A Case Study of Classroom Blogging in Three Elementary Schools

Betty M. Ebrecht, Heng-Yu Ku


The purpose of this study was to explore how three 3rd – 5th grade teachers used classroom blogging as an instructional activity to support students’ literacy and technology skills.  A qualitative case study was used as the methodological approach and four data sources were analyzed.  Results of the study suggested teacher-participants implemented classroom blogging as a way to enhance student literacy skills while introducing and practicing a number of essential technology skills.  Teachers described classroom blogging as a collaborative activity that could be easily embedded into existing literacy instruction.  In addition, student-participants were positive about how blogging directly supported acquisition of their literacy and technology skills.  Finally, teacher-participants and student-participants offered eight key recommendations to others in the learning community.


blogging; elementary education; literacy; technology; web 2.0

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