Blogging within a social networking site as a form of literature response in a teacher education course

Abstract

The purpose of this qualitative study was to document how pre-service teachers in a children’s literature course experienced blogging on a social networking site as a form of literature response. Understanding how pre-service teachers experience these tools can inform the ways we instruct them to integrate Web 2.0 tools into their teaching. Analysis of the data revealed three themes: (a) Not social but socially influenced; (b) excitement for blogging; and (c) discussion. Results underscore the importance of educating pre-service teachers about the role and potential of technology in literacy instruction by modeling uses of technology that promote literacy learning.