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Why and How of Business Blogs?

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Home Page > Computers > Why and How of Business Blogs…

Why and How of Business Blogs…

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Posted: Oct 15, 2009 |Comments: 0
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Blog is short for Web Log or Weblog and the Blogosphere is the online blog world, some parts of which are hyperlinked extensively to each other.

This is the Wikipedia definition: Blog is short for weblog. A weblog is a journal (or newsletter) that is frequently updated and intended for general public consumption. Blogs generally represent the personality of the author or the Web site.

I recommend that you read lots of people’s blogs to learn what blogs are. Go to your favorite search engine and type in the word ‘blog’ and the subject you’re interested in. For example, ‘web design blog’, or ‘blog music’, or ‘sports blog’. You’ll find lots of blogs that way.

Blogs have become a way in which regular, non-technical people can post information to the Web as easily as they can access it.

Why Are Blogs So Important?

Well, they’re not that important, yet. But they could be soon, and most likely will be. In fact, some would argue that they are already vital in today’s Web business world. I am not ready to agree to that yet, but it is becoming more obvious to me over time that blogs can no longer be ignored in business.

Online businesses can benefit from blogging by taking advantage of a vehicle for easily posting new, original, and business-related content on a regular basis.

Here Are Some More Business Benefits Of Blogging:

* Blogs help to position you and/or your company as experts and leaders in your industry.

* They’re interactive in nature. At the end of each blog entry is usually a link that allows anyone to add their own comments to your blog entries. This allows your customers and potential customers to make comments about your products or services or ask you questions to help them in their buying process.

* Blogs are marketed easily and quickly by their RSS feeds.

* Blogs allow you to stress your choice of products, services, relevant news stories, quotes, pictures and more with your audience, customers and potential customers.

* People are generous with adding links to your blog if the content is good, especially within their own blogs. More links means more traffic and better search engine rankings.

Here Are Some Ways In Which You Can Make Revenue From Your Blog:

1. Selling advertisements. Whether you use banners or text links, if your site draws a regular audience interested in your blog topics or theme, try to offer ad space to organizations that are looking to market to your audience. In fact, if your blogs becomes really popular then advertisers will call you.

2. Offering Google’s AdSense. Google’s website explains, “Google AdSense is a fast and easy way for website publishers of all sizes to display relevant Google ads on their website’s content pages and earn money.” Learn more about AdSense.

3. Affiliate Programs. Affiliate programs allow Web sites that provide links to your site to receive payments or reciprocal advertising in exchange for promoting your Web site. In the case of blogging, this is reversed, where you post links within your blog, and collect money from the owners of those links when they result in a click-through and sale.

Here Are Some Websites Where You Can Get Your Blog Listed:

* BlogWise – http://www.blogwise.com

* Blog Search Engine – http://www.blogsearchengine.com

* Blog Hub – http://www.bloghub.com

* Blog Daisey – http://www.blogdaisey.com

* Get Blogs – http://www.getblogs.com

* Is Blogs – http://www.lsblogs.com

How To Blog For Business:

First you need to get blogging software. You can choose to create a blog that is housed on another site such as http://www.blogger.com (which is a blog service) or you can host it on your own Web server. I recommend the latter since the links that are developed by others pointing to your blog won’t be counted in the search engines. This is because the links are attributed to domains, so a link to http://MyNewBlog.blogger.com gives a link credit to blogger.com and not your domain.

If your blog is a business blog, you really ought to host your own blog as opposed to using a blog service. You’ll need the extra functionality and control.

If you plan on hosting your own blog and if you plan to use a UNIX Web server platform, then you need to go with blogging software such as Movable Type, for example. If you have a Microsoft Web server platform for your site, then you’ll need software such as BetaParticle blog. Here is a great list of various blog software: http://www.lights.com/weblogs/tools.html

Next you’ll need a database to hook your blog up to. The database is what stores the blog entries, among other things. If you don’t know if you have a database on or connected to your website server, or if you don’t know how to hook up your blog to your database, contact your host company or Web server administrator for help.

Once you have the blog set up on your domain (for example http://www.MyWebsite.com/blog) and you’ve hooked it up to a live database, you can start blogging. Generally, each entry is also a day. So you can write a new entry every day, or whenever you want, and that entry will show up on the blog at the top, moving older entries below.

You ought to think of a theme for your blog. In other words, your blog could be about your personal experiences in the industry you’re in. It could be about your company’s product reviews, or new services. It could be about your thoughts and opinions about issues related to your industry. It could be a place where you regularly find and list new resources to help others in your industry. The list is endless. But be sure to stick to a theme and be original. You want to offer something of value to your website visitors.

Sticking to a theme helps you position yourself for future advertisers and also makes for better reading for your visitors. Furthermore, you want to give a good impression with your blog with each and every entry if you want it to augment your online business. Finally, sticking to a theme helps with the search engines since it’s believed that engines determine website themes and use this information for ranking.

