What I thought would be a hinderance for me was not having a classroom this summer to test my project out on.  This however, turned into a positive.  Not having a classroom forced me to really think my project through rather than putting it together haphazardly.  I was able to get geeked about one part but then I had the time to look at it from all angels.  One of the first things I did this with was the security of the student blogs.  At first I just had it wide open so that everyone could see it, but then as I thought about it more I realized that was not the best choice.  My students are nine and ten years old, having the site wide open wouldn’t be the safest choice for them.  The nice thing about using Classroom Blogmeister is that I do have the capability to keep it as secure as needed.

Overall I do not think I would use a different approach for a similar project.  The planning steps are crucial when developing a new project.  Those steps do two things.  The first is it gives the project a structure to follow and gives the teacher time to think about each step of implementation.  The second thing it does is it allows for the project to deviate or for new ideas to blossom from it.  Prior to starting the student blogging project I hadn’t thought of using a blog as a way to keep my parents and students up to date on classroom events and projects.  However, I now have a classroom blog separate from the student blogging site that will take the place of a classroom newsletter and calendar.

One of the lessons I  learned through this project was to take my time.  Rushing into a project just to say it is completed doesn’t make sense.  To me it is the same as simply using technology simply  for the sake of using it.  Each project needs to be pedagogically sound and align with curricular standards.  Initially I had hoped to implement my project at the beginning of the school year.  However, now I will be pushing that back probably until December in order to make sure my students are ready both academically and socially to handle blogging and the responsibilities that come with.

Flexibility is also another key when implementing any new project. One must be able to change things up or ditch a plan completely if needed.  And with any project it is always important to reflect and revise if necessary.

The biggest change that I would make when taking on a project like this is to have a test group of students, parents, teachers and administrators.  Having the “buy in” from these groups would be incredibly beneficial.  Also, by being able to have meaningful conversations with each of these groups it would be easier to tailor the project and make sure that all needs and concerns are addressed from the get go.

I am really excited about what this next year will bring and how the implementation of my blogging project goes.

projectimplementation

After exploring my options with google, I decided to try google scholar.  I found some great journal articles about blogging to enhance student writing.  “Blogging in Language Arts” by Beverly Crane discussed the benefits of using blogging as a component of your language arts.  Some of the benefits she listed were instant feedback in the form of comments and that blogs encouraged reading as well.

I felt like I needed more than just personal experience with classroom blogging.  If I was going to sell my administrator on the benefits of blogging, then I would need to find some research.  So I headed to the MSU library to see what I could find.  Using ProQuest I was able to find some more amazing resources.   One of the sources I found,  Wikis and Blogs: Your Keys to Student Collaboration & Engagement discussed the benefits of blogging.

Throughout time time I was researching I kept changing my search words.  I began with blogging in the elementary classroom and kept altering it little by little.  Some of the terms I used to search were:  weblogs, classroom, elementary classroom, blogging to enhance curriculum, blogging to enhance writing.  I was impressed to see what resources were available to me with just a few clicks of the keyboard!  One of the things I will definitely do next time when researching is to remember to tag the items I found in my delicious account.  Tagging them would make it much easier to find them again!

Find a way to increase student achievement and motivation in writing.

During the past few years teachers at my elementary school have been looking at ways to increase student achievement in writing. Teachers have piloted a variety of programs and techniques as well as participated in book studies to specifically find new ways to increase motivation in writing. Unfortunately, they have not produced the results that the staff was hoping for. So what is the next step? The next logical step is to look at the ever-emerging web 2.0 technologies. Today’s fifth grader has never known life without technology, they have never heard of a eight track or even a vinyl record. Marc Prensky coined the term “digital natives” as a term for a person whom digital technology already existed when they were born (Prensky, 2001). These students have always have had new technologies in their hand. In fact, according to a Kaiser Family Foundation one-third of children are using blogs and social networking sites weekly (LeClaire, 2006). Today’s students are more plugged in than they have ever been before and it is important that we tap into student interests to keep them motivated in school.

This technology engages students in a whole new way. Even reluctant writers and communicators become excited and enthusiastic for blogging. In fact in 2007, a BlogMeister survey found that 90% of students surveyed agreed or strongly agreed that they enjoyed writing more when they wrote on their blogs. (Warlick, The BlogMeister) When students enjoy writing they will write more and we all now that best way to improve our writing is to write more. According to Jere Brophy, “Practice is one of the most important yet least appreciated aspects of learning in classrooms (Brophy).” With blogging students are excited about the immediate feedback they receive from others that they write more often than they would with a pencil and paper. Teachers have also noticed a difference in their student’s communication skills (Warlick, The Blogmeister).

