Ruth Mei Fen, Wong, and Hew Khe Foon. “The Impact Of Blogging And Scaffolding On Primary School Pupils’ Narrative Writing: A Case Study.” International Journal Of Web-Based Learning & Teaching Technologies 5.2 (2010): 1. Publisher Provided Full Text Searching File. Web. 23 Feb. 2014.
This article focuses on a case study administered to children at the elementary level that discusses the impact of blogging in how students read, respond, and write in the narrative form. This study finds that the blogging form allows the kids to experiment and find their own voices while they study the narrative form. It is a way of expressing creativity in terms of form while learning to control content. In some cases, students who had done worse in prior years now found themselves with an increased ability to use the narrative form simply because of the change of form. Being able to incorporate technology into the classroom not only provided a pick-up to the workload but also encouraged the students to look at each other’s work. This basis of comparison both inspired and pushed the students to continue working on their own blogs. This way of collaboration and editing also helped children whose grammar and spelling techniques were at lower levels. The study even included cases where the computers would simply underline the misspelled word but not auto-correct or show the correct spelling without the student first looking it up. For the purposes of my paper I would like to incorporate that the blogging form actually increased the ability for kids to find a narrative voice rather than stunted them.