Using Blogs in the Classroom

I read an article in one of the courses I'm taking for my master's degree in EdTech  by Melanie Shoffner entitled Preservice English Teachers and Technology:A Consideration of Weblogs for the EnglishClassroom.  In terms of using blogs with students in the classroom, Shoffner cites the following list of practical questions to consider before using blogs with students in the classroom:

1. Why do I want to use weblogs?
   necessary experience with technology? To engage appropriate literacy or
   critical thinking skills?
   
2. How can weblogs enhance my ability to reach curricular goals and meet content
   standards?
   authentic writing space? By engaging students in collaborative work?
   
3. Are my students capable of handling weblogs? How much previous experience
   have they had with technology, in general, and weblogs, in particular?
   assess students’ past experiences with technology in my classroom?
   
4. How comfortable and knowledgeable am I with weblogs?
   o Have I used weblogs before? Can others guide me from their experiences? Have I considered the benefits and challenges of utilizing weblogs? How are other educators using weblogs in and out of the classroom?
   
5. What weblog technologies are available to me?
   weblog applications? Will school filters allow access to free weblog host
   sites?
   
6. What am I teaching my students with weblogs?
   Writing skills? Technology applications? Collaborative work? Knowledge construction? Critical thinking? Individual reflection?
   
7. How am I going to assess the weblogs?rubric? Holistically? 
8. How will the school environment affect my use of weblogs? 
   In a computer lab or in the classroom? Every day or once a week? During class or at home? 

I really liked this particular set of questions Shoffner cited in her article because they really make teachers think and encourage a clear plan development for using blogs in the classroom.  I've had some experience, both personal and what I've observed with others, where teachers have students start blogging but lose momentum and focus over time because it wasn't a well-developed plan with intentional outcomes and purpose from the get-go.  I think that using these questions prior to having students blog will create a much more meaningful learning experience for both teachers and students.

Shoffner, M. (2007). Preservice english teachers and technology: A consideration of weblogs for the English classroom. Contemporary Issues in Technology and Teacher Education, 7(4), 245-255.