The Plan:

The 2006 publication The Sate of Writing Instruction in America’s Schools: What Existing Data Tells Us, explains that students who used technology to research, plan, write, and edit their papers had higher levels of writing achievement (Applebee, 2006). With this in mind I plan on creating student blogs to increase student achievement and motivation in writing.

Step 1 – Create a classroom blog site on ClassroomBlogmeister. This site will host student blogs and will allow me to monitor all posts and comments before they are published.

Step 2 – Create powerpoint presentation for parents educating them about classroom blogging and the safeguards that are in place.

Step 3 – Survey students – This information will be used to determine if students can blog/comment from home as well as their computer skills and viewpoints on writing.

Step 4 – Internet safety lesson(s) with students. Lesson topics will include net etiquette, personal information safety, and cyber bullying.

Step 5 – Intro to blogging. Lessons on why we blog and how to blog. Students will be shown different blog posts and have to determine if they are appropriate or not. Blogging rubric will be shared.

Step 6 – Intro to commenting. Lesson on how to comment appropriately on other.

Step 7 – Group students into “houses” and implement blogging. Students will be required to post twice per week to their blogs and then comment on the posts of students in their house.

Step 8 - Continually evaluate and monitor progress of student achievement and motivation in writing using both summative and formative assessments.

Common Places of Education:

The Student – 5th grade students in my classroom will be learning a new web 2.0 technology (blogging) as they write blog posts and comment on other blog posts.

The Teacher – The teacher will be the guide on the side during this project. There will be times though when direct instruction, and modeling occur. The teacher will facilitate learning and evaluating students as they use ClassroomBlogmeister in creative and innovative ways increase writing achievement and communication skills. Teacher will also offer instant feedback by commenting on blog posts as well.

The Curriculum – While the direct application of this project focuses directly on the 5th grade writing curriculum in the state of Michigan. The project will also encompass writing across all areas of the curriculum including science and social studies, as well as technology goals from the Education Technology Standards and Expectations for grades 3-5 in the state of Michigan.

Setting – The setting for this project will be a public school with approximately 30 students. The classroom will have access to a computer lab at least 2 times per week. It is the goal of the project to expand the walls of the classroom and have students’ blogging and commenting from home.

Sources:

Applebee, A. N. (2006). The State of Writing Instruction in America’s Schools: What Existing Data Tells Us. New York State Univeristy, Albany, Center on English Learnging & Achievement. Albany: New York State University, Albany.
Brophy, Jere. “Teaching.” International Academy of Education (2008).
LeClaire, J. (2006, September 6). Kids and Tech: How Much is too Much? Retrieved June 20, 2009, from Tech News World: http://www.technewsworld.com/story/52677.html?wlc=1246412681
Prensky, M. (2001, October). Digital Natives, Digital Immigrants. On the Horizon , 9 (5).
Warlick, David. Classroom Blogmeister. David Warlick. 30 January 2009 .
—. Just Numbers. 18 December 2008. 31 January 2009 .
—. The Blogmeister. 29 May 2007. 30 January 2009 .

According to Merriam-Webster’s online dictionary evaluation has to meanings:
1 : to determine or fix the value of
2 : to determine the significance, worth, or condition of usually by careful appraisal and study

So how do we go about determining the significance or worth of educational research? Well we need to make sure we are evaluating it with a critical eye. Here are a couple things to keep in mind:

1. What is the purpose of the study? Is it observable?
2. Are there other studies like this one? If this is the only one be wary – one study can’t solve everything.
3. Who published the study? Who funded the study? – This could be a possible area for conflict of interest.
4. Does the author write in a in a clear and concise way? Or does he/she use million dollar words to confuse you? If you have to look up every other word chances are the author is trying to impress you more with his wide vocabulary rather than with the quality of the research.
5. Check out their sources…are they valid? Are they quality sources?

The most important thing to do when evaluating educational research is to give it the time it deserves to evaluate. Find a cozy spot and grab your favorite beverage the next time you look at a educational research.

Resources:

Carpenter, Brian. The Good, The Bad, and the Unscientific: Evaluating Educational Research. 2006 by National Charter Schools Institute. Retrieved from: http://www.nationalcharterschools.org/uploads/pdf/resource_20060512080334_Evaluating%20Education%20Research.pdf

Evaluate. (2009). In Merriam-Webster Online Dictionary. Retrieved June 28, 2009, from http://www.merriam-webster.com/dictionary/evaluate

My blog wordle created at www.wordle.net. Very cool!

