Instructional Technology
Conference 2007

Title: An Examiniation of the Effects of Blogging in the Teaching of Writing in the High School Classroom

Name: Nicole Roth, Joseph C. Kush

Audience Level: beginning to intermediate

Audience: higher education faculty, K-12 teachers, principals, instructional technology coordinators

Length: 1 hour

Abstract:
Today’s high schools must continue to implement technology-rich, educational
experiences. Within English classrooms, traditional journaling activities that are shared
with instructors and peers have historically been effective teaching strategies. However,
blogging has the potential to make the process of journaling easier and more interesting
for students. This presentation will examine how the implementation of blogging, as a
journaling activity, into the teaching and learning of writing can enhance writing skills
and increase enjoyment for high school students.

Description:
Significance
Now that blogs are more readily accessed and executed by a larger population,
educational purposes continue to be explored. In fact, blogs have become so mainstream
in today’s society that many schools have added courses in blogging to their curricula and
in an effort to remain current. Yet, while blogs have been utilized for a number of years
and continue to increase in number, depth, and scope, the efficacy of their instructional
value has yet to be adequately addressed.

Purpose
The objective of this study will be to compare the overall progression of writing
proficiency and level of enjoyment experienced by three groups of students; those who
progress through a required ninth grade Writing Unit and practice writing through
handwritten entries in traditional blue books, those who progress through the same
required ninth grade Writing Unit and practice writing with word processing tools, and
finally, those who progress through the Writing Unit and practice writing through an
invite-only class blog. Ultimately, this study will attempt to determine if there are
significant differences among the three groups in the progression of their writing
proficiency and skill, and in their overall enjoyment of the instructional practice.
Instrumentation and Procedure
Holistic, instructor-created assignments will be administered throughout the course of
study and will look at such criteria as whether students were able to integrate and
synthesize the concepts and principles discussed in class into their writing, if they were
focused, showed critical thinking skills, were able to smoothly integrate outside
resources, include relevant personal experiences, and were able to do so in a timely
manner. These assessments will be administered in an attempt to ensure high quality
journal entries regardless of medium and participation status throughout the research
study.

Evaluation
The first test (pre-test) will be administered to all participants before the start of the
Writing Unit. This test will provide approximate base-line information as to the overall
writing skill level of each of the three test groups at the start of the Writing Unit. This
test, as with the final exam for the unit, will consist of current Pennsylvania Department
of Education writing prompts that are appropriate for the 9th grade level. Upon
completion of the Writing Unit, all students will be given a post-test that will be assessed
in the same manner as the pre-test. Again, individual student results will not be
available; only group averages. Focus will be placed on tracking the progression, or lack
thereof, of writing proficiency and skill among the three distinct journaling groups over
time.

Presentation Goals
Participants attending this presentation will be exposed to a research methodology
designed to evaluate the effectiveness of classroom blogs. A best practice approach to
implementing blogs for English and Literature assignments will be provided as will an
opportunity to engage in group discussion.

Session Type: Lecture/Presentation

Contact information/affiliation:
Nicole Roth
327C Fisher Hall
Duquesne University
School of Education
Pittsburgh, PA 15282
(412) 396-1151 (voice)
(412) 396-5585 (fax)
roth.nicole@bpsd.org

Joseph C. Kush
327C Fisher Hall
Duquesne University
School of Education
Pittsburgh, PA 15282
(412) 396-1151 (voice)
(412) 396-5585 (fax)
kush@duq.edu