the use of blogs in teaching and learning in primary

THE USE OF BLOGS IN TEACHING AND LEARNING IN PRIMARY EDUCATION; REVIEWS AND PRACTICE BY TEACHERS Jose Manuel Sáez López C.R.A. Laguna de Pétrola (SPAIN) [email protected]

Abstract The teacher's role in today's society should promote, among other tasks, digital competence of students in order to be able to use ICT in our information society and for this we must facilitate the integration of activities across the curriculum through various tools. The term Blogging is the use of a Blog on the Internet, which has undeniable educational benefits that enable dynamic activities, creativity, enriching and innovative tasks and communicative learning. Responsibility as teachers to implement technology in classroom practice, involves an oriented commitment to reflective practice that allows improvement as professionals in the use of tools of the importance of Blogs. It opens up a range of possibilities from its benefits regarding motivation and participation. The qualitative study presented analyzes data recorded on 14 interviews and 5 open questions in a questionnaire, and based on the information encoded; there is a very pessimistic and negative assessment on the use of Blogs, including teachers who use ICT generally. Teachers interviewed claim to have difficulties in training, techniques of group organization and difficulties concerning the need of time and effort to prepare activities with ICT. In short, it seeks to inquire and understand the problems raised by teachers to deal with them, assessing and analyzing causes or factors that influence negatively in this tool, which has many benefits and possibilities. Keywords: Blogging, Teacher Training, Teaching Practices, Information and Communication Technologies (ICT), qualitative research.

1

INTRODUCTION

Blogs have an important presence on the Internet and they are known by users. Teachers know about this tool, but they barely appreciate it as an educational tool. A minority of teachers have used the web design, which can enable the use of Webquest, however, the process of designing a website is complicated, because we should upload files to servers, there are problems with links, frames, buttons and we a need to know how to use html code in some cases. Moreover, Blogs take full advantage of a website and it is really easy to design it, once we have an account, we can easily add image and text without any problem. We recognize various pedagogical possibilities concerning use of Blogs through file management, use of video, images and all kind of benefits relating interaction and communication. We therefore developed an analysis of their use by teachers, taking into account teacher’s attitudes about technologies, and ICT tools, comparing all these with the implementation of Blogs. This research compares different ICT tools in educational settings, looking particularly at the educational use of Blogs, from a methodological complementarity, comprising a questionnaire as instrument with open and closed questions, and the use of an interview, which provide information and opinions of 14 teachers. We have data to be analyzed in a study with 55 elementary teachers answering 46-item questionnaire with 7 dimensions; therefore, this paper presents descriptive Analysis concerning the second dimension, a Crosstabs Analysis and Factor Analysis.

Proceedings of INTED2011 Conference. 7-9 March 2011, Valencia, Spain.

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ISBN:978-84-614-7423-3

2

THEORETICAL FRAMEWORK

Wikipedia defines Blog as a type of website or part of a website; they are usually maintained by an individual with regular entries of commentary, descriptions of events, or other material such as graphics or video. Entries are commonly displayed in reverse-chronological order. Most blogs are interactive, allowing visitors to leave comments and even message each other via widgets on the Blogs and it is this interactivity that distinguishes them from other static websites. Blogging has emerged among a variety of web-based instructional possibilities as a leader, in part because it allows students the ability to interact in a more public venue, sharing their thoughts, ideas, interpretations, hopes, and fears with anyone willing to spend time looking on the internet [1] The recent emergence of this tool using the Internet, means that we are beginning to understand and appreciate its possibilities, which are numerous and very advantageous. The possibility of designing your own site without having to upload files via file transfer protocol (FTP), simply inserting images and text enables students themselves can have a blog for its ease of creation. Some researches [2] note on the design characteristics of Weblogs, which are hypertext, dynamism, creativity and originality. The hypertext refers to the ability to read through links, it differs from a sense of linearity from classic textbooks. We access to the information requested through hyperlinks, it is noteworthy that dynamism is determined by the ability to change and update the Blog, including new issues, or updates to existing topics. With regard to creativity and originality of the Blog, they are determined by the idea of creating something new, without falling into the routine. We appreciated educational and training benefits from several researches, including promotion of cooperative learning, motivation and tools concerning literacy and ability to manage information. Even from other perspectives, they have a certain application, as Torres [3] assure "Blogs can be means to attract a few users to do homework and to support academic activities outside the classroom, the exception can be found when a teacher uses a referenced Blog to support his classroom", although this author acknowledges that they are not very used to learn. There are several Standars given by NETS for students (2007) [4], they are a reference in pedagogical use of technologies in relation to students abilities in ICT, i.e. what students should be able to do to learn effectively and live productively in an increasingly digital world. 1. Creativity and innovation 2. Communication and Collaboration 3. Research and Information Fluency 4. Critical Thinking, Problem Solving and Decision Making 5. Digital Citizenship 6. Technology Operarions and Concepts It is noteworthy that the use of Blogs enhances creativity, innovation, communication, collaboration, digital citizenship and concepts of ICT, so we get an idea of the great advantages and opportunities presented by this tool. As many authors highlight [5], the relative advantages from Blogs regarding collaborative aspects and literacy learning. Their results indicate that collaborative benefits from this tool improved student attitudes toward writing, their motivation, their skills at the time of writing, and other skills relevant to literacy. The ICT skills and visual literacy also showed improvements, creating content from a topic (a blog of Native Americans) and by integrating technology into the existing curriculum from a constructivist approach, the students worked and shared their answers. As some researches [6] argue, it is indeed ironic that while the students in this study enjoy reading views expressed by other bloggers, they exhibit a lack of a sense of belonging to a community of learners by not contributing their own views freely. Clearly, this may have implications on individual reflective learning and collaboration with others. These student behaviors in the virtual realm are worthy of further investigation, after all Blogs may bring new learning or unlearning habits, as well as varying degrees of satisfaction from the learning experience