Does blogging improve student attitude towards writing? Does blogging 2-3 times a week at school improve student achievement in writing?

Sample:

The sample for this study will be a classroom of 30 fifth grade students at Smith Elementary in the 2009-2010 school year. Students in this classroom include a non-writer, reluctant writers, struggling writers, as well as proficient writers. The diversity of this group make it a prime sample group.

Study Design:

This study will be looking solely at one group of students as they progress through the school year. This non-experimental-survey study will look at using blogging as a way of increasing student motivation and therefore increasing student achievement in writing.

Data Sources:

Evidence to support this study will be gathered using surveys, observation, formative/summative assessments.

Survey:
Students and parents will be surveyed at three different times during the school year (beginning, middle, and end) on their opinion of how they are as a writer. Student survey includes yes and no questions similar to:
• I like to write.
• I like to write at school.
• I like writing stories.
• I have trouble thinking about what to write.
• Writing is hard.
• I like writing on the computer.
• I like to write email or chat online.
• I like it when others read my writing.

Parent survey questions will happen on the same timetable. Parent survey will include yes and no questions similar to:
• My child likes to write.
• My child writes at home.
• Writing is hard for my child.
• My child shares his/her writing with me.
• My child is good with details.

The initial parent survey at the beginning of the year will also have some questions regarding how they were as writers in elementary school.
• I liked to write.
• I wrote at home.
• Writing was hard.
• I had trouble thinking about what to write.

These survey questions will allow me to track student views of themselves as a writer as well as how their parent perceives them. In an individual survey I feel students are more apt to give their personal opinion freely.

Observation:
During the course of this study I will also be observing the students using both formative and summative assessments as well. I will specifically be looking at the following items during my formative assessment.
• During writing workshop (blogging & pencil/paper) are students eager to write. Are they self-starters? Are they engaged in the process?
• How often students log into their blog.
• Number of thoughtful posts and comments per week.
• Amount of times students ask for more time to writing.

For my summative assessments I will be looking specifically at how their writing as improved by assessing their writing. Student writing will be assessed at least twice per marking period looking at the six traits of writing (ides, organization, word choice, sentence fluency, voice and conventions). Using a five-point rubric will be used to assess writing.

Procedure:

This study will take place over the course of the 2009-2010 school year.
Step 1: Prior to starting the survey parent approval must be gained for Internet usage and blogging. Blogging in the classroom is new concept at my school, so I will have an informational meeting/training for parents on how I plan to use blogging in my classroom. Students and Parents will complete initial writing survey during the first week of school.

Step 2: Begin writing workshop as usual for the first few weeks of the school year developing writing workshop procedures and routines.

Step 3: End of September -Introduce the class to blogging. Specific lessons on: Internet safety, blogging guidelines, how to blog, as well as how to leave thoughtful comments for peers, etc.

Step 4: Summative and formative observations begin as students write and/or blog during writing workshop during the month of October. The summative assessments will occur once a marking period students will have the option of posting to their blog or turning in a written copy. Formative assessments will happen daily as I observe student behaviors during writing workshop as well as from classroom discussion in regards to writing.

Step 5: At the end of the second marking period near the end of January students will complete second survey.

Step 6: May – Students and parents will complete final survey. Students will also be asked to write a reflection of how blogging changed their views on writing if at all.

Data Analysis:

At the completion of the school year data gathered will be organized. The formative assessments including the student and parent survey will be used to determine if there was in increase in student attitude toward writing. The parent and student survey will also be collated and compared to determine if the parent shares the same views as their child.
The summative assessments collected will be used to determine if there was an increase in student achievement. Using the rubric I will be able to chart improvement on each of the six traits of writing.

With an increase in student motivation and attitude toward writing the data should also show an increase in student achievement in writing. It is my hope that with this plan I will be able to seek funding to increase the number of computers in the classroom. An increased number of computers in the classroom would give students greater opportunity to access their blogs and continue to improve their writing skills.

According to the 2006 publication of The Sate of Writing Instruction in America’s Schools: What Existing Data Tells Us, students who used technology to research, plan, write, and edit their papers had higher levels of writing achievement (Applebee, 2006).

Is it possible to increase student motivation and therefore increase student achievement in writing with blogs?

