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Integrating Blogs as Cognitive Learning Tools: Designing and Evaluating Real Blogging PROCEEDINGS

, Frederick University Cyprus, Cyprus ; , Cyprus University of Technology, Cyprus

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA


Integrating web-based communication such as blogs besides enhancing the teaching and learning process; is a great challenge for educators. The purpose of this study is to examine how blogs can be integrated as cognitive-learning tools in order to achieve specific learning objectives. The study examined and evaluated the educational blogs and lessons plans developed by pre-service teachers. Analysis of the data conducted using the MonoConc Pro 2.0 Software and the Bloom’s digital taxonomy. The results showed that pre-service teaches did not manage to fully and educationally exploit blogs characteristics in order to achieve “learning with real blogging” and higher order skills. A great necessity for educators training and the importance of developing a pedagogical framework to guide blog integration as learning-cognitive tools in the teaching and learning process, revealed.


Eteokleous-Grigoriou, N. & Nisiforou, E. (2013). Integrating Blogs as Cognitive Learning Tools: Designing and Evaluating Real Blogging. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 3867-3876). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 23, 2018 from .

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Cited By

  1. Blogging to Influence: Identifying Factors to Fuel Technology Integration

    Nikleia Eteokleous, Frederick University, Cyprus; Efi Nisiforou, Cyprus University of Technology, Cyprus

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 1535–1544

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