

  • Joy Wiggins,

  • Carla Amaro-Jiménez


Abstract

This manuscript explores the inclusion of blogging as a pedagogical tool with preservice secondary teachers from a variety of content areas. The authors focus on data collected over two and a half years with preservice teachers in the content literacy classroom setting, specifically highlighting the qualitative data collected to determine students’ perceptions of blogging as a pedagogical strategy. Once the study is discussed, and qualitative findings outlined, the authors provide suggestions for other practitioners considering the use of blogging in their classrooms.

Ancillary