Of course your blog could be about personal things too. Many blogs are just that, an online journal. But since we’re interested in Web business here, I am discussing business blogs only.

What’s great is that blogs get indexed easily and quickly by search engines. Each entry is another “page” that can be potentially listed in Google for example, which will drive more traffic to your site.

Another neat thing about running a blog once it’s set up is that you do not need to be technical at all to make regular entries. This is helpful if you want to delegate the writing to someone else, since technical skills won’t be a prerequisite. This allows you to have the most qualified person regarding the blog’s theme and, hopefully the best writer, actually making the entries.

Be creative. Add images to your blog entries to spice things up a bit. Although blogging can be lonely, keep at it. Sometimes it seems like you’re just writing new entries each day for yourself only. It may be a while before someone chooses to add a comment to one of your entries. You may not hear from anyone for a long time. But that doesn’t mean people aren’t reading it. In fact, check your website statistics to see just how many people are visiting your new blog. As you add more entries, get your blog listed on other sites and market your blog. It will build, and eventually you’ll have a nice following of engaged readers.

Most importantly, be sure to pepper your entries with calls to action. For example, if your business blog is attached to your travel website and the blog’s theme is traveling and finding great travel deals all over the world, make sure you add a link to an entry that points people to a travel special you’re running on your website. What would be even better is a blog entry about the fantastic vacation you took to Hawaii and included at the end was a link to cheap Hawaii vacation deals on your website.

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Did you find this article useful? For more useful tips and hints, points to ponder and keep in mind, techniques, and insights pertaining to credit card, do please browse for more information at our websites.
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Home Page > Education > Languages > “Theoretical and Practical Applications of Emergent Technology in ELT Classrooms; How the ‘Blog’ Can Change English Language Teaching”

“Theoretical and Practical Applications of Emergent Technology in ELT Classrooms; How the ‘Blog’ Can Change English Language Teaching”

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Abstract

The classic picture of the ELT (English Language Teaching) classroom is one in which there are rows of desks, a blackboard, students, a teacher, paper and pencils.  Even with the advent of instantaneous information via the World Wide Web, the ELT classroom remains relatively unchanged.  However, the winds of change are upon the ELT profession.  Many educators are now taking advantage of the vastness of the Internet.  Moreover, most teachers are using the Internet for planning, research and the exchange of ideas.  There is so much more to be found and used.  If harnessed correctly and constructively, the Internet can be a priceless tool for the ELT classroom.   This paper will discuss current practices for reading and writing in the ELT setting, and more specifically, the use of ‘web logs’ or ‘blogs’ in the ELT classroom.   First, a discussion covering common methods used in most ELT classes and move to a more progressive approach to alternative assessment, portfolio assessment, and journaling.  Next, an explanation of this technology, its uses, and potential will be given.  Finally, suggestions for use, ideas, and links will be listed. The sky is truly the limit where the ELT profession is going and it is an exciting time to be involved.

Introduction

For as long as there have been schools, teachers and students, there have been words.  These words are represented by symbols and letters, the words connect together to form sentences and then into speech and writing.  The job of the ELT teacher is to teach these concepts, and all the nuances that go with them, to the English Language Learner.  The following paper looks at the traditional ELT classroom and then moves onto how content is taught and learned by second language learners.  The topic of journaling and learning logs will be covered along with how educational technology is utilized in the ELT setting.  Next, weblog history, it’s meaning and uses will be explored.  Finally, how easily an ELT educator can use blogs in your classrooms with little or no training.  Adding more tools to the ELT ‘toolbox of materials’ is essential to effective ELT teaching and will benefit educators and learners.

The Traditional ELT Classroom

As the use of English has increased in popularity (evident by the number of current English language training centers in operation worldwide), so has the need for qualified teachers to instruct students in the language.  Most colleges and universities in most of the English speaking countries offer degrees and certifications in teaching English to speakers of other languages.  Whether the pupil is learning for pleasure or out of necessity, the instruction is relatively the same.  The instruction to English learners remains relatively unchanged today.  It’s true that there are teachers who use ‘cutting edge’ techniques and technology, but the majority of teachers still teach in the same manner of instruction that has been used for 20 or 30 years.

Here is an example of the traditional ELT classroom: usually, it will have many desks or tables and a board (white, black, chalk or marker).  The students will repeat what the teacher says and then, maybe, try on their own.  Often the teacher will stand in front of the class and model how his/her mouth looks as he/she says the sounds, having the students also model this behavior.  Sometimes, an audiocassette or CD will be played with words, sentences and stories for the students to hear native speakers speaking.  Another popular activity in these classes is role-playing.  Two or three students will practice together, having a simple conversation.  After having ample time to practice, or memorize their various ‘roles,’ they will stand up, maybe go to the front of the class, and recite what they have just practiced with their respective groups.