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There are therefore many advantages concerning teaching language and literature, which enhance reading comprehension and writing. In this sense Amorós [2] found that through this tool it is possible to access to literary text, even with manipulation of the text, with access to multiple resources such as libraries or dictionaries. The disadvantages can be given when creating the Blog, the complexity and need to be familiar in these environments, because there we need to use other options (Divshare ...) to add or embed sound, videos or presentations. There is some evidence highlighted by Gonzalez-Serna [7], in relation to the basis of communication in educational contexts, and indicates that it is not appropriate for some resources and implies a certain disorder. Another possible disadvantage suggest that you must be careful with activities that require students to answer on the Blog, as claimed Brescia [8], perhaps the biggest challenge to Blogging is when instructors take away the voluntary nature of participation and begin requiring postings and responses to other postings. Although the contact can still promote intellectual development, the temptation for students is to respond simply for the sake of responding and to finish the requirement rather than processing information and learning. In this regard, Goh, J.W.P.[6] concludes that one of the major challenges for educators using Blogging as a pedagogical tool for teaching is to get students to express their views and opinions more freely. This study shows two options when designing activities Blogs, providing tools for children to design their own Blog, or creating a classroom Blog (by teacher) in which students participate. Clearly the second option is more appropriate for lower levels, and it is advisable to introduce this approach because it is considerably easier. To enable optimal development of the activities of this nature, it is necessary that children have access to the Internet and sufficient skill to connect. The current context is favorable in this regard because of the growing number of Internet users at homes, networks and programs. Each type of task can be approached from activities that the teacher uploads to the Blog, which enables children working with them at home or at school. They can use several options, as pictures, audio or video, and take advantages of communication possibilities, language development and students’ participation by interacting through comments giving opinions and discussing topics. Examples of contact between more remote locations at home and abroad soon came to light. As the availability and reliability of the equipment increased so did the opportunities for teachers to try out new communications-based activities”. [9]

Brescia [10] assures that “There is, however, no indication that blogs are effective supplements to the teaching-learning process”, and certainly not intended to supplant the teaching and learning processes that occur at present, however exploit the fact the advantages provided by this tool and to strengthen the commitment in its use, an application will enable best practice in the classroom. The report on the implementation and use of ICT in primary and secondary schools [11] shows that there are some differences in the perceived competition for boys and girls, especially in more technical activities. They say that boys know better how to install and start programs or designing a Web page, while a higher percentage of girls are competent in participating in chats, forums and Blogs, they use email or the use of information existing on the Internet.

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Graph 1: Tasks which kids know how to use with a computer (%) Marques [12] found that one of the main features of ICT in educational settings is the virtual communication channel that facilitates collaborative work and exchanges, mentoring, sharing, negotiate meaning and information. These occur in messaging, forums, Weblog, Wikis and e-center platforms. Their ease of use and advantages relating user interaction enable communication and participation, which should be borne in mind by teachers to design and develop of rich activities.

3

METHODOLOGICAL FRAMEWORK

This research has seven dimensions, the information contained in the data analysis and conclusions correspond to the second dimension, they also take into account the contribution of the open questions of the questionnaire and interviews.

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Table 1: Level of management of ICT tools applicable to education.

%

2.Level of management of ICT tools applicable to education

1 -

2

3

4 +

2.1.-I use of word processor.

