Reflection #2

(1) Describe the Experience:
This week, I have also been recording my reflections in blog postings as I interacted and worked with the resources in my “Resource Log” (also found on my blog). This has been a very interesting experience for me because I have never blogged before. Throughout other classes in my educational background, I have been required to record my learning insights/reflections in a physical journal, but I have never posted my ideas and reflections on the Internet for all to see. I must admit that I was a bit unnerved (just like I was about working in the WikiText Sandbox – See “Reflection Journal #1” post) about posting my ideas at first, but I have quickly found that blogging is kind of exciting. I have found that, so far anyway, I like posting my ideas for all to read—it’s kind of fun. It seems like the more I type, the better and more coherent my ideas flow.
(2) Lessons Learned / Applications for the Classroom /Recommendations for Yourself or Others:
As for classroom application, in today’s technology-driven society, where social-networking sites like MySpace and FaceBook are a smash hit with “techies” of all ages, I think young children would be more motivated to write or reflect about their learning if they were able to do so using blogs. I remember being required to write in a journal when I was in the 8th grade, and I thought it was such a boring and tedious task. I absolutely dreaded writing in my journal, and I would always wait until the journal was due for grading to finish my entries.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:

Meyer, J.D. (2004, December). Blogs, threaded discussions accentuate constructivist teaching. Online Classroom. Retrieved from https://www.vcu.edu/cte/resources/newsletters_archive/OC0412.PDF

This Online Classroom article, entitled “Blogs, Threaded Discussions Accentuate Constructivist Teaching”, discusses how blogs enhance/improve constructivist learning and teaching.