None of these activities are bad or damaging to the students.  In fact, they have proven to be very useful.  However, there are many more opportunities for students to gain confidence, practice, and extend themselves – especially for the ESL student who must learn the language for more than just pleasure.  For students who are displaced for whatever reason or who are studying to go abroad, content is also an important factor.

Content Learning for English Language Learners

In the ELT class, the instructor needs to put the language learning of the students as a high priority.  There are many ways to accommodate this.  Educators will have different theories and philosophies.  According to Peregoy & Boyle (2001), the six elements that create optimal content learning for ‘English Language Learners’ are: meaning and purpose, prior knowledge, integration of opportunities to use language and literacy for learning purposes, scaffolding for support, collaboration, & variety.

Meaning and purpose in each activity in the ELT class is of the utmost importance to the English learners.  If the activity has meaning and purpose, then the learner will take ownership over it and then a sense of pride and confidence will result.  Often the activities with ‘real world’ ties have the greatest impact.  This is an element that should be present in ELT instruction from the youngest language learners to the eldest.

Prior knowledge of a subject in their home language and culture allow students to create links to topics or activities in English. For example, when talking about traffic rules in an English speaking country, the second language learners can relate their own experiences in their home countries.  Of course, this will only be meaningful to students with prior knowledge of the traffic laws and rules.  If the learners are too young, their prior knowledge in many areas will be limited.   If old enough, the learners can relate the information from their experiences and often feel more connected to the learning community.

Integration of opportunities to use language and literacy for learning purposes is crucial to bringing concreteness to the abstract/theoretical concepts and ideas.  This means that it is important to make room for learning opportunities to take place in order for students to put their newly acquired skills to work.  If a teacher asks the students to review an article and share their findings with the class, the teacher is integrating chances for students to make light of what they are learning.

Scaffolding for support means that the teacher will first model the desired behavior, give assistance the first few times that the learners attempt the tasks, and finally, the learners will attempt on their own.  This gives learners the skills and confidence needed to complete the assigned tasks.  Scaffolding is not only used in ELT classes, but in many other subjects as well.

Collaboration is key to group learning and ultimately, to individual learning.   Collaboration is used in modern offices and businesses globally.  It has many ties to the skills needed to work with others in any endeavor that a person might undertake.  There are very few instances in the ‘real world’ where there is not some degree of collaboration.  Collaboration is of vast importance in the ELT classroom to encourage cooperation skills.

Variety is needed in lessons and activities to avoid burnout and boredom.  From the adult learners of English to the youngest of learners, variety in their activities will spark creativity and excitement in almost all topics covered.  When students walk into a classroom day after day and week after week, they expect some variety in their routine.  If no variety is given, the students may plateau in their learning because of lack of interest.

All of these elements should be present in the ELT classroom for the educator to be effective.  There are many activities in the ELT classroom that ELT teachers will use that support these points.  Journaling is one of the most effective and commonly used activities for ELT and English classes alike.

Traditional Journaling and Learning Logs

The style of journaling a teacher prefers to use is inconsequential compared to the regularity of the activities involving writing and logging their thoughts and reflections.  The student of English, native or not, needs constant practice and feedback.  “Fluency, the ability to get words down on a page easily, can only come with writing practice and continued English language development.” (Peregoy & Boyle, 2001)  Journals or learning logs are a great way to find out a student’s thoughts and ideas about a topic or activity.  Often the most timid student is the most reflective writer.

Traditionally, these journals or logs have been kept on paper or in a book.  It is paramount for students to have a record of their thoughts and their progress as a writer and user of English.  The advent of computers, the Personal Digital Assistant or PDA, mobile phones, e-mail, and the Internet usher in a new world of recording ones thoughts.  Why not take advantage of these technologies in the ELT classrooms?  The next section, will discuss what teachers are doing in their classes in order that technology is used to the fullest extent.

Move to Educational Technology in the Classroom

What is technology?  Technology is anything that extends human capability.  By definition, paper clips and staples are forms of technology because they extend human capability.  Nevertheless, paper clips and staples are ‘low-tech;’ audio, video, and computer driven tools are considered ‘high-tech,’ or commonly referred to as ‘technology.’

Most people have an e-mail address or at least, know what e-mail is.  When a person looks around the World Wide Web, the “Internet,” there are advertisements everywhere for degrees and certificates in ‘Educational Technology.’  Educational Technologyis using any form of technology (high-technology, by the above definition) in an educational setting, to assist teachers in their instruction.   From CD-ROM games for students to MS Power Point presentations to help explain a concept, idea, or topic, technology is here to stay so why are some teachers still afraid to use it?

The term ‘technophobe’ means a person who is afraid to use technology.  Many teachers are technophobes.  They are not certain or unaware that technology can help them to become better educators.  It is true that not all technology is good and often can be counter-productive.  However, an educator must be open to trying and evaluating new and emerging technologies to see where this might fit into their instruction.  Whether or not a teacher knows it, their English language learners may be using and interacting with technology everyday.  Therefore, teachers need to at least be aware of the impact technology is having on their learners.

