Beyond Social Networking: Building Toward Learning Communities

Reynard, R. (2009). Beyond social networking: building toward learning communities. Campus Technology, Retrieved from http://campustechnology.com/Articles/2009/07/22/Beyond-Social-Networking-Building-Toward-Learning-Communities.aspx?Page=1 

Summary:

Reynard focuses this article on the purpose of social networking, its place in a classroom, and the vitality of expanding student's knowledge and use of information to share ideas and knowledge with other people.  By focusing on the uses of social networks and their impact on our society, she distinguishes that while an integral part of our world, they must be used with caution and purpose.  Web 2.0 technology offers much for its users, but again, must be understood and adapted when appropriate. 
Focusing on learning with social networking, the author maintains that using social networking sites to connect with students, or to connect students to information must be done with caution.  When teachers breach the privacy of their students, or vice-versa, troubles may arise.  By only utilizing the networks when doing group assignments, or implementing particular class pages, students will see the use of the networking site as relevant and interesting, rather than invasive.  Social networking offers learning a community to share ideas and information, but teachers must remain present and incorporate a variety of tools to help keep the learning relevant.  Including the use of blogs, wikis, and personal web sites are a great way to share information as a class, when done with safety and precautions. 
Other valuable aspects of social networking include publishing ideas and receiving feedback from multiple sources, other than just the teacher.  Also, the value of learning to communicate with others is a plus, which includes learning to negotiate, simulations, and collective intelligences.  Students who engage with others in new venues often succeed in school for they are presented with multiple opinions, ideas, and criticisms.  However, above all it is the duty of the teacher to ensure that this shared knowledge is done consistently in a safe environment for students.

Response:  
Ruth Reynard offers great insight into the value of social networks in this article, and provides helpful tips for teachers who desire to implement them within a classroom.  While many see the use of social networks as mere a word processing device, her opinion that these networks open the doors to a world of new ideas and creativity helps teachers and administrators understand the importance of using them in the classroom. Most students today realistically have a social networking site, therefore teaching safe internet precautions is simply common sense at this point.  However, moving beyond the 'social' aspect of these sites and into the sharing of knowledge is what Reynard stresses as key.
I found Reynard's information about publishing ideas quite helpful.  When a student is given a task, no matter how menial or valuable, if they only believe it will get read by the teacher, most will not put as much work or thought into it, than if it were read by more people.  Knowing information would be published effected the attitude and product of many students, all resulting in more quality work.  The same goes for a student sharing their findings with others.  Feeling accomplished in something definitely creates meaning for learning, and thus helps students more effectively in the long run.  And that, I believe, is reason enough to incorporate social networking in the classroom. 

Non-Profit Using Technology to Teach Kids Real World Lessons

Balkin, A. (2008). Non-profit using technology to teach kids real world lessons. NY1, Retrieved from http://www.ny1.com/1-all-boroughs-news-content/top_stories/?SecID=1000&ArID=78041 

Summary:

The non-profit organization Global Kids is expanding the virtual reality gaming world to classrooms and students around the country.  Not only are they able to make specialized programs for schools, including anti-bullying and community health software, but students are able to engage in new technology and learn at the same time.  Many districts lack the funding to incorporate this new technology, but Global Kids offers grants to schools to help support their need for new technology. 
In these virtual worlds students can create characters, alter their environment, interact with others, and express themselves in new ways.  Because the program is only open to 13-17 year old students, with limited adult involvement, it is a safe place for students to express themselves.  Global Kids wants to create spaces for students to explore creatively, while learning at the same time.  This non-profit's ability to create learning environments that cost little money compared to a real life simulation of the same experience means that more students benefit over the long run.  Also, since most teens find the computer work fun, more like a video game, their levels of engagement and interest are far higher than if working in a more traditional environment.  Overall, the work that Global Kids puts into making sure the students are experiencing new and different things means this virtual reality will definitely pay off.  

Response: 
I believe programs like "Second Life", "Beat Bullying", and "Dream It Do It", all created by Global Kids, are extremely beneficial for today's youth.  Because schools have limited resources, virtual reality programs offer new experiences and a plethora of materials for the students to utilize beyond classroom resources.  Also, teachers can use the program to stimulate creativity and enhance presentations, especially since students are learning more and more about technology as they operate the program.  Not only does Global Kids provide a great outlet for students to learn within, but it helps teachers accomplish their goals as well.
I am confident that were schools to spend a small amount of money to incorporate this program into their district, the benefits in student learning would be tenfold.  Because many experiences are impossible to have with a class of students, whether due to funding or even the logistics of moving so many people, any number of Global Kids' programs eliminate those effects.  Providing students with new experiences to help them learn better is a primary purpose of teaching.  I hope to provide my students with unique experiences that will help them absorb information more aptly while engaging their attention.  

