Academic Bloggers, Commenters, Lurkers and Non-Bloggers: How and Why In-Service English Teachers Blog

Autor/inn/en	Rybakova, Katie; Witte, Shelbie
Titel	Academic Bloggers, Commenters, Lurkers and Non-Bloggers: How and Why In-Service English Teachers Blog
Quelle	In: Technology, Pedagogy and Education, 28 (2019) 5, S.575-588 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2019.1683065
Schlagwörter	Electronic Publishing; Web Sites; English Teachers; Teacher Attitudes; Faculty Development; Literacy; Teaching Methods; Language Arts; High School Teachers; 21st Century Skills; Educational Technology; Technology Uses in Education + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; Web-Design; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachkultur; High school; High schools; Oberschule; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Twenty-first-century literacy skills require teachers to engage students with digital tools in meaningful ways - it is also imperative that teachers utilise these skills themselves to enhance their abilities to address these skills effectively in their classrooms. In this article, the researchers disseminate the results of a qualitatively driven study in which eight National Writing Project in-service English teachers were interviewed and lesson plan data were collected with a focus on blogging practices. Ultimately, the results of this study are structured to showcase how teachers used blogs for professional development and how this participation influenced their definition of twenty-first-century literacies and their instructional practice. The results indicated the need to emphasise the collaborative and communicative components of twenty-first-century literacy skills and the need for teachers to engage in these practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01