Web logs and Their History

According to, www.blogger.com, the “Blogger” website (2004),

“A blog is a web page made up of usually short, frequently updated posts that are arranged chronologically — like a what’s new page or a journal. The content and purposes of blogs varies greatly — from links and commentary about other web sites, to news about a company/person/idea, to diaries, photos, poetry, mini-essays, project updates, even fiction.  Blog posts are like instant messages to the web.”

When ELT educators look at this definition, they will instantly see where this can fit in ELT classes.  Individuals, families, groups, classes, departments, schools, universities, businesses, etc. are currently all using blogs.  There are hundreds of sites offering ‘free’ blog accounts for anyone.  Also, according to the “Blogger” website (2004),

“Blogs are also excellent team/department/company/family communication tools. They help small groups communicate in a way that is simpler and easier to follow than email or discussion forums. Use a private blog on an intranet to allow team members to post related links, files, quotes, or commentary. Set up a family blog where relatives can share personal news. A blog can help keep everyone in the loop, promote cohesiveness and group culture, and provide an informal “voice” of a project or department to outsiders.”

Rebecca Blood is the author of several articles and books on blogging.  According to Blood’s, ”Weblogs: A history and perspective” (2000), she outlines the extremely short history of this budding new medium to share thoughts, ideas and opinions.  According to Blood, in 1998 there were only 23 weblogs on the entire Internet.  In September 2000, there were ‘thousands,’ and with the numbers of users growing exponentially. According to “Wired News” reporter Shachtman, (2002), “…there are now more than 970,000 registered users of Pyra’s popular Blogger software, up from 343,000 a year ago.” Today, in 2004, there are probably millions.

Benefits of Using Blogs in ELT Classrooms

At this point, the reader may ask, “What are the benefits of using this technology if I do not know much about it?”  The following reasons will assist in answering that question.  The reasons used below are by no means exhaustive; they merely serve as a starting point to move teachers in the right direction.

Using technology is exciting for the learner.  English language learners like to use and take part in activities that are familiar to them.  More often than not, the learner is already using technology or is eager to learn.  The technology represents a ‘fun’ and ‘interesting’ activity.
Because blogs are a form of publishing, the learner will be ‘published.’ The idea that a learner can publish their thoughts and ideas for the world to see is an exciting opportunity for the learner and the teacher. “A contraction of the term ‘Web logging,’ blogging can best be described as a form of micropublishing” (Roberts, 2004).
It creates a forum for the learner to be an individual. As mentioned above, each learner will be an ‘author.’  For some learners that is a scary idea, but some of the quieter, more introverted learners are yearning for a stage of their own.
Teacher feedback can be given instantly in the form of comments or as a response to what the learner has written. When the teacher posts a comment to an entry, the learner can read the comment instantly and even reply to the teachers posting.  Learners of English need a lot of feedback and encouragement, and blogging would be an easy way to give them that ‘instant’ feedback they need.
Gives the learner confidence and pride in their work. The learner can edit/delete/save their work.  It is dated and logged chronologically.  This allows students to actually see the progress they are making in English.  Consequently, this will give them pride and increase their confidence in using the language.
The teacher, as administrator, has control over the content of the blog. With blogging technology, the administrator (teacher) has sole management of the site.  The teacher can add or delete entries as they see fit.  They can also decide who can and cannot be a member of the blog.
Can lead to a life-long habit of journaling for the learner. Through the use of blogs, learners should acquire a habit that is positive and will enable them to continue to grow in self knowledge and the knowledge of the world around them.
Makes the learner more prepared for future educational and professional opportunities. While aiding with their English, the teacher is also assisting the learner to obtain new skills that will be very important in future educational and professional opportunities. The skills learned while blogging such as typing, editing, putting thoughts into words are essential for success beyond the ELT classroom.  The learners will be able to use these skills throughout school and in the workplace.
Uses prior skills and knowledge (for some learners) and creates an opportunity for them to put that knowledge and skills to use in an academic setting. Many learners are already using the relevant technology at home or in school so blogging will enable them to express themselves in a medium in which they are familiar.
Provides an opportunity to individualize instruction for multi-leveled classes. In most, if not all ELT classes, there are learners with varying levels of English.  Blogging allows for differentiation.
Allows for flexibility in the schedule of the learner and teacher. Being the very nature of the Internet, there are no set hours of operation (it never closes).  So the learners can ‘log on’ at any time of the day or night.  Learners can use blogs whenever they are in the writing mood.  The same applies to the teacher.

This is not to suggest that an instructor should abandon journaling on paper. Blogs can simply add much-needed variety for the learners in the ELT classroom.  Blogs are a great tool in the ELT teachers’ repertoire.