Tech Without Support: IT Snags Hamper Schools' Technology Use

Moses, A. (2008, June). Tech without support: it snags hamper schools' technology use. Eutopia, http://www.edutopia.org/ikid-school-technology-support.

Summary: 

Moses introduces this article by painting the picture of an active eighth grade classroom that flawlessly integrates technology with initiative.  Students are using an array of technology devices, including SMART boards, video editing equipment, and computers to complete a number of projects.  However, this scene is not as common as most would hope- but, for the first time it may not be for a lack of funding or resources, but rather human support. Many teachers are able to successfully use the equipment provided, but because technology breaks, obtains viruses, and often shuts down, they are not able to use what has been given.  Moses writes about the struggles of teachers and students to use their materials when little support is offered for maintenance of the machines.  

Many districts have come up with solutions to the lack of personnel, looking within to hire capable, tech savvy employees- often students.  Some schools have technology clubs that students can join where they earn money fixing the districts computers after school.  Using and teaching students not only provides a low cost option for districts, but students are able to learn valuable information along the way.  

Teachers are also stepping up and offering themselves when IT personnel are unavailable.  Some people sight concerns about students gaining access to the schools' databases as dangerous, but administrators are cited as claiming students do not need to enter the database in order to solve most problems.  Firewalls are in place to protect teachers and students' grades, and most tech troubles are troubleshooted and solved outside of that database. 

This article concludes with a return to the eighth grade classroom where tech savvy teachers and enthusiastic students have melded seamlessly to create an almost Utopian use of skill and ability.  While not all classrooms can flow as neatly as this one, many teachers can obtain the ability and resources to help their students learn more.  

Response:  

I felt inspired by this article to not only integrate technology into my classroom, but also to become knowledgeable about how to operate or fix the equipment.  I am aware that many districts are unable to pay for full time IT technicians, therefore if I hope to incorporate technology into my classroom, I have a responsibility to learn how it operates.  Though many districts are able to use their students to fix computers and other technology, I see the potential risk in involving too many students, as mentioned in the article.  However, helping students to learn about technology and how to maintain it will not only save districts money, but also helps the students future careers.  When students are given real-life problems and see the outcomes and how they are able to affect people, they will learn more and feel inspired.  Such skills are often expensive to develop, so by teaching them to students, both the district and students are benefiting. 

Educators Get A 'Second Life'

Starr, L. (2009). Technology integration: ideas that work. Education World, Retrieved from http://www.educationworld.com/a_tech/tech/tech176.shtml

Summary: 

 This article strives to make technology adaptable and real for educators of all backgrounds.  From PowerPoint, Word Processing, and the integration of SMART Boards, teachers will learn how to use the programs to further enhance the learning of students.  Because students are using new technology outside of school, teachers must learn to adapt these techniques in the classroom to make their lessons relevant to today's technological climate.  Starr begins the article by unpacking how teachers and administrators can use the internet and web sites as a tool for teaching.  She even offers a number of valuable sites for teachers to use, including www.refdesk.com, which has a site of the day, quotes, news links, and a number of student related materials that help incorporate learning with computers.  Many science teachers talk about their use of lesson plans involving web sites that can simulate earthquakes, track astronomy paths, or use scavenger hunts to help students track down information.  

Starr's writing about Excel, PowerPoint, and Word Processing tools are quite informative, especially if the teacher is not versed in technology integration.  Interestingly, Starr not only encourages to use the programs as teaching and lecture tools, but also for students to create presentations and share information.  Word Processors, now quite common in most classrooms, are valuable tools for students to get command of for their future, as using word processors will likely be required in future educations or jobs.  Also, for students who do not excel at traditional writing, word processing can help organize ideas and speed up the process so students are more successful.  Using chat rooms, email, or group web sites can be a great way to enhance students familiarity with word processors, while incorporating new internet skills.  

