BLOGGING CONSTRAINTS ALEXANDRA DUARTE & PHD MARK DAUBNEY
Concerning Teachers (1) Blogging is a challenge “due to schedule constraints, overflow of information, resistance from students, and constraints on educators and their institutions” (Arena, 2008); Issues as accessibility, namely inequitable access from home, and safety have to be considered (Ray, 2006), especially now (Comissão Nacional de Proteção de Dados, 2016);
ALEXANDRA DUARTE & MARK DAUBNEY, PHD
2
Teachers (2) Tiring to monitor pupils’ updates regularly (Wu, 2008); Despite their usefulness, blogs are better used to amplify rather than replace traditional writing assignments (Huang, 2016). Cruz & Carvalho (2006) had already suggested it could be used as a complement to in-classroom teaching;
ALEXANDRA DUARTE & MARK DAUBNEY, PHD
3
Concerning Pupils Inability to provide constructive feedback due to their low proficiency in L2 (Huang, 2016); Limited pupils’ activity as all takes too long, feelings of anxiety and fear of exposition as well as being ridiculed by more able peers (Lin, Groom & Lin, 2013); Wrong assumption to consider that today’s generation of tech-savvy pupils would enjoy blogging (Hungerford-Kresser et al. 2012) Frequent writing may not necessarily improve writing if pupils don’t make an effort to express their ideas clear and correctly (Wu, 2008). ALEXANDRA DUARTE & MARK DAUBNEY, PHD
4
Biblio- & Webgraphy Arena, C. (2008). TESL-EJ 11.4 -- Blogging in the Language Classroom: It Doesn’t “Simply Happen.” TESL-EJ, 11(4). Retrieved from http://tesl-ej.org/ej44/a3.html Comissão Nacional de Protecção de Dados. (2016). Deliberação No 1495/2016. DGE. Retrieved from https://www.cnpd.pt/bin/orientacoes/DEL_1495_2016_dados_alunos_Internet.pdf Cruz, S. C., & Carvalho, A. A. (2006). Weblog como Complemento ao Ensino Presencial no 2o e 3o Ciclos do Ensino Básico. Prisma.com, 3, 64–87. Retrieved from file:///E:/2016_2017/Blogging Docs/Printing Stuff, March2017/Weblog como Complemento ao Ensino Presencial.pdf Huang, H.-Y. C. (2016). Students and the Teacher’s Perceptions on Incorporating the Blog Task and Peer Feedback into EFL Writing Classes Through Blogs. English Language Teaching, 9(11), 38–47. http://doi.org/http://dx.doi.org/10.5539/elt.v9n11p38 Hungerford-Kresser, H., Wiggins, J., & Amaro-Jimenez, C. (2012). Learning from our mistakes: What matters when incorporating blogging in the content area literacy classroom. Journal of Adolescence & Adult Literacy, 55(4), 326–335. Lin, M. H., Groom, N., & Lin, C. Y. (2013). Blog-assisted learning in the ESL writing classroom: A phenomenological analysis. Educational Technology and Society, 16(3), 130–139. Ray, J. (2006). The Educational Use of Blogs (aka Edublogs). KAPPA DELTA PI RECORD, 42(4), 175–177. Retrieved from http://files.eric.ed.gov/fulltext/EJ738088.pdf
Wu, W.-S. (2008). Using blogs in an EFL writing class. In S. Priya (Ed.), Netlingo: The metamorphosis of language (pp. 86–99). Hyderabad, India: The Icfai University Press. ALEXANDRA DUARTE & MARK DAUBNEY, PHD
5