Limitations and Possible Fixes of Blogs for Educational Use

With every activity in the ELT setting there are drawbacks and constraints.  Blogs are no exception.  The following list of reasons is also not exhaustive, but highlights some of the most obvious limitations to using Blogs, and how a teacher might work around them.

Connection options. What happens when the learners cannot access the Internet at home or school, or their connection speeds are too slow to handle the information being passed along?  Teachers who want to add blogging to their curriculum will immediately pose this question.  As in other forms of teaching, instructors must always have a contingency plan.  For example, some teachers might choose to allow students to work in pairs or small groups, while other teachers might arrange alternative options for individual students.
Software is not user-friendly. If the teacher has piloted this web-logging package, then the potential problems in user-friendliness should have been assessed; however, there is still the possibility of problems with some users.  The teacher will need to be prepared to do some scaffolding and one-to-one tutoring for learners that have difficulty or lack prior experience.
Some learners and teachers lack typing skills. Some learners do not know how to type.  Some students may not even want to learn.  Ask the learner to have a try and if he or she is still have too much trouble, then more scaffolding from the teacher or assistance from a student stronger with typing skills.
Some learners are ‘technophobes.’ As mentioned earlier, a technophobe is someone afraid to use technology.  This may not be a problem with most young learners, but if a teacher is working with older learners of English, then it might become an issue.  An easy way around this problem is for the teacher to plan on more scaffolding than with a younger group of learners.  Modeling the appropriate behavior and adding in support where needed will help to soften the shock on the technophobe.
Lack of computer availability. Some of the learners will not have access to a computer.  One way to handle this is to clarify the hours for the school computer lab.  If there is a computer in the classroom, the teacher can arrange a schedule for learners’ to use the computer(s).
Learners cannot understand the instructions on the website. This will be a problem area for the vast majority of English language learners.  Because of their lack of interaction with the language the learner will struggle.  This is where scaffolding is very important.  It is also important that the teacher add extra demonstration time for the class.  Being patient with the learner is also important during this foundational phase in their online learning.
Time constraints for the teacher. The first attempt at running a blog with the students will probably be the most time consuming for the ELT teacher. “It should be said that the undertaking of an online journal project [blog] requires the teacher to have a certain amount of time available” (Stanley, 2004).  However, as the students and the teacher become more familiar with the format and the system, they will all become more comfortable and the time involved with decrease.

Just like any other teaching activity or assignment, blogging has some limitations.  However, these limitations should not outweigh the benefits of blogging.  If the ELT teacher is committed and invested into making this project work, both the students and the teacher will benefit.

The ‘Ins and Outs’ of using Blogs

The first step for teachers is to try out blogging for themselves.  In this scenario, teachers cannot expect their students to do something that they are not willing to do themselves.  Each teacher will have his or her own reasons for starting a blog.  These reasons must be clear or the blog will not serve the learner’s language development.  The blogs can be as general as a journal of daily thoughts, or be more specific in nature.  The teacher should prepare beforehand, an activity that will be a catalyst for the language learner’s needs.  When the teacher has had a chance to try this out first, the next step will be to choose the most appropriate software.  (In a later section there is a list of links and suggestions.)

Once the teacher has chosen a program, he or she will need to set up membership for each student with the blogger site.  This is often free.  (Many school systems are even setting up their own blogging sites.)  Then the teacher, as the administrator of the site, must make a membership list of the students so they are able to comment on the teacher’s entry.  The next decision for the teacher is if the students should have their own page or to only allow the students comment on the teacher’s page.  By having his or her own blog page, the teacher is allowing the student to have a certain amount of control over the blog’s appearance, content, membership, links, etc.  If the learners are too young, it is probably best to let them comment on the teacher’s page/entry.  For the older learners (middle school aged and older) having control of his or her own page would be more plausible.

When the control of learners’ pages is given to them, they will be able to adjust the look and feel of their blog.  The learner will have the choice of various templates and formats for their page.  They will have the ability to block or allow members to comment on their pages.  When the learners feel comfortable with their blogs they tend to use it more. Once the learners are happy with their pages and the entries, they will continue to grow with pride and confidence.

Practical Uses of Blogs in the ELT Classrooms

The discussion in this section covers three main uses of blogs in the ELT classroom.  Alternative assessment, student portfolios, and what has been the major focus of this paper, journaling.  As the needs of the English Language Learner continue to change and evolve, there are requests from educators, parents, and students for other forms of assessment.  Blogging can be one of these styles of alternative assessment.  It gives the learners the opportunity to demonstrate what they have been learning and their thoughts on a given topic, ideas, concepts, etc.  The teacher can then read the entries on the learner’s page, or those which have been posted on the teacher’s page, giving feedback, and assessing the learner’s progress.