The article concludes with a word to teachers and administrators to remain cognoscente about how technology is changing and what they can do to support their schools towards remaining current with the times.  In order to advance the education system, using technology which makes learning more engaging and easier for the students will only help their progress, making it imperative. 

Response:  

    Starr's article offered some interesting tips for teachers and how to incorporate technology into their classrooms, but it seems geared for those not familiar with technology in any way.  I can see how her suggestions would help someone unaware with the advancing technologies of today, but for most others, it reads quite elementary.  However, the section about using the internet offered a number of valuable web sites for teachers and students.  I particularly enjoyed the Library of Congress website, www.loc.org, for it has an abundance of information for history teachers, as well as being easily navigable for students.  Such web sites can be difficult to find, but are immensely useful in a classroom equipped with computers.  Overall, I would recommend this article for someone unsure of how to use technology in their classroom, and even for those simply looking for new, creative ideas to incorporate for their students. 

Student Exchange, Without the Jet-Lag: Educational Collaboration in a Virtual World

Baedeker, R. (2007, March 21). Student exchange, without the jet-lag: educational collaboration in a virtual world. Eutopia, Retrieved from http://www.edutopia.org/student-exchange-without-jet-lag 

Summary:  
The students at Turlock High School in California's Central Valley get a chance to explore and interact that is out of this world.  Exploring "Second Life", an online virtual reality program created especially for the students allows them not only the flexibility to create personal avatars, environments, animals, costumes and activities, but also the chance to engage with students half-way around the world.  Starting as a virtual exchange program, the California school's faculty had the program created in hope of engaging their students with the 50 Japanese exchange students they will eventually meet.  The program, only offered to students and a select number of adults, provides an incredibly unique environment for meeting new friends across numerous time zones.  The students are able to bond over created and shared technology, while learning about each other.  
When the students are simultaneously online they are able to organize events and create activities for all participants in the program.  A Japanese-English language bar was installed for instant messaging, which will help with the learning of a new language and communication barriers that are inevitable. 



Response:
What the faculty, students, and parents are able to create in this California school not only utilizes fantastic new technology, but connects themselves to others around the world.  I believe that this type of communication is one of the most positive benefits to having new technology in the classroom.  Students are able to connect with other cultures and people without spending a lot of money, especially when it can be used for years after purchased.  The initial cost of implementing this type of programming can be quite expensive and difficult to organize.  After reading the article I wonder how online, free or inexpensive virtual reality programs might also benefit students and help create relationships.  A benefit to "Second Life", or any individualized program, is that one can monitor the users, thus eliminating any inappropriate content or relationships.  I believe that the internet can be an important tool for meeting new people, but also dangerous if done inappropriately.  When monitored correctly, as with "Second Life", students are able to explore, create, and meet new people in a safe environment. 
   The creative aspect of the program is also incredibly valuable.  Students are literally creating a new world, new characters, languages, clothing, environments, etc.  So many students are not able to express themselves in such a fashion because traditional learning does not account for their creativity.  However, technology is not only capable of enhancing creativity, but is able to enhance and move as quickly as students ideas.  They receive important skills by using the technology, and are able to create new ideas based on those skills. 

Podcasts: Where's the Learning?

Deubel, P. (2007). Podcasts: where's the learning?. The Journal, Retrieved from http://thejournal.com/articles/2007/06/07/podcasts-wheres-the-learning.aspx 

Summary:

Patricia Deubel works to defend the use of podcasts to increase and showcase student learning.  By first defining the word (POD- Playable On Demand, and Broadcast), podcasts are becoming increasingly useful thanks to Apple and iTunes.  Radio stations and National Broadcasting Systems often use podcasts to provide listeners with flexibility.  The popularity of the iPod also gave life to podcasts, for downloading podcasts to the devices allows for mobile playback.  However, Deubel also recognizes the misuse and lack of clarity which often accompanies student or amateur podcast recordings.  Yet websites and assistive technologies make using podcasts for content area presentations quite easy.  Deubel lists many resources for teachers, K-12, looking to incorporate podcasts in their teaching.  She also offers ways for students to create their own podcasts to showcase their understanding.  

Some uses for podcasts in the classroom include recording lectures, logging classroom weekly projects and assignments, reporting on field trips, sharing book reviews, and reviewing curricular content.  Students can participate by recording their podcasts for others or reviewing missed materials.  Many schools use podcasts to create radio programs which play on the school or class website.  Reviews of books, analysis of quotes, and offering class information are creative and fun ways for students to demonstrate their learning while utilizing valuable communication skills.  Pacing, volume, vocabulary and clarity are all a part of oral communication, and especially at the middle level, invaluable life skills.

