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The Application of Blogging Technologies in the Classroom: A look at why individuals blog through the lens of Uses and Gratifications Theory
PROCEEDINGS

, Indiana University of Pennsylvania, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

It's a common pedagogical question that plagues many well-intentioned educators - how do I implement technology (in this instance, blogging) into my coursework in an effective manner with the intended results occurring? What is critical to understand is that individuals blog for many diverse reasons. Blogging is more than just a technologically enabled diary of thoughts; instead we might consider it as a new form of diary, where privacy is less of a concern, the ability to interact with others is a valued aspect, and an individual can express themselves freely. Individuals who blog do so to receive different gratifications that in some cases traditional writing doesn’t supply, including publicity, interactivity, self-expression, networking, information sharing, and catharsis. This paper seeks to make the connection between Uses and Gratifications theory and Maslow's Hierarchy of Needs in order to create a new model for blogger gratifications. This model is intended to better prepare educators when implementing blogging technologies into their classroom.

Citation

King, M. (2011). The Application of Blogging Technologies in the Classroom: A look at why individuals blog through the lens of Uses and Gratifications Theory. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 966-973). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 15, 2019 from .

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