Portfolios are another use for blogs.  The portfolio can include only written work or may include other work from class.  The students can display their work from the past term, semester, school year, or even, in some cases, school career.  By using blogs, the students can upload photos, work samples, include links to related work, etc.  This can even serve to foster skills that will be useful in the future careers of the students.  Many of the students can use their portfolios in the future to demonstrate their English abilities, and prove their writing skills.  The teacher can, again, use this as a form of alternative assessment.

The online journal is what is probably most appealing to the teacher.  This is collection of often-updated entries.  Here again is an example used earlier about the various traffic laws:  Teachers might want to upload (or add to the blog) some photos of traffic signs and let the students comment on what they think the pictures represent.  Then the students could elaborate on what might happen if the traffic laws pictured were violated.  The teachers may want learners to compose their own story about something related to traffic.  This is a simple example, but teachers would be using all six of Peregoy & Boyle’s (2001) “elements that create optimal content learning for ‘English Language Learners.’”

Suggestions and Links for More Information

As educators considering using blogs in ELT classes, teachers will need a place to get started and to stay updated in their information and knowledge.  Teachers can get started in many ways.  There are several books on blogging available.  By using any of the online bookshops, teachers can order and ship books anywhere in the world.  For more ideas on starting out, teachers might find it generally easier to look to the millions of bloggers blogging everyday.  It is quite easy to find out about education blogs and specific interests blogs.  Merely type a search in your favorite search engine.  One that is particularly useful is “Schoolblogs.com” (http://www.schoolblogs.com).   Free accounts are available for anyone who wants to join.  Also, there are a multitude of resources on blogging and interest specific blogs.  Another blog, that has a different style and feel, is “mBlog.com” (http://mblog.com).  The users can choose from a wide variety of templates and styles for their blogs.  Photos and links can be included to help supplement the blog, as well.  Mobile devices, such as mobile phones and PDAs, can be used to transmit data to the mBlog account.  This makes it very convenient to update blogs.

After researching and starting a blog, it would be beneficial to read the article by Blood entitled, “Ten Tips for a Better Weblog” (2003).  In it, Blood, outlines the top ten tips for better blogging.  It can be useful reading for the teacher and the English learner.  There are terms and concepts that can make for lively class discussions.  Staying updated in the blogging technology and current trends will help the teacher become more prepared and better equipped to smoothly run a blog.

Summary and Conclusion

In conclusion, the benefits of blogging far outweigh the pitfalls.  Ease of use and clean appearance are making the blog a major force on the Internet.  Therefore, not just the teachers teaching English language learners but any teacher need to stay up-to-date with educational trends and should stay abreast with emergent technology that will drive this information age for years to come.  Technology and education should go hand-in-hand and should not be separated because undoubtedly the learner will always use technology.  Blogs are a great tool to achieve many goals for English language learners and, in the long term, what all teachers desire, authentic learning.  With or without blogs, teachers of English language learners need to remember the goal of what they are doing.  Educating is the number one priority.

Blogs may not replace the traditional ‘hand-written’ journals, but then again they might.  However, the more options teachers offer learners; the more the needs of learners are met.  The ELT classroom setting needs to evolve, and for many, blogs will be the first step in that evolution.  By selecting the best attributes from the past experience and looking forward to the future will produce the strongest ELT instruction.  Now is the time to take action and use technology to meet the ever-growing needs of English language learners.

References

Blood, R., (2000). Weblogs: A History and Perspective. Rebecca’s Pocket, September, 2000.  Online:http://www.rebeccablood.net/essays/weblog_history.html (access date: April 2004).

Blood, R., (2003). Ten Tips for a Better Weblog. Rebecca’s Pocket, March, 2003.  Online: http://www.rebeccablood.net/essays/ten_tips.html (access date: April 2004).

Ferdig, R.E., & Trammell, K.D., (2004).  Content Delivery in the ‘Blogosphere’. T.H.E. Journal, February, 2004. at http://www.thejournal.com/magazine/vault/articleprintversion.cfm?aid=4677 (access date: April 2004).

Oop-Beckman, L., (2004). How to Succeed In Web-Based Teaching. Essential Teacher, Vol. 1, Issue 2.

Peregoy, S.F., & Boyle, O.F., (2001). Reading, Writing, & Learning in ESL: A Resource Book for K-12 Teachers – 3rd Edition. New York: Longman.

Roberts, S., (2004). Campus Communications & the Wisdom of Blogging. Syllabus Magazine, 5 April, 2004. at http://www.syllabus.com/article.asp?id=7982 (access date: April 2004).

Shachtman, N., (2002). “Blogs Make the Headlines.” Wired News, 23 December 2002. Online: http://www.wired.com/news/culture/0,1284,56978,00.html(access date: April 2004).

Stanley, G., (2004). Introducing Your Students to Blogs.  IATEFL Issues, April – May, 2004, No. 178.

Other Works Cited

Anderson, N.J., (2002). The Role of Metacognition in Second Language Teaching and Learning.  ERIC Digest, April, 2002.  Online:http://www.cal.org/ericcll/DIGEST/0110anderson.html (access date: November 2003).