The article continues with a promise of things to come, including the use of podcasts when utilized by students with disabilities and how to increase the quality of publications. 

Review:

I found Deubel's research into the uses for podcasting in the classroom very realistic and applicable for today's students.  It seems as though this creative measure of student comprehension would be welcomed by adolescents and even elementary age students.  The creative license available in producing something for others to enjoy is an empowering experience.  Also, so many disciplines can be utilized when making a podcast, including any content area information, as well as literacy and oral communication skills.  Classrooms that provide an outlet for various podcast production will likely see an increase in student involvement, which is a primary goal of educators. 
While the article offered a great deal of valuable information, it lacked the technical aspects of this technology.  Though the conclusion offered the attention in the next article, I found it disappointing it was not included, in any way, in the current publication.  I believe a lot of teachers would reject this technology if they do not know how to produce or monitor it, and therefore the creative application would be lost.  However, if properly understood, both teachers and students would greatly benefit from the technology and article. 

Monster Mash: Learning Real-World Skills in a Creature Creating Art Class

Bernard, Sara. (2008, February). Monster mash: learning real-world skills in a creature creating art class. Eutopia, Retrieved from http://www.edutopia.org/classroom-special-effects-studio 

Summary:
High School art class all too often recalls memories of skipping school, drawing on desks, gluing half-hearted macrame together, or making signs for the school dance.  However, at the Berea High School Visual Effects and Design class, students create and design their own projects, for themselves and high paying clients.  Bernard's article profiles this unique classroom and the teacher who gives students opportunities to learn and explore as the community, movie industry, or their imaginations deem appropriate.  Jim Bycznski, the class' founder and teacher works with the students according to their ability level in a hands-off fashion, allowing for their creative passion to take over.  Mentioned several times in the article, it is just this teaching style which attracts students to the classroom.  As they progress through the class they are given more difficult tasks, and many students return year after year to participate in projects.  
The classroom utilizes a number of machinery and technology to create their gory and monstrous creations.  Often the students will build a new piece of equipment to accommodate their needs for a particular assignment.  Movie industry professionals, local businesses and restaurants as well as personal collectors have solicited items from these creative students and are willing to pay.  
Many schools would likely gawk at the materials used in this classroom, for the advanced technology used and created cost a lot of money.  However, receiving payment for projects has enabled the class to develop even further, and while the school district provides some funds, the students who participate are asked to pay a $30 materials fee.  The cost seem very justified as the students in this class have often pursued careers in creative fields.  Because Bycznski incorporates many disciplines in the classroom, the students are more successful in other content areas as well.  Science technology and chemistry are required when painting or melding materials, fulfilling project proposals incorporate English and Literature, and researching industry products require a historical knowledge of the field.  This class seems to offer much more than macrame to the students, and all who attend are aware of the privilege they behold.

Response:
I found Bernard's article incredibly inspiring.  Learning about other educators dedication to creativity and student's interests fuels a desire within myself to learn more and stretch my abilities for my future students.  The many quotes included from students in Bycznski's class were also encouraging.  Their desire to explore independently, but with guidance from an expert increases my belief in being a facilitator in the classroom, rather than a dictator.  I hope that as I teach  my students, I will be an enabler in their education, helping them learn to help themselves, problem solve, and ask deep questions while knowing where to search for the answer.  The students in the visual effects and design class are encouraged to analyze problems and create solutions.  A foundational part of learning requires asking probing questions and searching for the answer.  I hope my students find my social studies class as valuable, interesting, and creative as the design class, and I will work to encourage creativity whenever possible. 

 

5 K-12 Technology Trends for 2010: A look at the top technology tools and trends to keep an eye on in the coming year.

McCrea, Bridget. (2009, December 10). 5 k-12 technology trends for 2010. The Journal, Retrieved from http://thejournal.com/articles/2009/12/10/5-k12-technology-trends-for-2010.aspx 

Summary:

In this article, Bridget McCrea speaks with technology experts in various fields as to what new developments are practical for classroom implementation and will actually remain viable options as resources constantly change.  The technology evaluated includes e-books, Netbooks, Smart-boards, personal tech. devices, and tailored curricula.  

