Starting with "WOW!"... There is so much out there that can significantly enhance both my instruction and my students learning. In almost no time I had gained access to a professional development module intended to improve language instruction in 12 key areas complete with online video access based on application of the methods in real classrooms. WOW! I found a teacher's blog that required student writing to be posted on the blog where others can view and comment on the pieces. WOW! I am craving techniques to create a wider audience base for my student's writing and this seems to be a great opportunity. I found readers in Spanish for all grade levels. WOW! I am glad to be on the verge of summer to return to these resources as I plan for next year. And that brings me to my second reaction... how is there enough time in the day to find these sites, learn new things, and how do people have enough hours in the day to create these blogs? I am awed by the time it must take to create and manage a blog. Lot's to think about but definitely a vision of where my instruction will be going.
Thing 2 asks for an assessment of a good blog. The blogs that I preferred were specific to my needs and interests, had hyperlinks to their recommended sites, were appealing visually making them easy to read with a user-friendly layout, and to-the-point entries. In general the blogs were very generous in highlighting good sites/resources that the bloggers had found, sharing instructional successes, and keeping a focus on language learning. I left many of these blogs anxious to visit again which answers my question about how do blogs get a following. Based on my actions, if you are interested in the bloggers topic then it is worth the time to read the blog and to return to it. I now have several bookmarked as I am anxious to return. So a good blog matches a topic of interest to a reader, offers valuable content in that interest, and leaves a curiosity about what the blogger will add next.
Thing 2 asks if blogs could enhance my existing school web site. The answer is definitely "yes" but time still seems problematic. I need to learn more. I could add daily summaries of class content to help lift the load of student absences and catch-up. Would students read the daily summaries? Does it become simply a matter of training and habit that they would reference the blog? I see potential for student writing to become a part of the blog. Can I train myself to shift from correction mode to response mode? Is that enough to ensure improvement and development of strong language skills? I see a lot of potential but need to visit more blogs to find the most advantageous elements to add to my web site which is mostly a calendar with useful links.
Thing 2 asks if blogs are an easier way to self-publish. Students could have amazing opportunities to write for real people, write to real Spanish speakers, and have real people other than me respond to them. Yes, it is an easier way to self-publish but I do not yet know how to manage it all. I am strongly attracted to the student audience aspect as I think that students value this broader audience, make a better effort when their peers are involved, and could benefit from the peer feedback. Here I believe that the peer responses are going to be more valuable than the peer editing we do in class. Students live typing messages to each other; blog responses would be a very natural technique for real second language use.
My instruction in the future will be different than my instruction of the past. The Web 2.0 world gives me a more interactive style and I have to learn to incorporate these elements into my classroom. My students now how to navigate this world. I have to shift to a delivery system that works with these elements. I can see glimpses of where I am going but I need more knowledge. So, Teach me! Teach me! Teach me!
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