Integrating Blogs as Cognitive Learning Tools: Designing and Evaluating Real Blogging
Abstract: Integrating web-based communication such as blogs besides enhancing the teaching and learning process; is a great challenge for educators. The purpose of this study is to examine how blogs can be integrated as cognitive-learning tools in order to achieve specific learning objectives. The study examined and evaluated the educational blogs and lessons plans developed by pre-service teachers. Analysis of the data conducted using the MonoConc Pro 2.0 Software and the Bloom’s digital taxonomy. The results showed that pre-service teaches did not manage to fully and educationally exploit blogs characteristics in order to achieve “learning with real blogging” and higher order skills. A great necessity for educators training and the importance of developing a pedagogical framework to guide blog integration as learning-cognitive tools in the teaching and learning process, revealed.
Presider: Nebojša Radic, University of Cambridge, Language Centre