Strategic Plan
The daily challenge of educators is the gathering of students’ learning data on the basis of what students do in the classroom (U. S. Department of Education, 2014). Technology can be used effectively as a tool for data collection for more so in making learning transparent and inclusive. Technology can offer ways for students to establish personal and intellectual ownership of new concepts while they visualize and interact with abstract ideas (Ferdig and Trammell, 2004). If students are to avoid being “confined merely to participating in established practices and making meanings within them” it is important that they are actively able to produce, change and transform a given literacy and not simply participate within it (Lankshear and Knobel, 2006).
Hurlburt (2008) directs instructors further in the usage of the Internet and the incorporation of Web 2.0 tools in education. “Internet and Web 2.0 technologies afford students opportunities to seek information, collect their own material, communicate, make meaning, and evaluate end products” (Nelson, Christopher and Mims, 2009, p. 81). As a result, Web 2.0 technologies have received intense and growing interest across education (Hossain and Quinn, 2013).
Blogging, in particular, has made it increasingly easy to communicate online, and construct knowledge through social interaction making the interactivity notable (Alexander, 2006; Scheidt, 2009). A blog is simply a web-based journal in reverse chronological order, which allow users to create, publish and share information with others (Flatley, 2005; Richardson, 2006). Educational blogs range from school websites, class websites, class blogs, educator blogs, professional learning and for ePortfolios. Such blogs allow students to post text, share hyperlinks, images, and multimedia and to create an asynchronous location where readers can provide feedback, hold discussions, and foster a collaborative learning environment (West, 2008). Churchill (2009) suggests that blogging can be effective educationally where “a teacher can create an ambience in which students find themselves to be important parts of the classroom community” (p. 183).
Blogging can offer new avenues for academic engagement aligned and it can provide students with new forms of participation and, therefore, a tool offering unique learning opportunities. Blogs are useful teaching and learning tools because they provide a space for students to reflect and publish their thoughts and understandings. And because blogs can be commented on, they provide opportunities for feedback and potential scaffolding of new ideas (Ferdig and Trammell, 2004). When blogs are used, students are given opportunities to connect what is being learned in the classroom (Hungerford-Kresser et al., 2011).
Blogging allows for enhanced comprehension and communication among students as well as the ability to build deeper understanding across the curriculum; creating a collaborative learning community (Poling, 2005). As a result, blogging has been widely been adopted by educators to improve student learning.
Details of Audience
Blogging in this case, is being discussed as it relates to middle level education. Although blogging has been used at grade levels lower and higher than the middle level, the audience here is primarily for the fifth to the eighth grade administrator or classroom teacher who is interested in pursuing blogging in their classroom and/or school.
Goals & Intended Outcomes
The design of successful educational activities, and particularly those involving technology, is largely dependent on an understanding of theories of pedagogy that describe how the learning will take place (Salmon, 2000). In a constructive learning environment, the authentic opportunity for learners to publish artifacts of learning is critical. Blogs afford these types of authentic opportunities by allowing students to publish their thoughts for real audiences (Ferdig & Trammell, 2004).
To ensure a strong supportive learning environment focused on academic excellence is worthy mission for any school. To then help students acquire the knowledge and life skills for academic, social, and emotional success brings the school to a new level. As a goal schools look to educate students to be critical thinkers, creative problem solvers, effective communicators, and socially responsible, engaged citizens who are college and workforce ready. Schools look to use data from multiple and varied assessments to improve student learning. Teachers enhance student self-esteem and employ a variety of strategies to meet the academic, social, emotional, and safety needs of all students. The professional learning communities adopt best practices for learning.
Schools strive to continuously improve each student’s level of achievement and growth. A cohesive comprehensive curriculum, instruction, and assessment system is aligned to the Common Core Standards and schools ensure that all students meet or exceed benchmark criteria. However, teachers must continue to prepare students to use digital technologies to appropriately access, manage, integrate, evaluate and create information to successfully function in a knowledge economy.
