Relief...contre la planéité

J’ai bien aimé ce reportage d’un quotidien de Westchester (NY), sur les succès des blogs dans une école, notamment au regard de l’écriture. …

À la suite du commentaire de Clément ci-dessous (c’est toujours le risque qu’on court avec les médias privés) — et plutôt que de supprimer le billet — j’ai choisi de présenter les idées intéressantes de l’article, intitulé Class blogs make grade. L’intégrale peut être acheté à peu de frais. Voici donc les passages qui ont attiré mon attention :

Since English teacher Stacey O’Donnell embraced blogging as a teaching tool, the days of ducked assignments and terse essays are long gone. She can’t get her students to stop writing.



« The goal is to expand education beyond the classroom. [...] It’s very powerful, especially for kids who don’t speak much in class. This gives them a voice. »



In the classroom, blogs are perfect for everything from sharing poetry to debating global warming.



Students are required to write 100-word blog entries about two days a week. Teachers said limiting the frequency of the assignments ensures that students who don’t own computers have time to do the assignment in school. (non pas que j’approuve entièrement cette mesure)



”It’s better because you see what everyone else is thinking and you can expand on their ideas. [...] It forces us to think more.”



Teachers said blogs are a natural fit for English classes because the subject encourages personal reflection and interpretation.



Scott Lenhart, who teaches Regents physics, [says] 95 percent of students complete blog assignments, which is a 15 percent increase from textbook assignments.



Sixteen-year-old Stephen Renick of North Salem admitted he was skeptical about using blogs in science. But he said blogging has helped him to understand some controversial issues that will be debated throughout his lifetime. [...] “Instead of just factual info, we’re being forced to think outside the box, » he said.