BP2_2010031_EduUses4Blogs

“It appears that social species
have evolved a dual mechanism for
ensuring that social bonds are both
sought and maintained - you are
anxious until social contact is
achieved and, once this happens,
your anxiety is hopefully, although
not necessarily, replaced by feelings
of pleasure.”

Professor Keith M. Kendrick

Blogging provides a unique forum for social bonding in cyberspace. Educators have a fresh opportunity to utilize blogs to boost the education of the digital learner. Since I am a science teacher I would like to focus on the uses of blogs in science education. According to Brownstein & Klein (2006) fortunately “the focus has moved from “what” to “why". The authors recommend implementing three different kinds of science blogs, those created by the instructor, the class, and the student, to make use of blogging’s full potential. They encourage the use of a variety of blog types including video blogs, connect blogs, audio blogs, and photo blogs. Pedagogical benefits of blogs in education documented by Fertig &Tremmell (2004) include: 1.) they help students become subject- matter experts 2. ) they increase student ownership in learning 3.) they give students legitimate chances to participate 4.) they provide opportunities for diverse perspectives both within and outside of the classroom.

Right off the bat, I see science blogs offering me and my students a solution to one of my concerns about teaching in a face to face classroom, all students would have an equal opportunity to respond to the blog post, even the students who are reluctant to raise their hand in class. At times those quiet, shy students are overlooked in class but could find their voice on a science blog in cyberspace.

I am looking forward to researching current, free Web 2.0 tools that I can easily implement in my science classroom in middle school. Middle school students enjoy all forms of technology and do not hesitate to try out new web tools. My students are not keen on reading the directions, will occasionally watch a tutorial on YouTube, but most of the time they just leap into the program and experiment. Once they are immersed in the web they learn how to work the program much faster than their digital immigrant teacher. It boosts their self-confidence each time they remind me that they know more than I do. Little do they know that is a part of the lesson plan.


Brownstein, E., & Klein, R. (2006). Blogs: applications in science education. Journal of College Science Teaching, 35(6), 18-22. Retrieved from ERIC database.

Ferdig, R., & Trammell, K. (2004). Content delivery in the "blogosphere". T.H.E. Journal, 31(7), 12. Retrieved from ERIC database.

Kendrick, K. (2004). The neurobiology of social bonds. Journal of Neuroendocrinology, 16(12), 1007-1008. doi:10.1111.1365-2826.2004.01262.x.