As students progress in their learning, it is the duty of the educators to develop and implement consistent practices to support expanded opportunities for community and international learning both face-to-face and online. Educational research and theory have demonstrated the importance of social interaction in teaching and learning. Drawing on Vygotsky's educational theory, educators highlight the "knowledge construction" processes of the learner and suggest that "meaning making" develops through the social process (Ferdig and Trammell, 2004). Therefore, as students appropriate and transform knowledge, they must have authentic opportunities for publication of knowledge.
Blogging creates opportunities within the existing curricula to reach out to and communicate with students across the country and around the globe. Blogging develops opportunities within the existing curricula for students to participate in online learning. Blogging has the ability to opens up assignments beyond the teacher-student, allowing the world to view student work and provide encouragement or feedback on their writings giving students a legitimate chance to participate (Ferdig and Trammell, 2004). Blogs provide opportunities for diverse perspectives, both within and outside of the classroom. The classroom extends from the physical constraints of those who fit in the classroom to a limitless international audience (Ferdig and Trammell, 2004).
Implementing blogging technology is focusing on a student learning. Educational blogs allow students to take ownership of their learning and publish authentic artifacts containing their thoughts and understandings (Ferdig and Trammell, 2004).
Staffing
Implementing blogging into the classroom requires training and learning by all. Teachers must be prepared to monitor all student comments, posts and activity. Students will also need time to experiment and learn about blogging. Administrators will need to be available to support the implementation, the budgeting and funding as well as the school acceptable use polices for staff and students. Technology supporters will need to research and adopt an appropriated blogging platform. Teaching modeling and exposure to the various tools with teacher support can ensure an easy transition to independent posting and blogging. Time and patience for all is a requirement.
Administrators and leaders are needed to support the process and lead the adoption of technology implementation. Mind Tool (2014) refers to John Kotter, a professor at Harvard Business School, and his 8-step change model as it relates to the value of creating a strong committee with any change initiative. Kotter’s model suggests that effective change leaders throughout can be found throughout any organization. To implement a new technology such as blogging the development of a team made up of “influential people whose power comes from a variety of sources, including job title, status, expertise, and political importance” (Mind Tool, 2014). In the arena of education this means may include community members, teachers, students, technology leaders, administrators and parents.
Technology Involved
Simplicity and interactivity are two key elements that have contributed to the blogs popularity (Alexander, 2006; Scheidt, 2009). Any person with a computer, basic computer skills and an Internet access can blog.
There are several blogging solutions for the classroom, with some more expensive and involved than others. The least expensive solution is to adopt a web-based blogging service, which offers blogging software and hosts the service via the Internet (Ferdig and Trammell, 2004). Creating a blog on most of free services takes less than five minutes and often offers options such as web-based editing, public and private blogs, support for plug-ins (e.g., adding comments), and various templates (Ferdig and Trammel, 2004). Typically these web-based blogging services have a FAQ section to provide support with technical issues and troubleshooting
An effective network is essential for the success of technology implementation. Al-Weshail, et al (1996) describe a network as a collection of interconnected individually controlled computers, together with hardware and software used to connect them. This network capacity is vital to accomplish global communication and to afford all students access to online learning. This requires the review of bandwidth capacity, and hardware needs as well as the replacement and upgrade of workstations, servers, infrastructure (internal and external) and software to sustain interconnectivity. The goal is to have a fully operating system to implement a fully networked computing and information technology environment (Al-Weshail, et al, 1996).
Policy and Financial Issues
As with all technology investments, it is important to not only have the financial officers involved in the funding process but also to also ensure that there is a line item in the budget to indicate the support of costs (Al-Weshail, et al, 1996). The budget should allow for allocation of purchases and other expenses necessary for the implementation of the blogging technology.
Within the financial consideration, a school wired framework for training as it relates to the chosen blogging platform should be developed. Educators could additionally benefit from specialized professional development or summer programs designed by school districts specialists. Essentially the training of teachers and professional development must be budgeted for each fiscal year upon review.
