More Blogging Hints for Educators

Journal Article Review:

Educational Blogging

Tara R. Warner

Western Oregon University

Nicky Hockly (2009) offers educators a straightforward, informative article in the English Teaching Professional entitled, “Five Things You Always Wanted to Know About Blogs (but Were Afraid to Ask).”  As the title indicates, this educational piece is full of basic, user friendly information that speaks to an audience unfamiliar with the technical and educational possibilities of the vast “blogosphere” (Hockly, 2009, p. 60).  Hockly (2009) organizes her article into five major points that work individually to address blog specific, learning centered questions.  Initially, the author introduces the blog to readers with a brief history, definition, and list of related terms.  This important background information is followed by a concise clarification of various blog styles, as well as several general recommendations regarding the practical, educational attributes of each.  In addition, Hockly’s (2009) article suggests that educational blogging serves as a useful tool for teaching writing, reading, and digital media skills to students.  Also, blog subscription is simplified for new users with the introduction of “RSS (short for Really Simple Syndication)”, and an explanation of its uses in managing multiple blog subscriptions (Hockly, 2009, p. 60).  Hockly (2009) concludes with simple instructions for creating a first time blog, and a short outline of skills that should be developed prior to attempting the creation of an “edublog” (p. 60).  As a final, lucrative point, the author supplies readers with accommodating internet resources that helpfully list current examples of teacher created blogs and tools for further reference and exploration.

The information presented in Hockly’s (2009) article is significant and valuable within the realm of education because it provides teachers with a basic structure of knowledge to reference when planning blog centered lessons or units.  Educators who lack technical training and experience will immediately find aid in the instructional information and examples that permeate Hockly’s (2009) article.  As a result, they will also gain the data and resources necessary to successfully originate blogs for both personal and educational use.  Furthermore, the introduction and description of various free blogging tools will clear up confusion for new users wondering how to effectively personalize and maximize their own “edublogs” (Hockly, 2009, p. 60).  For example, Hockly (2009) states: 

You can also integrate all sort of ‘widgets’ (or little gadgets) into your blog, such as a            Twitter feed (see ETp Issue 60), mouse-over translation tools (if you point your mouse at a word, you are supplied with a translation) and a calendar, and you could also have a class blogroll in a sidebar. (p.60)

These suggestions serve as interesting and informative tips directed at either the novice teacher or technically inept, veteran. Essentially, Hockly’s (2009) article is able to provide a basic outline for teachers lacking the technical knowledge necessary to immediately and effectively introduce a blog into classroom curriculum. 

Overall, Hockly’s (2009) article is excellent if you are searching for basic information regarding educational blogging.  Nicky Hockly (2009) tells us what a blog is, how we can use it in our classrooms, and the different ways we can introduce it to our students.  Also, she offers helpful tips that are intended to assist a new user in keeping blogs both interesting and classroom friendly.  Hockly (2009) succeeds in delivering a simple, yet clear, blogging message that is ideal for any computer wary or technically challenged educator.  Not only is the information quick and easy to review, but it is also thoroughly descriptive and easy to comprehend.  Hockly (2009) proves a useful resource for setting up your first blog, gleaning information for basic educational uses and setups, or providing a quick handout to students.  In fact, this article is a useful springboard for any curious teacher hoping to learn how to successfully implement blogging into their individual content area.  Even the computer savvy may find relevance and inspiration after skimming Hockly’s (2009) work and perusing the active teacher and student blogs that are available via the referenced website.  Likewise, these detailed blog examples may work to inspire thought and confidence in the novice blogger as well.  Additionally, an important means of communication opens up between teachers wishing to improve their blogging skills and those already comfortable with its application.  In other words, examining existing blogs gives beginning bloggers an opportunity to comment on appropriate models and ask questions about certain features that appeal to them.

Consequently, I would recommend Hockly’s article to any teacher who considers themselves uninformed on the subject of blogging.  If you struggle with computers, or find yourself confused with blogging concepts or setup, this article likely contains information you will find useful.  However, if you are fairly confident in your blogging abilities you may find that this article merely touches on information you already know.  Either way, it is a quick and easy reference that explains the details of blogging and encourages its use in teacher instruction. Inevitably, society will continue to introduce new forms of technology that intertwine with education in a variety of different forms.  As a result, it is the teacher’s responsibility to work toward a general understanding of these diverse forms of technology and determine how they each relate to the overall growth of academic literacy amongst students.  

 

References

Hockly, N. (2009, July). Five things you always wanted to know aobut blogs (but were afraid to ask). English Teaching Professional, 63, 60. Retrieved January 10, 2010, from Academic OneFile (Gale) database.