"Blogging in the classroom"

Reading and writing through the use of computers has permitted a change in the way we think about literacy and learning (Vacca and Vacca). According to Vacca and Vacca; “Digital texts and media make possible for interaction with texts in ways not imaginable a short while ago”. To help capture and maintain students’ interest and by extension, encourage opportunities for interaction with technology outside the classroom; as well as use what they already know, teachers can now try to capitalize on students digital immersion to embrace reading and writing skills. One means of accomplishing this is via the social tool of blogging. Blogs are “interactive and collaborative.” (G. Jones 2005) Blogs can be used as a medium to facilitate knowledge sharing, reflection and debate as well as act as a vehicle for self expression and self empowerment. (Blood 2007)

Blogs can be implemented to enhance reading and writing skills. It can be employed in a variety of ways:
• To teach vocabulary- students can encounter new words in the process, in doing so their vocabulary can broaden.
• To promote peer learning/teaching - in commenting, reading and making posts, students can both teach and learn from each other.
• To foster a sense of creativity and ownership- students feel a sense of pride knowing that their work is being ‘published’ and read by others
• Helps develop expression - with constant practice students are better able to express themselves in a way that may not have been possible in the classroom environment.
• Foster critical thinking skills- In creating a blog; students have opportunities to create their own topics and source material; this can foster critical thinking.

There are always limitations which one may encounter in an attempt to implement new ideas. These may include:
• Time constraints - both for the teacher and student. Sufficient time may not be readily available to the teacher to continuously read posts and make comments on said posts.
• Availability of resources- Internet access as well as access to a computer may not be readily available to students and teachers to perform this task. There are many schools without computers and Internet access; some children may not have the tools available in their homes.
• Technological know-how/skills (both teacher and student) - Both parties may lack the skills necessary to partake in the activity.

MY READING REALITY

• As the child stood in front the class; with his reading book in hand, I could see the discomfort in his eyes, his face contorted; he scratched, he fidgeted; he seemed unable to find the page of the reading lesson. …Unknowingly to me, all of these “antics” were made because of his inability to read which came as a shocking surprise.

• I sent a note home to a parent one afternoon; the next day as I arrived at school, the parent was there waiting on me. I was a tad concerned as to why she was there because nowhere in the note did I ask to see her. As our conversation ensued…it was revealed that…she was unable to read, she could not even read the note I sent home for her.

Reading has always been one of my passions; and for a while I think I existed in a fantasy world by holding the assumption that this was the same for many others. When I became a teacher, I assumed that students would perhaps share this same passion for reading that I possessed. Unfortunately, such was not a reality as I soon discovered.

Fresh out of teachers’ training college placed in my second school, I was eager; in fact, I was VERY eager to put into action all that I learnt. However, this enthusiasm soon dwindled when “the real” situation of my classroom was presented. Many of the 6 and 7yr old children who sat before me could not even spell their names! Many of them could not read, few of them belonged to homes where both parents could read. This was all new to me. I didn’t know what to do! I had no idea where to begin. However, I am never one to give up! I tried many new strategies I found online and slowly engaged my students’ interest but this was not sufficient.

The teaching of Reading is no easy task. Having little to no training in the area of direct literacy instruction I sometimes felt powerless and I too became overtly frustrated when attempting to teach these students “the basics”. This is why I decided to become a reading specialist. It is my hope that to some extent I can help expel this daunting reality; so that in our classrooms there will be readers, motivated readers!