Maintenance is a component of a technology plan to be considered within the finances of technology investments (Al-Weshail, et al, 1996). The upkeep and repairs of equipment and such facilities will ensure the longevity of the equipment, adequate staff instruction and budges that are cost effective.
The safety of students is a consideration, which is of the utmost importance. Schools may consider linking student blogs to a teacher owned blog, using a pseudonym instead of the students’ real names, and requiring a password to limit public access. However, using some of suggestions limits the globalization, which is a benefit to blogging. Li, Bado and Moore (2013) look for the provision of detailed instructions and rubrics on writing one’s own blog and on commenting on others’ blogs, especially with regard to negative comments. Ideally, a profession learning community (PLC) should be created to develop a policy, which works per grade level, per school and/or for the school district as a whole. Invite administrators, parents, community members, teachers and other individuals who may bring in different perspectives related to blogging globally. The goal is to focus on the results and positively affect student learning (Fullan, 2009)
Benefits
Educational blogging platforms (created only for education) create a safe and secure space for online learning, social interaction, content with discussions, social communication, announcements, assessment tools, resources and sharing (Papa, 2010). Blogging can help the flattened classroom as described by Morris (2013) to expand to one, which collaborates globally. In the traditional face-to-face classroom, the audience a student has is typically made up of teachers, his/her classmates and parents. Blogs provide a platform for students to share their work to a larger audience with teacher discretion. This widened audience allows for "an avenue for feedback and self-improvement through commenting" (Morris, 2013).
Read Write Think Teaching (2014) suggest that teaching with blogs provides the opportunity to engage students and to share their writing with an authentic audience. When students blog, their writing becomes an “integral part of a lively literacy community” (Read Write Think, 2014). More important is the transparency of learning, which occurs with blogging. Student bloggers, as with all bloggers, have the opportunity to write not just for their teachers but also for a global audience
Blogging can peak student interest in learning. Hossain and Quinn (2013) found that college students and pre-service mathematics teachers responded positively to blogging in their Euclidean geometry course and further suggested that middle school teacher should consider the implementation of such activities in their own classrooms as middle school students might also find blogging to be effective and enjoyable. Hungerford-Kresser, (2011), considered blogging assuming that “the generation of tech-savvy students would enjoy this particular medium” (p. 326).
Limitations
Prior to implementation safety of students must be of the utmost importance. Ensuring that students are free from spam, cyber-bullying and other forms of insecurities is vital. All topics should be discussed and shared with administrators. When a secure plan is in place, such plans should be shared with parents and students alike.
Peter Witt (2013) writes, "Blogging is as much about sharing with one another as it is about getting your voice out." One of the benefits of blogging is making learning transparent. For some schools, posting blogs for the world to read and comment upon is not an option; making the blogging experience internal. With a minimal audience and the limitation of writing for a global audience the true experience of blogging cannot be experienced. However, if a global audience is not permissible there are still benefits to blogging internally. Downes (2004) argued that blogging, as a practice is more about reading than about writing; another lesson to consider when teaching the basic skills that students need to be literate citizens in the 21st century (Read Write Learn, 2014).
Risk Factors
Fryer (2005) describes a blog as an online journal or diary, which is accessible to a global audience and generally allow readers to post comments on blog entries they read. Student blogs can be accessible to the worldwide web and searchable to a global audience. This means exposing students to such Internet issues as cyber-bullying, libel, and even slander. These are risk factors, which must be considered when choosing a blogging platform as well as the settings for student blogs.
MacBride and Luehmann (2008) propose “the realized benefits of classroom blogs depended largely on how teachers choose to structure and use the blog” (p. 182). Simply using technology will not guarantee student engagement, learning or the effectiveness as a pedagogical tool. In looking to use blogging with students, teachers must maintain their focus on planning and decision-making as it relates to their goals and standards. Despite the flexibility and the literature, which share the benefits of blogging in the classroom, teacher awareness of student needs should remain the utmost priority. Macbride and Luehman (2008) warn teachers “that the benefits purported in the literature will not be automatic” (p. 182).