Blog is the shortened term for “weblog” coined by Jorn Barger in December of 1997 is best described as an online journal (Wikepedia, 2009). A Google search for blogs will bring up a plethora of hits. In fact, over 60 million blogs were created by May 2005 (Haunn, 2005). There are a variety of different types of blogs. One can blog about family events, new technology gadgets, or even current events. The choices that one has when it comes to writing and reading blogs are unbelievable. Blogs are easily assessable as well; one doesn’t need to be a html programmer to have a blog. Many blog services are free and very easy to use. Which also makes them a great opportunity for schools. According to eSchoolNews, “Kids are getting excited and engaged in literacy through blogging, commenting and sharing ideas (Pierce, 2006).” Today’s students are tech-savvy and it is important to take advantage of this.

Beverley Crane, Education Consultant writes about the benefits of blogging and how it can be used to motive students to write and research in “Blogging in the Language Arts.” Blogging creates a different learning environment than the traditional classroom and expands the walls of the classroom. With blogging students have an authentic audience, rather than just the teacher. Students now have friends and family members able to read and comment on their writing. The constructive feedback from comments helped students to organize their thoughts, refine the details, and take pride in their work (Dexler, 2007).

With blogging students don’t have to compete for the teachers attention. Blogging actually levels the playing field for students. Rather than hearing from only the most vocal students, blogging gives the verbally reserved students a forum for their thoughts (Crane, 2007).

Blogging isn’t just limited to language arts curriculum; it can very easily be multidisciplinary. Social Studies teachers might have their students read and respond to a current event, or a Science teacher might have students reflect on the outcome of an experiment. Blogging as a writing genre has many benefits in terms of developing critical thinking skills, writing skills and offers students a chance to reflect on what they are writing (Downes, 2004).

While, Web 2.0 technologies add additional tools to the teachers’ bag of tricks that stimulate discussion, research, writing and critical thinking not everything that glitters is not good. Even though there are many benefits of blogging some few the risks are too great to chance the benefits of it. School districts often filter and keep students way from the dangers of society (Ackerman, 2006). Thus, preventing students from accessing many blogging sites.

In a blogging study of undergraduate upper-level students some participants felt that blogging was less formal and therefore took the blog entries less seriously (Ellison, 2008). Students in this same study also expressed frustration in regards to feedback on the blogs. While some feedback was rich and beneficial, other feedback was negative and lacking in substance since students did not know how to respond to other people’s ideas (Ellison, 2008).

While there are definite pros and cons to classroom blogging there is still not a lot of research pertaining strictly to the elementary classroom. Nine and ten year olds will respond differently to blogging than twenty year olds. I feel it is incredibly important to understand and realize the possible downfalls of student blogging. However, the possible benefits and increased student motivation and achievement outweigh the cons to classroom blogging.

Works Cited

(2009, April 1). Retrieved June 14, 2009, from Plymouth Canton Community Schools: http://www.pccs.k12.mi.us/district/meap/meap%202008/grade%205.htm

Ackerman, J. D. (2006, August). Motivation for Writing Through Blogs. Ohio, USA.

Applebee, A. N. (2006). The State of Writing Instruction in America’s Schools: What Existing Data Tells Us. New York State Univeristy, Albany, Center on English Learnging & Achievement. Albany: New York State University, Albany.

Crane, B. (2007). Blogging in the Language Arts. Information Searcher , 17 (2).

Dexler, W. D. (2007). Collaborative Blogging as a Means to Develop Elementary Expository Writing Skills. Electronic Journal for the Integration of Technology in Education , 6.

Downes, S. (2004, Sept/Oct). Educational Blogging. Retrieved June 2, 2009, from http://www.educause.edu/pub/er/erm04/erm0450.asp

Ellison, N. B. (2008). Blogging in the Classroom: A Preliminary Exploration of Student Attitudes and Impact on Comprehension. Journal of Eucational Multimedia and Hypermedia , 17 (1), 99-122.

Haunn, T. J. (2005). Weblogs in Education. Retrieved from IT Literature Review: http://edublog.net/astinus/mt/archives/2005/09/weblogs_in_educ.html

Pierce, D. (2006, March 24). Palenists: Blogs are changing education. Retrieved June 3, 2009, from eSchoolNews: http://www.eschoolnews.com/news/top-news/index.cfm?i=36898&CFID=8231325&CFTOKEN=34009692

Wikepedia. (2009, June 14). Blog. Retrieved June 14, 2009, from Wikipedia, the free encylopedia: http://en.wikipedia.org/wiki/Blog

Drexler, Wendy, Kara Dawson, & Richard E. Ferdig. Collaborative Blogging as a Means to Develop Elementary Expository Writing Skills, Volume 6, 2007. Retrieved June 4, 2009, from Electronic Journal for the Integration of Technology in Education.