E-books, according to J. Purdy, an analyst from Atlanta, the level of use is currently limited in the classroom due to the expense and lack of color or graphics.  For math and sciences in particular they are of little use.  However, as the technology advances and more schools are able to afford the devices, using e-books in lieu of textbooks will inevitably take over.  Not only will it diminish the stress on students backs from carrying books everywhere, but additional applications and materials available will increase the worth.  

The use of netbooks, or smaller, inexpensive laptops will also bridge the technological divide for students who do not have computers at home.  Access to word processors and the internet will increase their academic experience.  Smart-boards are also tools to help students learn as well as teachers teach more effectively.  Getting the students out of their seats and up to the board for interactive learning increases their classroom involvement and experience.
McCrea's acknowledgment of personal tech. devices 'infiltrating' the classroom is important for it both helps and hinders teachers ability to communicate with students, as well as their receptiveness.  While IPods and cell phones often are cause for distraction in the classroom, with technology limited and expensive, smart-phones are often of use for teachers.  Helping students utilize I-Phones and smart-phones for academic purposes will come in handy for many teachers in the coming years. 

Response:

As a teacher candidate I am aware and excited about the technological changes accompanying academia.  Students have more opportunities than ever to explore and garner information.  However, I believe without the proper instruction and tools they often miss out on those opportunities due to lack of teacher involvement.  I hope to challenge my future students to learn and explore new technology, and therefore found McCrea's article quite interesting in regards to what new technologies are available.  Yet I finished wishing more applicable information regarding the usage of each type of device were given.    

After reading McCrea's insights into the valuable technology for teachers in 2010 I felt slightly disappointed at the lack of insight into the various products.  The article was quite short and did not refer to any brands or specifics about the different technologies, but rather described each with limited detail and moved on.  As a young teacher I am quite aware of the technology available and realize that veteran teachers may find this information more valuable.  However, I was disappointed with her analysis.  

Inspired Writing and Inquiry

McKenzie, J. (2005, December 21). Inspired writing and inquiry. From Now On, 5(1), Retrieved from http://www.fno.org/dec05/writing.html

Summary: 

Jamie McKenzie points out the gap in American students writing scores and the technology available to students, claiming that with such strong technological components in schools, test scores should be much higher.  McKenzie claims that a disconnect exists between utilizing word processing equipment, or computers, to simply regurgitate ideas and to help expand or enhance the ideas in a writing process.  Many schools use a Six Trait writing process to help students write papers, but are lacking the Idea trait because students are able to copy ideas, rather than develop them. McKenzie writes, "National writing results have improved little since the arrival of computers and laptops because we have not exploited the special characteristics of electronic text and the features of mindware - programs like Inspiration™ and others that strengthen reasoning and the generation of ideas," (McKenzie, 2005). 

 It is the need to generate ideas, as opposed to simply copying or regurgitating them, that makes computers so valuable, but few educators take full advantage of the resources available.  Features such as 'availability', 'fluidity', 'permeability', and 'responsiveness' are all sited as benefits to using electronic text over pen and paper.  McKenzie encourages instructors to use computers to aid students before the final draft of a paper.  The reorganization and flexibility they offer throughout the writing process will ultimately make the Six Traits stronger and the transition through the writing process smoother. The article also offers fun sites with additional resources and ideas for incorporating the use of computers within a classroom.  I would recommend the site for any future teacher engaged in the humanities or arts.

Response: 
As a future teacher I am constantly interested in the latest technologies that will help my students, but now realize that even if I possess the said technology, I may not be utilizing it properly, or to its full extent.  As a student I rarely used the computer for anything other than typing a final draft, which makes sense considering that most schools lack enough computers for each student to use one for each step in the writing process.  However, even if computers are scarce, many programs are available to assist students, especially if working in groups or on larger projects.  There are so many applications available for creativity and writing that students are deserved if not taught how to fully utilize the programs.  By reading McKenzie's article I am aware of my responsibility to my students to introduce them to technology, successfully implement it into my requirements and assignments, and at the same time teach them the full breadth of uses.  Though ever changing, I believe I can stay 'on top of' the technology available enough to assist students in their learning. 