Essential to student learning is student “buy-in.” Yang and Chang (2011) proposed dialogues in the form of blogging are associated with positive attitudes towards. Ellison and Wu (2008) conducted a study that investigated students’ attitudes toward blogging in the classroom and its effect on comprehension where the majority of the participants showed positive attitudes toward blogging. Hossain and Quinn (2013) wrote about the potential value that blogs can have on improving the teaching and learning of mathematics. Technologies such as blogs can be used widely and responsibly, with the goal of enriching students’ learning of mathematics (NCTM, 2000). However, blogging can have the appearance of being just another task for students. Hungerford-Kresser, (2011) considered blogging assuming that “the generation of tech-savvy students would enjoy this particular medium” and made the assumption that the incorporation of technology would make blogging a positive experience for students; which was later found not be the case (p. 326).
A risk is that the implementation of blogging will not directly affect student learning as intended.
Implementation Steps
Papa (2005) describes the essence of technology leadership as producing a change in attitudes, feelings, thinking, behaviors and performance in teachers. When dealing with technology to enhance teaching and learning or what Papa (2005) calls academic technology, this action of change should be handled with planned leadership skills.
Al-Weshail, et al (1996) notes the value of vision and mission statements. A shared vision via an authoritative style of leadership will help to mobilize teachers towards a shared vision with students being the driving force (Papa, 2010). A clear vision can help everyone understand why he or she is asking to use the blogging technology. When individuals see for themselves what is trying to be achieved, then the directives they're given tend to make more sense (Mind Tools, 2014). “Leaders should strive to create and implement a shared vision that integrates technology into all aspects of learning and teaching to keep the technology plan moving in the right direction” of students success (Larson, et al, 2010, p. 13).
Papa (2010) discusses the value of communities of practice when planning, designing, implementing and evaluating technology and further defines the communities as organizational structures, which include the students, parents, teachers and administrators, designed to collaborate on school needs, goals, plans, and activities. The idea of such communities is to move away from the stereotypical system of students learning from the teacher, the teacher getting directives from the principal and the principal being led by the superintendent (Papa, 2010). To better implement the concept of change within the structure of education, it is suggested that all members of the learning community work collaboratively to determine what is best for students and learning; a sense of cohesiveness towards a common goal. Fullan (2009) would describe this use of communities as creating a positive climate via coaching, democracy and affiliation. During the implementation process, “provide opportunities for everyone to be involved” (Al-Weshail, et al, 1996, p. 11).
The implementation with any new technology requires the conceptual understanding of the change process (Papa, 2010; Williamson & Redish, 2009). As teachers are being asked to implement the technology standards and move towards a shared vision, their beliefs and about teaching and learning may be challenged which can be the most trying type of change (Williamson & Redish, 2009). At this point it is vital for leaders to pay attention to the needs of the teachers. The goal is not to inspire the most teachers but to trust the process, stay committed to the vision and understand the complexity of the change process as teachers continue to strive for autonomy and time (Fullan, 2009; Williamson & Redish, 2009). Change is a slow process, which comes with many paths and directions without a direct route. To understand the changes teachers may experience helps technology leaders to understand their own role in the process even more so (Papa, 2010; Williamson & Redish, 2009).
During this implementation process rely on relationships. Pay special attention to the needs and desires of the teacher and help individuals achieve their highest potential (Papa, 2010). Be aware of teacher interests and factors serving to motivate them. Continue on the journey by inspiring others to keep going with enthusiasm, self-confidence, and optimism. Leaders in the process should be sure to surround themselves with a team of knowledgeable individuals dedicated to the same outcome so as to keep the vision as a focus. Fullan (2009) stresses the importance of paying attention to staff and focusing on building relationships to effectively implement technological change.