1,8

9,1

43,6

45,5

2.2.-I search and browse on the Internet.

3,6

10,9

32,7

52,7

2.3.- I use e-mail address

10,9

16,4

25,5

47,3

2.6.- I use educational software and educational applications (Pipo, Trampolin, Jclic, hot potatoes…)

5,5

27,3

38,2

29,1

2.7.- I handle presentation software or slide shows (Power Point)

18,2

32,7

34,5

14,5

2.8.- I use image editing software (Photoshop ... ) to design and develop educational activities

29,1

47,3

18,2

5,5

2.4.- I work with Web design pages, Webquests or Blogs

38,2

43,6

14,5

3,6

2.5.- I manage Linux operating system

76,4

18,2

3,6

3,6

Graph 2: Management level of ICT tools applicable to education. In general, we can see that the subjects of the sample say that they use a set of basic applications, highlighting the successful tools like word processing (2.1), Internet use (2.2) and educational programs (2.6). The use of multimedia presentations (2.7) has more modest results; moreover, Blogging, Web design (2.4), image editing (2.8) and Linux management (2.5), presents low results, possibly due to the greater difficulty they present concerning its use. Approximately 1 out of 5 teachers are able to develop web design or Blogging, which is a very small number due to the immense possibilities provided by these tools.

3.1 Crosstabs Regarding gender, tables 1 and 2 show data which confirms that this item is significant in relation to gender, therefore we can see clearly that women have more negative attitude to these tools for teaching.

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Gender 2.4.- I work with Web design pages, Webquests or Blogs

Negative Positive

Total

Total

Female

Male

37

8

45

4

6

10

41

14

55

Table 2: Crosstabs, gender/item 2.4

Pearson Chi-Square Yates’ Chi-Square (a) Likelihood ratio Fisher exact test Linear- by- linear Association

Value 7,687(b) 5,623 6,819

df 1 1 1

Asimp. Sig. Exact. Sig. (2-sidedl) (2-sided) ,006 ,012 ,018 ,009 ,012 ,012

Exact. Sig. (1-sided) ,012

7,547(c) 55

1

,006

,012

,012

,012 ,012

N of Valid Cases a Calculated only for a 2x2 table. b 1 cell (25.0%) have an expected frequency below 5. The minimum expected frequency is 2.55. c Statistic established is 2.747. Table 3: Chi-Square tests, gender/item 2.4

3.2 Factor Analysis Factorial analysis shows a cumulative percentage of 58,922 % with 2 factors. Kaiser-Meyer-Olkin (KMO) test value is 0, 527 and Barlett’s Test of Sphericity is 29,980. (0,012 sig.) Extraction Loadings

Componen t

Inicial Eigenvalues % ofvarian Total ce

Cumulative %

1

3,693

46,160

2

1,021

12,762

3

,971

12,139

71,061

4

,701

8,760

79,821

5

,609

7,613

87,434

6

,469

5,865

93,299

7

,334

4,181

97,479

,202

2,521

100,000

8

Sums

of

Squared

Total

% ofvarian ce

Cumulative %

46,160

3,693

46,160

58,922

1,021

12,762

Rotation Loadings

Sums

of

Squared

Total

% ofvarian ce

Cumulative %

46,160

3,054

38,181

38,181

58,922

1,659

20,741

58,922

Tabla 4: Total variance explained. Extraction: Principal axis factoring, dimension 2 The factor 1 is named: ICT tools used occasionally. Within this factor we can consider word processing, presentation software, Internet use, management of email and the use of software applications in classroom. These tools are known by teachers in the sample, they can potentially be applied in teaching-learning process when teachers deem it appropriate. Factor II is named: ICT tools rarely used. This factor includes working with Web design, Webquest, Blogs and image editing software to design and develop educational activities. These tools are not well known by teachers in the sample, so they can hardly be applied in the teaching and learning processes. Despite the possibilities offered by these applications, this factor recognizes the fact that they are not applied in teaching.

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Component 1 2 2.1.-I use of word processor.

,852

2.2.-I search and browse on the Internet. 2.3.- I use e-mail address

,705 ,751

,314

,325

,752

Trabajo con diseño web para páginas, Webquest o blogs.

2.6. - I use educational software and educational applications (Pipo, Trampolin, ,707 Jclic, hot potatoes…) 2.7.- I handle presentation software or slide shows (Power Point)

,791

2.8.- I use image editing software (Photoshop ... ) to design and develop educational activities

,874

Tabla 5: Rotated Factor Matriz. Extraction: Principal axis factoring, dimension 2. Rotación Method: Normal, Varimax with Kaiser.

