“Some ‘‘really amazing’’ blogging is being done in Victorian schools, and often the best work is being done by younger students, says James Farmer, the former Deakin University education technology lecturer who left academic life in 2005 to establish Edublogs, his blog-hosting website, as a global operation.
Mr Farmer now has 20 staff in a dozen countries, and his site hosts the blogs of a million school teachers and their students, along with just as many academics and thousands of universities, government departments and school districts on almost every continent. For all that, he says, ‘‘Around the world, the Victorian Education Department is our biggest client and has created its Global2 webpage as a free Edublogs campus site, with thousands of teachers and their students as bloggers.’’
Mr Farmer says blogging appeals to teachers and children from prep to year 12 for much the same reason he originally started blogging.” >> read more
This article by ‘The Age‘ is a story about blogs becoming part of education at Primary Schools. It focuses on one primary school teacher in particular (Mrs Morris) who realised how blogging could be a tool for teaching “reading, writing, speaking and listening.”
The article is very positive. It portrays the relationship between blogging and education as one with only good results. The people interviewed for the article had only nice things to say about blogs as a part of education, or were only quoted on the good things. A lot of different information was given about blogs and how they were being incorporated into learning, however the information mainly outlined how easy the process was, and the good things that have come from blogging in the classroom.
“Blogging changes how you learn, [it] motivates children to improve their reading and writing literacy skills [and] gives them the chance to express their own thoughts and opinions,” Mr Farmer said.
While the relationship between blogs and education might only have positive results, the article has no professional opinion to prove this. It also doesn’t have a wide enough range of sources to show the opinion of the public. While the article didn’t bluntly say that “blogging + education = good”, and did use the opinions of relevant sources and not their own, it didn’t include other sources that might have different opinions.
If they had asked parents what their opinions of blogging in schools were, they may have responded that it was confusing for both them and their child and they thought only the basic practical education should be taught to children at primary school.
If they had asked students what their opinions of blogging at school was, they may have responded that they found blogging boring and difficult, and didn’t understand what the purpose of blogging was.
To write a balanced version of this news story, ‘The Age’ would need to interview further relevant sources, such as people who are effected by blogging in schools, and include their opinion in the story. If they had interviewed a professional who had studied that nature of blogging in primary schools and had found statistics that proved students benefited from the relationship, the article would aslo have more credibility.