All schools experience Fullan’s (2009) implementation dips where performance and confidence decreases as teachers encounter an initiative that requires new skills and understanding. As leaders it is important to acknowledge and handle these dips with care, as this is the time when people feel anxious, fearful, confused, overwhelmed, deskilled and cautious (Fullan, 2009). More often than not these dips will appear as resistance from teachers. Use this time to appreciate the resistance and foster the feedback as steps towards improvement and understanding the change from a different viewpoint (Fullan, 2009). Provide teachers with a flexible learning environment that nurtures change, encourages risk-taking and includes motivation strategies for resisters (Al-Weshail, et al, 1996). Mind Tools (2014) notes the importance and value of creating short-term achievable goals with little room for failure where each achievement can motivate the entire staff.
The implementation process will not only require emotional support but will also require a convincing argument (Williamson & Redish, 2009). Organizations invest heavily in technology and training but hardly at all in knowledge sharing and creation (Fullan, 2009). Teachers want to know that what they are doing is best for their learners. As a leader in academic technology, providing teachers with a rationale based on research will prove to be essential in teacher buy-in and acceptance. The leader has the responsibility to help teachers understand why technology is needed in effective teaching practices. Williamson and Redish (2009) suggest that leaders in technology use the works of scholars to synthesize, summarize and present research based resources and knowledge to teachers to drive home the idea of doing what is best for student learning.
As Papa (2010) writes, the focus in education has moved away from learning about technology toward learning with technology and through technology. Effective teachers are required to examine technology, content and pedagogy regularly to ensure students are receiving best practices to enhance their learning. Asking teachers to take on a new aspect of technology, is asking a teacher to redesign his/her curriculum. This is certainly not an easy task and not necessarily a common practice in the implementation process. Papa (2010) writes about the importance of professional development being presented to teachers so it is directly aligned to meet the needs of each individual teacher and carefully designed. Papa (2010) suggests schools develop plans for teachers who may be beginners, for those who use technology but may not be using it in the classroom, for those who are using technology but not yet with a student focus, and for those who are using technology within the curriculum but may be useful in school change. Ultimately, the process for implementation should be progressive and continued (Papa, 2010).
Professional development should address a variety of avenues. Training should include ways to implement blogging into the classroom to support student learning and not just on technology skills. Experienced and exemplary teachers often struggle to create meaningful and rigorous learning experiences with new technologies (Williamson & Redish, 2009). Consideration should also be taken into whether teachers will also need strategies to integrate student computer skills efficiently into instruction as well as ways in which technology resources and learning can be managed in the classroom (Williamson & Redish, 2009). Williamson and Redish (2009) suggest providing models of blogging that can be used in the classroom, engaging teachers in blogging experiences similar to those they expect teachers to use in the classroom, providing teachers with a planning model and linking blogging to other curriculum.
Such experiences and implementation planning will guide provide for an effective implementation of the blogging technology into the classroom. This should include a timeline or schedule, the naming of individuals responsible for each step and checkpoints at various stages. This cyclical process needs consistent monitoring, evaluation and adjusting for successful implementation (Al-Weshail, et al, 1996). Creating a comprehensive plan and strategy cannot be more important as the initial stage when implementing academic technology.
Effectiveness and Assessment Strategy
Studies show that many teacher education programs in the U.S. have not integrated technology appropriately (Hossain and Quinn, 2013). The design of successful educational activities, and particularly those involving technology, is largely dependent on an understanding of theories of pedagogy that describe how the learning will take place (Salmon, 2000). The successful implementation of blogging into the curriculum can enable teachers to develop their abilities to create environments that support student teaching and learning. This can be evaluated via student portfolios and student demonstration of learning. Administrators can also look to highlight ways in which teachers seized the opportunities for integrating blogging into their teaching practices.
MacBride and Luehmann (2008) suggest blogging practices that teachers could consider when structuring their classroom blog sharing resources, student-responding to teacher prompts, recording lessons' highlights, posting learning challenges, reflecting on what was learned and engaging in on-line conversations.) Li, Bado and Moore (2013) suggest effective blogs have multiple creative ways of writing to increase students’ interest, inspire collaborative work and promote critical thinking amongst students. Churchill (2009) notes classroom rapport within groups and the whole class as being essential. McConnell (1999) also addresses the importance of supportive learning environments to students’ deep learning.
