Beatty, Mia. “Integrating Google Blogs into the K-6 Language Arts Classroom To Promote Interactive Learning Communities.” (2013).
Bringing literacies into a classroom is not an easy task for a teacher, especially when two-thirds of teachers feel underprepared to use technology in the classroom (Barone & Wright, 2008). This online instructional module was designed to introduce K-6 educators to using Google Blogs (Blogger) in the classroom to promote interactive learning communities. Google Blogs was selected because of its enormous user base, ease of use, free access, and privacy features. Graduate students and educators voluntarily participated in this web-based module by taking pre- and post-assessments, and attitudinal surveys. The module engaged participants using short quizzes, videos, and images. The results indicate that after the module, participants felt more comfortable integrating an online tool such as Google Blogs into their classroom to promote interactive learning communities.
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Gebhard, M., Shin, D., Seger, W., (2011). Blogging and emergent L2 literacy development in an urban elementary school: A functional perspective. CALICO Journal, 28(2).
This study analyzes how a teacher in the United States used systemic functional linguistics to design a blog-mediated writing curriculum to support second grade English language learners (ELLs) literacy development and abilities to use computer-mediated communication tools for social and academic purposes in and out of school. The questions posed by this study relate to how blogging practices shaped a focus students emergent uses of print over nearly two years in a U. S. urban school serving a large Puerto Rican community. This study is informed by Hallidays theory of systemic functional linguistics (SFL) and Vygotskian conceptions of appropriation and mediation. Using a combination of ethnographic methods and the tools of genre analysis, the findings indicate that blog-mediated writing practices afforded students an expanded audience and range of purposes for literacy activities. These practices, coupled with genre-based instruction, supported the focal students emergent literacy development. The implications of this study relate to conceptualizing how ideational, interpersonal, and textual metafunctions of language intersect through computer-mediated communication to support L2 language development.
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