Blogger, (2004). What is a Blog? Online: http://help.blogger.com/bin/answer.py?answer=36&topic=16 (access date: April 2004).

Branch, R.M., Kim, D., & Koenecke, L., (1999). Evaluating Online Educational Materials for Use in Instruction. ERIC Digest, June, 1999. Online:http://www.ericfacility.net/ericdigests/ed430564.html (access date: November 2003).

Burton, J., & Usaha, S., (2004). Standing on Burning Coals. Essential Teacher, Vol. 1, Issue 2.

Crandall, J., Jaramillo, A., Olsen, L., & Peyton, J.K., (2002). Using Cognitive Strategies to Develop English Language and Literacy. ERIC Digest, October, 2002.  Online: http://www.cal.org/ericcll/DIGEST/0205crandall.html (access date: November 2003).

Earp, S., (1997). More Than Just the Internet: Technology for Language Teaching. ERIC Digest, December, 1997. Online:http://www.cal.org/ericcll/DIGEST/earp0001.html (access date: November 2003).

Egbert, J., (2004). Two Faces of Technology Use. Essential Teacher, Vol. 1, Issue 2.

Gómez, E., (2000).  Assessment Portfolios: Including English Language Learners in Large-Scale Assessments. ERIC Digest, December, 2000. Online:http://www.cal.org/ericcll/DIGEST/0010assessment.html (access date: November 2003).

Haas, M., (2000). Thematic, Communicative Language Teaching in the K-8 Classroom. ERIC Digest, September, 2000. Online:http://www.cal.org/ericcll/DIGEST/0004thematic.html (access date: November 2003).

Han, J.M., (2004). A Reading Problem in Secondary Schools. IATEFL Issues, December 2003 – January 2004, No. 176.

Hancock, C.R., (1994). Alternative Assessment and Second Language Study: What and Why? ERIC Digest, July, 1994.  Online:http://www.cal.org/ericcll/DIGEST/hancoc01.html (access date: November 2003).

Kasowitz, A., (1998). Tools for Automating Instructional Design.  ERIC Digest, August, 1998.  Online: http://www.ericit.org/digests/EDO-IR-1998-01.shtml (access date: November 2003).

Kessler, G., (2003). Preparing for the Future in CALL. Essential Teacher, Vol. 1, Issue 1.

LeLoup, J.W., & Ponterio, R., (2004). ON THE NET: ICT4LT – Information and Communications Technology for Language Teachers. Language Learning & Technology, January, 2004, Vol. 8, No. 1, (pp. 3-7). Online: http://llt.msu.edu/vol8num1/net/ (access date: April 2004).

Morrison, S., (2002). Interactive Language Learning on the Web. ERIC Digest, December, 2002. Online:http://www.cal.org/ericcll/DIGEST/0212morrison.html (access date: November 2003).

Orihuela, J.L., (2003).  “Blogging and the eCommunication Paradigms: 10 Principles of the New Media Scenario. BlogTalk, May, 2003.  Online:http://mccd.udc.es/orihuela/blogtalk/ (access date: April 2004).

Oxford, R., (2001). Integrated Skills in the ESL/EFL Classroom. ERIC Digest, September, 2001.  Online:http://www.cal.org/ericcll/DIGEST/0105oxford.html (access date: November 2003).

Roderick-Michailidis, M., (2004). Are Your Tasks ‘Learner-Friendly’? IATEFL Issues, February – March, 2004, No. 177.

Rodgers, T.S., (2001). Language Teaching Methodology.  ERIC Digest, September, 2001.  Online: http://www.cal.org/ericcll/DIGEST/rodgers.html (access date: November 2003).

Salaberry, R., (2004). Why the Electronic Class Will Not Replace the Face-to-Face Classroom.  Essential Teacher, Vol. 1, Issue 2.

Schrock, K., (2003). Tools You Can’t Live Without: Using Online Programs in Your Lessons Can Make a Big Difference. School Library Journal, 2003. Online: http://slj.reviewsnews.com/ (access date: November 2003).

Stevens, V., (2004). Tools for Building Online Communities. Essential Teacher, Vol. 1, Issue 2.

Tannenbaum, J., (1996). Practical Ideas on Alternative Assessment for ESL Students. ERIC Digest, May, 1996. Online:http://www.cal.org/ericcll/DIGEST/tannen01.html (access date: November 2003).

Wall, J., (2000). Technology-Delivered Assessment: Guidelines for Educators Traveling the Technology Highway.  ERIC/CASS Digest, April, 2000.  Online: http://www.ericfacility.net/ericdigests/ed446327.html (access date: November 2003).