Ultimately when assessing the embedding of any technology, including blogging, various variables and indicators of engaged learning should illustrate cultural and pedagogical shifts as identified by reformed instructional practices (MacBride & Luehmann, 2008). Effective implementation of blogging should be evaluated in the vision of learning, tasks, assessment, interactive model and learning context. Learners should be engaged in collaborative, knowledge building experiences, which require them to be responsible and energized by their learning. Tasks should be authentic, challenging and multidisciplinary (MacBride & Luehmann, 2008). Assessments via blogging should be generative, equitable, performance-based, seamless and ongoing rather than fact and skill based (MacBride & Luehmann, 2008). Leaders should regularly look to teachers and students to evaluate such variables. This may be done via questionnaires, observations, conversations, reflections, and other means of gaining access to student learning.
To be prepared for working world Collins and Halverson (2009) recognize the importance of working with others, working with a variety of technologies, acquiring and using information and understanding interrelationships (Collins & Halverson, 2009). Blogging aligns with this “pedagogy” of life long learning due to its reliance on interaction (Collins & Halverson, 2009). Students have the benefit of just-in time learning anywhere and anytime with blogging. Blogging holds the promise for engaging students in deep learning and pushing students to be the best they can be with equity, and engagement. However, this can only happen if tied back to the vision, mission and successful implementation of a strategic plan.
References
Al-Weshail, A., Baxter, A., Cherry, W. Hill, E., Jones III, C., Love. L., Woods, J. (1996). Guidebook for creating an effective instructional technology plan. Retrieved from
http://www.nctp.com/downloads/guidebook.pdf
Alexander, B. (2006). Web 2.0: A new wave of innovation for teaching and learning? Educause Review, 41(2), 32–44. Retrieved on April 4, 2014 from http://www.educause.edu/ ir/library/pdf/erm0621.pdf
Churchill, D. (2009). Educational applications of Web 2.0: Using blogs to support teaching and learning. British Journal Of Educational Technology, 40(1), 179-183.
Collins, A. & Halverson, R. (2009). Rethinking education in the age of technology: The digital revolution and schooling in America. New York: Teachers College Press.
Deng, L., & Yuen, A. H. (2011). Towards a framework for educational affordances of blogs. Computers & education, 56(2), 441-451.
DeWitt, Peter. (2013, July 28). The Benefits of Blogging [Blog Post]. Retrieved March 16, 2014 from http://blogs.edweek.org/edweek/finding_common_ground/2013/07/the_benefits_of_blogging.html
Downes, S. (2004, Sept./Oct.). Educational blogging. Educause, 14-16, 18, 20-22, 24, 26.
Edublogs (2014). Curriculum Corner. Retrieved on March 16, 2014 from http://edublogs.org/curriculum-corner/
Ellison, N., & Wu, Y. (2008). Blogging in the classroom: A preliminary exploration of student attitudes and impact on comprehension. Journal of Educational Multimedia and Hypermedia, 17(1), 99-122.
Flatley, M. E. (2005). Blogging for enhanced teaching and learning. Business Communication Quarterly, 68, 1, 77–80.
Ferdig, R. E., & Trammell, K. D. (2004). Content delivery in the ‘blogosphere’. The Journal, 31(7), 12-20.
Fullan, M. (2009). Leading in a culture of change. Hoboken, NJ: Jossey-Bass.
Hossain, M.M. & Quinn, R.J. (2013). Investigating Relationships between Attitudes toward the use of Web 2.0 Technologies and Mathematical Achievement. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (pp. 3916-3922). Chesapeake, VA: AACE.
Hungerford-Kresser, H., Wiggins, J., Amaro-Jiménez, C., & Amaro-Jiménez, C. (2011). Learning From Our Mistakes: What Matters When Incorporating Blogging in the Content Area Literacy Classroom. Journal Of Adolescent & Adult Literacy, 55(4), 326-335.
