期刊名称：Journal of Research and Practice in K-20 Education
电子版ISSN：2328-5281
出版年度：2015
卷号：1
期号：1
语种：English
出版社：Scholarly Exchange, Inc
摘要：Struggling writers need additional support to become moreproficient writers. However, teachers donot always have the time necessary to provide face-to-face instruction. Through survey responses and reflectivejournals, this study examined 29 teachers’ perception of the effectiveness ofusing an online blogging tool, Kidblog, to plan and provide writing instructionfor a struggling writer. After eightweeks of using the blogging tool, teachers found the tool to be more effectivethan they had originally thought it would be. Teachers were able to evaluate their students’writing progress, and students’ engagement with the writing process increased. Additionally, the online format encouraged theincorporation of other online tools. However,the teachers also identified some barriers to using the blogging tool. Teachers missed the face-to-face interaction andindicated that students may need stronger keyboarding skills to use Kidblog effectively.