Study examined blogging collaboration between third grade students and pre-student teachers. This project not only improved student attitudes toward writing, it also inspired a transfer of knowledge to other academic and social areas. Study also showed that the immediate feedback in the form of comments increased student motivation to write more.

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.

A quantitative study were the authors explore how blogging impacts college student attitudes and increase comprehension in courses. Study looks at the possibility of students being more careful about their writing when they have a larger audience.

Manzo, Kathleen Kennedy. (2008, April). More Students Master ‘Basics’ on Writing NAEP :Only a small proportion of 8th and 12th graders are ‘proficient’. Education Week, 27(32), 1, 16. Retrieved June 4, 2009, from Research Library Core database. (Document ID: 1466691021).

In the article, the authors discuss that more middle and high school students are at the basic level on national tests. While there were increases, The National Assessment of Educational Progress shows only a small amount are in the proficient range.

Zawilinski, Lisa (05/01/2009). “HOT Blogging: A Framework for Blogging to Promote Higher Order Thinking”. The Reading teacher (0034-0561), 62 (8), p. 650.

Article discussing the four different type of blogs commonly found in the elementary classroom as well as gives a step by step set up to blogging. The author also explores how blogging increases higher order thinking skills with books that the students read during the year.

Zimet, E. (1993, November). Grant writing techniques for K-12 funding. T H E Journal, 21(4), 109. Retrieved June 4, 2009, from Business Source Complete database.

The author, Ellen Zimet, shares techniques for grant writing. Throughout the article the author explains the ins and outs of grant writing. Steps that are discussed include: developing the needs assessment, developing the goal/vision, as well as developing reasons why funding is important. Resources for grants are also listed.

Introduction & Background:

The elementary school I currently teach at is the oldest and only elementary school in the city of Plymouth, Michigan.   Smith Elementary has approximately 510 students in grades kindergarten through 5th with 18 highly qualified talented classroom teachers.   Our school also has teachers specialized in the areas of art, music, gym, early intervention, media, speech pathology, and resource room.

While we are an old school we do have an updated media center.  Our school media center has approximately 30 Dell computers, a printer, and an Epson media projector attached to the teacher computer.  The computers have a variety of software installed on them including:  Miscorsoft Office (word, power point, excel), Kidspiration, Timeliner, and a variety of other kid friendly programs.  The teacher computer also has Vision installed on it, which allows teachers to not only demonstrate what students will be doing it also allows the teacher to monitor student computers from one location.

Each classroom at Smith Elementary has one dell hard drive with two monitors.  First grade through fifth grade classrooms also have an Epson media projector and access to a printer in their prospective hallways.

One hundred percent of my twenty-six fifth graders have computer and Internet access at home whenever they need it.  However, due to school scheduling my students are lucky to access the computer lab for a 45-minute period every other week.  Teachers are able to sign up for “extra” lab time, however it is done on a first come first serve basis.  Scheduling these times around the other 18 classrooms vying for lab time can be down right difficult to nearly impossible.

Even though I have two classroom computers I rarely use them for student projects.   Time is the biggest constraint for me not using the computers in my room.  It is very difficult to carve out the time I need students to work on technology-enhanced projects and still be able to give direct instruction in other subject areas.  Having access to more classroom computers rather than just two would greatly enhance the use of technology in my fifth grade classroom.  There is so much out there in the area of technology that I am unable to bring to my students (note taking, podcasting, voice threads, blogging, etc) due to the limiting factor of only having two computers in my classroom and limited access to the computer lab.

According to the article, “When each one has one: The influences on teaching strategies and student achievement of using laptops in the classroom,” students in grades five through seven who had 24 hour access to laptops greatly increased their writing achievement, computer literacy skills, and increased their interest in learning (Deborah L Lowther, 2003).  Students using laptops used them for word processing, research, note taking, as well as project bases assignments.

Computers in the classroom do not just increase student interest and involvement in projects they also can help them become teachers themselves.  Computers  in the classroom can also help students who have advanced computer skills develop advanced academic and social skills by sharing their knowledge with their peers and teachers (Brogan, 2000).

My desire is to find an education technology grant that will allow me to introduce more computers into my elementary classroom.  With the additional access to computers my students would be able to collaborate on project-based learning, digital story telling, create podcasts and blog on a consistent basis.  Adding these computers to my classroom would also increase student interest in learning through access to new technologies.

Sources:

Brogan, P. (2000, October). A parent’s perspective: educating the digital generation. Educational Leadership , 57-9.
Deborah L Lowther, S. M. (2003). When each one has one: The influene on teachign strategies and student achievement of using laptops in the classroom. Educational Technology, Reaseach adn Development , 51 (3), 23-44.