3.3 Interviews The use of interactive whiteboard (IWB), Internet and applications, have a large presence in the sample (17), reinforcing the importance given by teachers to these tools. Other tool get worse results, as Blogs (2) and word processors (1), and presentations (2), which obtained low values despite the opportunities they provide. A few teachers (5) use games and educational applications.

Graph 3: Code frequency in interviews, program HyperResearch

4

CONCLUSIONS

From the information collected in the study, in relation to the analyzed dimension, we reach to conclusions, which intend to assess the use of ICT in pedagogical practice, identifying the tools that teachers know how to use and those that they actually use in classroom. 1. The vast majority of teachers are able to use word processor, so we can ensure that teachers have sufficient skills to promote activities using this application in classroom (table 1_2.1). Although interviews did not consider this tool as important. 2. We can appreciate that a good number of teachers know how to use educational software and applications, enabling interactive activities through variety of programs. (Table 1_2.6)

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3. Most teachers are able to browse on the Internet and handle e-mail, so we can ensure that teachers have sufficient skills to promote activities using these applications in classroom. (Table 1_2.2) (Table 1_2.3) 4. The data shows that half of the teachers are able to take advantage of multimedia presentations (Power Point) (table 1_2.7). In this sense, from the interviews, we see an interest in using the whiteboard, hardware and other applications 5. There is no handling of Linux operating system or image editing (Gimp, Photoshop ... etc), despite the potential to create didactic materials and project development. (Table 1_2.5) 6. There is hardly any use of the advantages of Web design, Webquest, or the immense possibilities of using blog for teaching purposes, so the possibility of interaction from digital and Web-based communication activities are reduced. (Table 1_2.4) 7. Male teachers use educational software, educational applications, web design and Blogs in greater proportion that female teachers. In addition, men keep a reflective practice so they usually search for better inclusion of technology in practice. Moreover, female teachers consider, in a greater proportion than men, that there is cooperation and collaborative culture among teachers to apply ICT. (3.1) 8. Word processing, presentation software, Internet use, management of email and the use of software applications in classroom are used occasionally, whereas, Web design, Webquest, Blogs and image editing software are rarely used (3.2) 9. Only a minority of teachers use Webquest, Blogs, image editing programs or Linux system. By contrast, the interactive whiteboard and Internet use have positive reviews from the sample. (3.3) We assure, therefore, that there are some tools that are used occasionally, such as word processing, the Internet use and educational software, whereas, Web design, Webquest, image editing and Blogs are hardly used. In short, there are tools that are used moderately or very little, while others are hardly used, so the balance on the use of technology by teachers has to be improved. The use of Blogs has a great potential for communication, great possibilities for written language, interaction, motivation, interactivity, creativity and participation. Taking into account all these benefits, it is essential to train teachers to enable the use of Blogs in educational contexts and take advantage of its many advantages.

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MARTINDALE, T., & WILEY, D. A. (2005). Using weblogs in scholarship and teaching. TechTrends, 49(2), 55-61.

[2]

AMORÓS, L (2007) Diseño de Weblogs en la enseñanza. Edutec. Revista Electrónica de Tecnología Educativa. Núm. 24 / Diciembre 07. edutec.rediris.es/Revelec2/.../lamoros/lamoros.htm. Consultado el 14/10/2010

[3]

TORRES, V. (2009) ¿Por qué las bitácoras electrónicas (Blogs) se usan poco para estudiar ciencias físico matemáticas? Edutec. Revista Electrónica de Tecnología Educativa. Núm 29/ Julio 2009. Consultado 14/10/2010.

[4]

INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION (2007). National Educational Technology Standards for Students. http://www.iste.org

[5]

Drexler, W, Dawson, K. And. Ferdig, R.E. (2007). Collaborative Blogging as a Means to Develop Elementary Expository Writing Skills Electronic Journal for the Integration of Technology in Education, Vol. 6. ejite.isu.edu/Volume6/Drexler.pdf Consultado el 14/10/2010

[6]

GOH, J.W.P., QUEK, C. J., & LEE, O. K. (2010). An Investigation of Students' Perceptions of Learning Benefits of Weblogs in an East Asian Context: A Rasch Analysis. Educational Technology & Society, 13 (2), 90–101..33

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GONZÁLEZ-SERNA, JOSÉ Mª . (2004). “Internet en la enseñanza de la Lengua y La Literatura. El web del profesor.” X Simposio de Actualización Científica y Didáctica de Lengua Española y Literatura celebrado en Sevilla

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PRITCHARD, A. (2007) Effective Teaching with Internet Technologies Pedagogy and Practice. London: Paul Chapman Publishing

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