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CHAPTER 1 SUMMARY

The World Wide Web, believe it or not, is only 15 years young. The first chapter
of Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms by Will
Richardson focuses primarily on the current evolution of the Web, utilization of such
technology as a tool for teachers, and the role of social learning in education. Tim
Berners- Lee began to develop the Internet in 1989. At the time, its purpose was to share
text and data. However, the development of the World Wide Web has exploded since
then. The new World Wide Web encourages collaboration between the world and us.
Unfortunately though, education has been slow to adapt to such new technology. The
potential for success with technology in education can be seen as the World Wide Web
has been utilized in politics, most recently President Obamas campaign, journalism, and
corporate America.
The abilities of the Internet have created a new way of communication. The
digital generation can now live their lives online. Knowing this, we must rethink the way
we communicate and allow our students to learn. Some important questions for us to
consider: What needs to change about our curriculum when students have the ability to
reach an audience beyond the classroom walls? What changes must we make so that it
becomes easier to share primary sources with our students? How do we rethink literacy
strategies when we must prepare students to now become editors, collaborators and
publishers? And, how do we as learners begin to take advantage of technological
opportunities? (Richardson, p. 6)
The biggest challenge to implementation of technology in the classroom is due to
the fact that most students today are far ahead of their teachers in technological literacy.
Not only are more and more children increasing their screen-time, but, the age that

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CHAPTER 1 SUMMARY

children are being introduced to such technologies is younger and younger. It is important
to recognize that as the speed of these technologies continues to develop, the gap between
teachers and learners will naturally widen yet if these tools are utilized appropriately we
have just as good of a chance of closing it.
Richardson says it isnt until we fully understand how these technologies could
facilitate global connections and conversations around our own passions that we can see
how they could help us as educators create powerful learning networks and communities
and see what we need to change about our curriculum and teaching practices
(Richardson, p. 8-9). It is important to realize that utilization of technology in education
is not just to digitize papers but also to encourage conversations, links and networks that
may grow from the technology.
Finally, Richardson includes a comprehensive list of tools that the web provides
for us in the classroom. These include: Weblogs, Wikis, Really Simple Syndication
(RSS), Aggregators, Social Bookmarking, Online Photo Galleries, Audio/Video Casting,
Twitter, and Social Networking sites. Each tool provides a different opportunity for
personal learning and potential to effectively enhance learning for students. Before
Richardson delves into any further talk of each tool, he stresses the importance of Internet
safety for our students. We must define what is acceptable for our students, how to filter
content, and how to react when something inappropriate is happened upon. As the teacher
in the classroom, we must also remember that before we publish any student work online
that we obtain parental approval first. Richardson recommends sending a letter home
describing the technology, security measures, expectations and goals.

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CHAPTER 1 SUMMARY

In conclusion, employing the web in the classroom is not as simple as it seems but
the opportunities it offers make it worth it for us as educators to learn it, practice it,
modify our pedagogies to create best practices for our students.

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CHAPTER 2 SUMMARY

The focus of this chapter surrounds Weblogs specifically pedagogy and

practice. A Weblog is an easily created, easily updateable Web site that allows an author
or authors to publish instantly to the Internet from any Internet connection. (Richardson,
p. 17) It is important to realize that Weblogs are not just a running list of content but
rather they are comprised of reflections and conversations that can be updated everyday if
not multiple times a day. The most successful blogs require interaction.
Aside from ideas, questions, and links, Weblogs can include graphics, photos,
video and audio files. Two new blogs are being created every second. It is important to
realize that blogging is not an accounting of the days events or feelings. In its truest
forms blogs promote critical and analytical thinking, is a powerful medium for increasing
access and exposure to quality information and combine the best of solitary reflection and
social interaction. (Richardson, p. 20) Blogs have been utilized in the classroom as
portals, filing cabinets for students work, collaborative space, knowledge management
and some schools have gone so far as to operate a school wide blog site.
Weblogs are very flexible. As a classroom portal, weblogs provide the
opportunity to communicate class information and to archive materials such as syllabus,
curriculum, rules, homework, handouts and presentations. No longer is the excuse, I
didnt know we had homework! applicable in the classroom when a teacher uses the
portal. Using a class portal also makes it easy for teachers who teach the same course to
communicate. As an online filing cabinet, the classroom can go paperless. The benefits
this provides includes: not misplacing work, organized work, and the ability to share
work. The filing cabinet also provides a comprehensive history of work that can be

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CHAPTER 2 SUMMARY

shared and searched. Similar to the filing cabinet is an e-portfolio. The difference
between the two is that the e-portfolio is a highlight of a students best work.
According to Richardson, Weblogs biggest potential is in its ability to act as a
collaborative space. The web opens up many possibilities for students to learn not only
from each other but also from authors, scientists, artists, celebrities, and other
professionals who can work side by side with the classroom via the digital space. The
collaborative space potential extends beyond students to teachers and colleagues, school
committees and groups, and districts.
Richardson then discusses how and why Weblogs are an important tool for
student learning. One, it is a constructivist tool meaning knowledge that is shared on the
blog is searchable and it can be accessed by a huger potential audience. Knowing that our
work can be seen by so many can be a powerful motivator and create a significantly
different mindset when doing the work. Second, it expands the walls of the classroom.
Collaboration is not only more accessible but it is more diverse. Third, blogs archive
learning of not only students but also teachers and provides opportunities for higher order
thinking and reflection. Fourth, the blog can be diversified to fit different learning styles.
Finally, blogging is a learning experience itself. Students have the ability to experiment
with the technology potentially fostering the want to research and learn more.
Posting to a weblog fosters a new type of writing genre called connective writing.
Connective writing requires critical thinking, clarity, writing with a purpose, and
collaboration. Again it is important to remember what blogging is reflective, analytical
and build on communication. Posting assignments, journaling and writing descriptively
does not constitute blogging as an academic exercise.

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Finally, before deciding to utilize a Weblog in your classroom, it is also important

to teach your students how to evaluate the reputation of the blog. Develop standards for
blog sources and search for an about me link that may lead to some background on the
author.
In conclusion, some classroom uses of weblogs include reflections of experiences,
posting class related information, posting assignments, posting writing prompts,
providing online readings, posting photos and comments on class activities, publishing
good student writing, providing how-tos, and exploring important and relevant
educational or world issues. Remember to encourage your students to blog reactions to
questions or photos, share ideas or opinions, share something new, and to even utilize a
blog to complete an assignment. Classroom teachers should strongly consider blogs as a
tool to deliver curriculum.

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7
Works Cited

Richardson, W. (2006). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for
Classrooms (3rd ed.). Thousand Oaks, California: Corwin Press.