Logging History: Students as Archivists

Bell, A. (2003, August 5). Logging history: students as archivists. Eutopia, Retrieved from http://www.edutopia.org/montanaheritage 

Summary:

Ashley Bell's article dissects the work of Libby, Montana high school students in their Social Studies, History, and English classes centering around capturing the oral histories of their town.  Inspired by the decline in the local logging industry, students realized that much of the culture unique to their environment would be forever lost as loggers moved from the area.  With a desire to capture the culture of the community, a local philanthropist, along with a Library of Congressmen worked to restore community building where students could enhance the arts in the city.  Each year students work with teachers to gather oral histories of community members through the ALERT model; ask, listen, explore, reflect, and tell.  During the tell phase of the project, students use various multimedia to showcase their projects, including PowerPoint and desktop publishing.  A Heritage Day is dedicated to these projects each year where students display their work for the community.  Many students have the opportunity to travel to Washington D.C. to present their work, and some of the stories have even been archived in the Library of Congress.

Response: 
As a history major with an emphasis in oral histories I was extremely intrigued by Bell's article.  The students in this small Montana town have recognized the importance of preserving local history and incorporating the stories with national history.  Few students ever receive the opportunity to engage with their local history and the dedication of the teachers to these students seems remarkable.  Investing in the training to capture oral histories, develop projects/presentation, and emphasize the importance of Telling the histories is taxing on both the students, participants and teachers.  However, the work the Libby students have done to consistently maintain the project over the years is not only inspiring, but a reality of what hard work and determination can accomplish.  This article will inspire teachers hoping to achieve similar results with current students, as I know it will with my future students.  

Assistive Technology: Enhanced Learning For All.

Wahl, Lisa. (2003, August 5). Assistive technology: Enhanced Learning For All. Eutopia, Retrieved from http://www.edutopia.org/assistive-technology-enhances-learning-all.

Summary:

 Lisa Wahl begins her article with the assertion that we all have special needs.  In a day and age where technology advances, no one should lack an education because of mental, physical or developmental challenges.  Assistive Technology, or AT, while federally mandated in many cases, also exists to help students with learning impairments that are not regulated or defended by law.  AT devices include a pencil grip, special reading cards to highlight contrast, computer file books with headphone equipment for reading assistance, and vocal enhancement machines.  The article offers many real-life example of how various AT devices are used in a classroom setting, but the article tends to read disjointedly and slightly disorganized.  More a compilation of stories than data based assessment of the AT tools, Wahl targets the heart of the reader to empathize with those needing such equipment. 

Response:

I never considered the use of Assistive Technology devices for people other than severely disabled students.  However, after reading Wahl's article I am very intrigued at the advancement of technology and how dramatically such instruments can help students of varying ability levels learn.  Throughout my education in the MIT program I am learning more and more about the importance of accommodating my students in different ways, including emotionally, academically, and physically.  This article has opened my eyes to the diverse nature of products available for virtually any learning need a student may require.  Some of the products discussed are fitting for students needs that I have never even considered.  I look forward to using this article as a resource to assist my future students as their needs arise.  

Avoiding the 5 Most Common Mistakes in Using Blogs with Students

Reynard, Ruth. (2008, October 1). Avoiding the 5 Most Common Mistakes in Using Blogs with Students. Retrieved from http://campustechnology.com/articles/2008/10/avoiding-the-5-most-common-mistakes-in-using-blogs-with-students.aspx

Summary: 

Ruth Reynard addresses five common mistakes instructors make when requiring students to keep blogs for a class or assignment.  Reynard does a thorough job in both outlining and clarifying the mistakes in order to effectively implement blogging as an educational tool if desired.  The five mistakes include ineffective contextualization, unclear learning outcomes, misuse of the environment, illusive grading practices, and inadequate time allocation.  Because each of the discussed mistakes are issues Reynard confronted with her own students, the article offers keen insights and realistic solutions.  This article would be useful for anyone considering requiring student blogging, or even for those struggling with various assignment expectations.

Response:
I enjoyed Reynard's writing style but found some of the suggestion a bit redundant and overemphasized.  As a future teacher I am aware that clear expectations for assignments are necessary and see now how the same expectations must be outlined for a seemingly creative and open format.  Left unchecked, blogging could easily become a forum for 'brain dumping' information or even neglecting the root of the assignment at all.  I wonder how effective blogging is for students in lower grade levels, as Reynard only addressed it in relation to graduate students.  Her comments also reflected on her mistakes made with students, but did not offer any positive scenarios as to the effectiveness of blogging.  It would have been helpful to receive positive feedback on the process, but in highlighting the mistakes some of the benefits were naturally addressed.