 

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Mr. Jason Reagin is an International Educator that has lived and taught in three countries (USA, Bermuda, China).  He is currently living and teaching in Bermuda.  As a trained Technology teacher he spent several years in China teaching English.  This article was written and presented in 2004 at

The Fourth International Symposium on ELT in China;

第四届中国英语教学国际研讨会

Beijing, P.R.C., May 21-25, 2004

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Oct 01, 2009

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raam rahiml

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Bloggingl
Sep 30, 2009

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babu2345l

Internet>
Bloggingl
Oct 01, 2009

Blogging to Market a Business

If you’d like your business to get found online, you must start out blogging. Business blogging is an efficient marketing tool that may help you achieve the interest of online buyers. Even so the job usually takes merely a small time of your day, its returns could be enormous. Business blogging can help enhance your online presence and land you an online celebrity reputation.

By:
Cristian Haml

Internet>
Bloggingl
Dec 22, 2010

Real Writing Jobs Complaints

Can Real Writing Jobs really deliver on the hundreds or even thousands of dollars a day they say you can make on their website? Absolutely, if you’re an excellent dedicated writer. Taken seriously as a full time job, I can personally tell you it is very possible to have a thousand dollar day.

By:
James Morganl

Internet>
Bloggingl
Dec 22, 2010

Blog Ideas: Beating Writer’s Block

Writer’s block can easily happen while managing a business blog. Learn what to do if this happens to you.

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Russell Barnsteinl

Internet>
Bloggingl
Dec 22, 2010

Building Links the Right Way

Some ways to build traffic to blog sites and gather links online meant for SEO involves buying blog reviews. This is a debated subject because many do not feel it is right to pay for blog reviews on products that have not even been used by the reviewer. Sometimes, this can actually hurt your credibility with people that read your blog and know more about the products than the “paid” blog reviewer.

By:
Folushol

Internet>
Bloggingl
Dec 21, 2010

The Importance of Content

So you’ve finally decided to become a blogger. You did your keyword research. You picked out a really great domain name. You got your blogging theme, and web hosting all set up. You even signed up with Google AdSense, and joined a couple of affiliate programs so you can hopefully make some money with your blog. Now what?

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LJ Martinl

Internet>
Bloggingl
Dec 21, 2010

What Topic Should You Post on Your Blog If You’re Just Starting Out

What topic to post on your blog is a new blogger’s nightmare! Many newbie’s tend put anything on their blog such as horoscope, game cheat codes, lotto number, etc. I mean it is ok to put those things on your blog as long that it is you. What I mean by this is that your blog is all about YOU! Your passion – the things that you do that you love most. Your core competencies and experiences which can be a solution to other people problem.

By:
Edison Victorinol

Internet>
Bloggingl
Dec 21, 2010

Why Creating A Good Blog Is Vital To Your Success

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By:
Saqib Khanl

Internet>
Bloggingl
Dec 21, 2010

FACEBOOK TRAFFIC SERIES (LESSON 1 – FACEBOOK STATUS)

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Mae Angela Panotesl

Internet>
Bloggingl
Dec 21, 2010

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The thing seems to strike out of nowhere. Don’t let it fester on your system. Some forms of the virus have shown to possess spyware and keyloggers which can steal personal information.

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raam rahiml

Technology>
Gadgets and Gizmosl
Aug 20, 2010

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remove non-working programs from your computer. One such program that you may want to remove – for one reason or another – is the AVG antivirus software. AVG actually refers to a range of anti-virus and Internet security software platforms developed by AVG Technologies.

By:
raam rahiml

Technology>
Gadgets and Gizmosl
Aug 20, 2010

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They look innocent from outside but contain malicious programs within them and hence these programs are also called Trojan horse with reference to the classical Greek literature.

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raam rahiml

Technology>
Gadgets and Gizmosl
Aug 20, 2010

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raam rahiml

Technology>
Gadgets and Gizmosl
Aug 20, 2010

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Fake pop alerts are a familiar warning sign of registry infection. You may also notice changes to your desktop background and web browser. Spyware and keyloggers can be used to cause identity theft.

By:
raam rahiml

Technology>
Gadgets and Gizmosl
Aug 20, 2010

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Kaspersky was applauded for its ability to provide “proactive protection”, but the basic detection methods were a bit lacking. The pop-ups that appear as warnings were also confusing to understand.

By:
raam rahiml

Technology>
Gadgets and Gizmosl
Aug 20, 2010
lViews: 120

antivirus 2009 browser hijack and avast gratuit à télécharger

connections (like when spyware tries to “call home”) Check out a free firewall like Comodo Firewall with antivirus – it’s free and it works great. Again, only one anti-virus (and one firewall), okay?

By:
raam rahiml

Technology>
Gadgets and Gizmosl
Aug 20, 2010
lViews: 167

anti virus system pro remover files and pro or antivirsystempro

buying the cheapest alternative. This is not always a bad thing but there are many cases where paying less for the product can in turn create more problems than there already were to begin with.

By:
raam rahiml

Technology>
Gadgets and Gizmosl
Aug 20, 2010

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