Weblog in education.

Two current shortcomings of education could be addressed through weblogging technologies. The former is highly problematic throughout K-12; it is not a major problem in graduate school. The latter remains a problem at all levels. <?xml:namespace prefix = o ns = "urn:schemas-microsoft-com:office:office" />

1. Constraints on Students As Active Producers of Knowledge
   1. in most schools students have little access to
      • primary sources of information (NY Times, Dirio de Pernambuco, meteorological data, museum artifacts) and to

      • multiple interpretations of complex events (history and current events are typically presented from a single view posing as factual)

      • simulations

   2. students’ expressions of their understanding and beliefs are chanelled through the "test and essay grinder" (assignments given to them by teachers); Drawbacks include:
      • stultification: students feel their contributions are given exclusively in response to course requirements, to doing the teacher’s assignments;

      • isolation: students’ ideas do not benefit from the considered reflections of others.

      • devaluing of emergent ideas: students are discouraged from registering their thoughts before being polished or in final form.

2. There is a firewall around the classroom
   1. Research about learning and teaching in classrooms is not built into the present system. Researchers are viewed as intruders into schools. At best researchers encounter the benign tolerance of administration and staff.
   2. Curriculum developers are shut out of the system. They occasionally gain restricted access in order to field test curriculum materials.
   3. Teacher education has little access to everyday learning and teaching (This is somewhat improving as teacher education courses draw increasingly upon video taped classroom episodes.)

[For the following, assume that the sticky privacy and permissions matters have been sensitively dealt with, and that people’s blogs are seen only by those who have appropriate permissions to see them. Students themselves would have a degree of control over the permissions structure of their blogs. Failsafe security is essential to the trust of users throughout the system.]

Student weblogs could allow students to keep track of their thinking over time, to pose issues, to receive comments by others. Imagine a science student expressing how she initially understood heat and temperature, how a particular comment or finding caused her to rethink her ideas. She could link to web sites that were helpful to her, to points made by other students that clarified things. She could keep certain sections private, others open for public discussion, others to discussion by students only.

Teacher weblogs could allow teachers to keep track of their own ideas over time. Certain sections could be open to students, others to teachers, some to both.

Researchers would find a treasure trove of things to study in weblogs and online discussions. They wouldn’t have to physically enter classrooms and disrupt ongoing discussions. Researcher weblogs would let researchers document the evolution of their research over time and to share their thoughts with others.

Curriculum Developers could access examples of student’s, teachers, and researchers’ thinking. A developer weblog would serve the developer, but it would allow researchers to understand how developers think and make decisions over time.

Teacher educators could discuss examples from actual classrooms. Teacher educator weblogs would document the evolution of their thinking over time. Teacher education itself becomes a documented field subject to study and analysis.