Hurlburt, S. (2008). Defining tools for a new learning space: writing and reading class blogs. Journal of Online Learning and Teaching, 4(2). Retrieved on April 5, 2014 from http://jolt.merlot.org/vol4no2/hurlburt0608.htm
Lankshear, C., & Knobel, M. (2006). New literacies: Changing knowledge in the classroom. McGraw-Hill International.
Lapp, D. (2011). Blogging and Audience Awareness. Journal Of Education, 191(1), 33.
Li, K., Bado, N., Smith, J., & Moore, D. (2013). Blogging for Teaching and Learning: An Examination of Experience, Attitudes, and Levels of Thinking. Contemporary Educational Technology, 4(3).
MacBride, R., & Lynn Luehmann, A. (2008). Capitalizing on emerging technologies: A case study of classroom blogging. School Science and Mathematics, 108(5), 173-183.
Mind Tools (2014). Kotter's 8-Step Change Model: Implementing Change Powerfully and Successfully. Retrieved on April 20, 2014 from http://www.mindtools.com/pages/article/newPPM_82.htm
Morris, K. Educational Blogging [Blog Post]. Retrieved March 16, 2014 from http://primarytech.global2.vic.edu.au/information-about-educational-blogging/
National Council of Teachers in Mathematics (2000). Principles and Standards for School Mathematics. Reston, VA: NCTM.
Nelson, J., Christopher, A., & Mims, C. (2009). TPACK and Web 2.0: Transformation of teaching and learning. TechTrends: Linking Research & Practice to Improve Learning, 53(5), 80–87.
O'Donnell, M. (2006). Blogging as pedagogic practice: Artifact and ecology. Asia Pacific Media Educator, 1(17), 3.
Ohler, J. (2011). Character education in the digital age. Educational Leadership, 68. Retrieved from http://www.ascd.org/publications/educational-leadership/feb11/vol68/num05/Character-Education-for-the-Digital-Age.aspx
Papa, R. (2010). Technology leadership for school improvement. Thousand Oaks, CA: Sage Publications.
Poling, C. (2005). Blog On: Building Communication and Collaboration Among Staff and Students. Learning & Leading with Technology, 32(6), 12-15.
Read Write Think (2014). Teaching with Blogs. Retrieved on March 22, 2014 from http://www.readwritethink.org/professional-development/strategy-guides/teaching-with-blogs-30108.html
Reeves, T. (2014). Blogging and Interculturality: Investigating Appropriateness of a Blog to Support a Cohort of International Students. International Journal of Global Education, 3(1).
Richardson, W. (2006). Blogs, Wikis, Podcasts and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Press.
Rosen, L. D. (2011). Teaching the iGeneration. Educational Leadership, 68(5), 10-15
Salmon, G. (2000). E-moderating: the key to teaching and learning online. London: Kogan Page.
Scheidt, L. A. (2009). Diary weblogs as genre (Doctoral dissertation). Retrieved on April 4, 2014 from http://citeseerx.ist.psu.edu/viewdoc/download?
U.S. Department of Education. (2014). Assessment: Measure what matters.
http://www.ed.gov/technology/netp-2010/assessment-measure-what-matters
Williamson, J. & Redish, T. (2009). ISTE’s technology facilitation and leadership standards. Retrieved from http://www.iste.org/images/excerpts/TLPREP-excerpt.pdf
West, K.C. (2008). Weblogs and literary response: Socially situated identities and hybrid social languages in English class blogs. Journal of Adolescent & Adult Literacy, 51(7), 588-598.
Yang S.H. (2009) Using blogs to enhance critical reflection and community of practice. Educational Technology & Society, 12, 11–21.
Yang, C., & Chang, Y. S. (2012). Assessing the effects of interactive blogging on student attitudes towards peer interaction, learning motivation, and academic achievements. Journal of Computer Assisted Learning, 28(2), 126-135.
