Journal of Technology and Teacher Education
Blogging as social activity, or, would you let 900 million people read your diary?
CSCW '04 Proceedings of the 2004 ACM conference on Computer supported cooperative work
Communications of the ACM - The Blogosphere
Dispatches from Blogistan: A travel guide for the modern blogger (VOICES)
Dispatches from Blogistan: A travel guide for the modern blogger (VOICES)
Pedagogical lurking: Student engagement in non-posting discussion behavior
Computers in Human Behavior
The phenomenon of blogs and theoretical model of blog use in educational contexts
Computers & Education
Factors influencing secondary school teachers' adoption of teaching blogs
Computers & Education
The educational affordances of blogs for self-directed learning
Computers & Education
Using blogs to support learning during internship
Computers & Education
Collaborative knowledge building with wikis: The impact of redundancy and polarity
Computers & Education
Journal of Computer Assisted Learning
Prompting authentic blogging practice in an online graduate course
Computers & Education
Understanding promotions in a case study of student blogging
Proceedings of the Third International Conference on Learning Analytics and Knowledge
Examining the blog use in a faculty development programme: a multiple case study
International Journal of Learning Technology
Blog Content and Structure, Cognitive Style and Metacognition
International Journal of Technology and Human Interaction
Use of blogs in pre-service teacher education to improve student engagement
Computers & Education
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Accompanying the emergence of blog technology as a dominant online publishing paradigm is a growing interest in its educational benefits and applications. This study sets out to develop an empirically grounded framework for educational blogging in the context of teacher education. A working framework was first proposed that highlights four areas: self-expression, self-reflection, social interaction, and reflective dialogue. An exploratory study was then conducted to examine the framework by involving two groups of student teachers during their teaching practice. This study revealed that the salient values of blogs centered on emotionally charged and social-oriented individual expressions as well as self-reflection. The interactive functionality of blogs was used mostly for exchanging social support rather than reflective dialogue. A new dimension - blog-reading - has emerged through the investigation and been added to the original framework. The findings can contribute to a better understanding of the educational values of blogs and their meaningful applications as educational media.