Students blogging about politics: A study of students' political engagement and a teacher's pedagogy during a semester-long political blog assignment |
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| Affiliation: | 1. University at Albany, State University of New York, School of Education, ED-108, 1400 Washington Avenue, Albany, NY 12222, USA;2. University of North Carolina at Greensboro, School of Education Building, Room 408, P. O. Box 26170 Greensboro, NC 27402, USA;3. University of Wisconsin–Madison, Teacher Education Building, 225 N. Mills Street, Madison, WI 53706, USA;4. Oregon Alternative School and Integrated Studies, 100 N. Perry Parkway, Oregon, WI 53575, USA;1. Athens State University, 300 N. Beaty St., Athens, AL 35611, USA;2. University of Cincinnati, School of Education, 2610 McMicken Circle, 610C TC, Cincinnati, OH 45221, USA;3. First Class PreK Office of School Readiness Auburn, AL, USA;1. School of Engineering, Computer and Mathematical Sciences, Auckland University of Technology, Private Bag 92006, Auckland, New Zealand;2. Department of Computer Science, The University of Auckland, Private Bag 92019, Auckland, New Zealand;3. Department of Computer Science, University of Bath, United Kingdom;1. Department of Computer Science and Engineering, Yuan Ze University, Taiwan, ROC;2. Department of Information Communication, Yuan Ze University, Taiwan, ROC;3. Department of Information Management, Taoyuan Innovation Institute of Technology, Taiwan, ROC;4. Innovation Center for Big Data and Digital Convergence, Yuan Ze University, Taiwan, ROC;1. Department of Computer Science, CICESE, Ensenada B.C., Mexico;2. School of Telematic Engineering University of Colima, Colima, Mexico;1. Université Rennes 2 (CRPCC, EA 1285), France;2. Université européenne de Bretagne, France;3. Ecole Nationale Supérieure de Chimie de Rennes (CNRS, UMR 6226), France |
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| Abstract: | Many scholars have written about the Internet’s potential for engaging youth in public issues, but there has been little empirical research on the political engagement outcomes from students’ classroom-based use of web 2.0 tools, such as blogs, or the pedagogies involved in designing such experiences. This paper begins to address this gap by analyzing the development of political engagement among several dozen high school students who were required to complete political blogs for their required U.S. government course and by exploring their teacher’s pedagogical strategies and challenges. We analyzed data from 22 classroom observations, 15 student interviews, three teacher interviews, and surveys from over 300 students (including a large comparison group) given at the beginning and end of the fall 2012−13 semester. Quantitative and qualitative analyses indicate that students in the blog-focused classes developed greater political interest, internal political efficacy, and self-efficacy for political writing than other students. We also found that the teacher did not actively encourage interactive posting in order to avoid heated exchanges – but that many students expressed an interest in seeing more responses to their online writing. We discuss implications for practice and research. |
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| Keywords: | Blogging Pedagogy Civic engagement Mixed methods Secondary education |
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