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Web 2.0 tools and literacy development in the Maltese Educational system.

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For this study I have decided to use the Conventional Qualitative Content Analysis with an interpretive analytic approach. According to Hsieh and Shannon (2005) this framework is ideal to “analyse text data” (p.1278) and therefore it would be a suitable framework to analyse both the students’ blog posts and the interview transcriptions.

Furthermore, Kondracki and Wellman (2002), argue that conventional content analysis is used when the existing literature on a phenomenon is limited. This tallies with the focus of my study since blogging as an educational tool in literacy grounds is still a novel field especially within the local context. In this study, I shall immerse myself in the gathered data and use inductive category development to let the categories emerge from the analysis of the collected data as opposed to creating preconceived categories. This naturalistic approach will help me to uncover meaning through words and text in the blog posts and interview transcriptions. As far as possible, I will try to loyally denote how my respondents describe their experiences rather than adopting a post positivistic approach and transmit how I perceive the issues presented. (Hill, Knox, Thompson, Nutt Williams, Hess, & Ladany, 2005).
The advantage of the conventional content analysis methodology is that it allows me to access direct data without imposing theoretical perspectives or preconceived categories. The knowledge gathered will reflect the participants’ unique views (Hsieh & Shannon, 2005).

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In this research I intend to explore how using an educational writing blog in the primary classroom can support students to develop their literacy skills.
In order to achieve this, particular instances from the English and Maltese syllabi will be selected and writing activities will be devised for each. The aim is to create a blog –mediated pedagogy by incorporating the teaching of written genres such as; reports, adverts, recounts, letters and persuasive essays.  Hence, a resource pack of writing activities for both languages will be produced and piloted among a year 5 classroom.  The teachers will deliver the lessons and they will encourage students to participate in the writing blogs.  The writing blogs will be analysed and examined and the teachers will be interviewed for their opinions on the usefulness or otherwise of the blog-mediated writing blog.

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Social constructivism encompasses various approaches and theories, such as the Sociocultural theory by Vygotsky (1978); the Sociocogitive Conflict theory by Piaget (1985) and Bandura’s (1986) Social Cognitive theory.
The advent of web 2.0, transpires that knowledge is currently readily available to everyone. Learners are not conditioned to learn exclusively from the teacher’s domain. Therefore, educators have to redefine the process of their learning and teaching strategies so that they accommodate flexible learning especially when they are equipped with digitally enhanced classrooms.
The Social constructivist method is thus one of the best models of teaching and learning to cover both behaviourist and transmission models. Social Constructivism allows students, to be the main participants in their own learning process and focuses on the learners’ pre-existing knowledge (Pergum, 2009) . When learners are actively engaged in authentic tasks with the teacher’s guidance and/ or more proficient learners they can work together to build on innovative comprehension of knowledge. Besides, web 2.0 tools that support knowledge sharing, peer–to-peer networking, and access to a global audience with Socioconstructivist learning approaches facilitate greater learner autonomy, agency, and personalization (McLoughlin and Lee, 2008, p.539).

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Through the participant observation methodology and as an Insider in my own classroom, I will create a writing blog for my students, in order to investigate whether the aims could be attained through the use of web 2.0 tools and to perceive if the resource pack of writing activities would be appropriate. The pupils’ writings posted on the educational blog will be analysed with the intention of evaluating particular areas in the writing activities, in order to enhance students’ writings.

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Examples from the students' blog created in the previous scholastic year.

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Examples from the students' blog created in the previous scholastic year.

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This study intends to investigate how educational blogs that are a part of web 2.0 tools will enhance both literacy skills and digital literacy within the primary curriculum.
The research questions focus on:
(a) How can web 2.0 tools in the primary classroom help students develop their literacy skills?
(b) How useful is it to introduce digital literacy practices; such as a writing blog across the primary curriculum?

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Feedback from last years students about the writing blog.

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Feedback from last years students about the writing blog.

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Did you like the creative writing blog?
Student A – I really liked it because I love creative writing and I learnt a lot of new digital skills. I love sharing my stories with others.
Student B- I liked the Easter activity and writing about a favourite holiday. I liked them because you make friends with others from other different countries (eTwinning activity) I did not even know that these countries existed!
Student C- I enjoyed it because I learnt about different Easter traditions from other children living in different countries. If I ever visit their countries I would know more about their traditions.
Student D – I did not participate much because I was annoyed writing on my tablet and then …. I pressed some wrong buttons and everything disappeared and I had to start over! Sometimes the text was disappearing on its own. I hate it when there are digital glitches ( 4 other students agreed with his last sentence).
Student E: It was difficult to insert pictures on the tablet since the pictures show up as a bunch of letters and numbers and you would not know which picture you need to choose.
Student F:  I enjoyed it. I learnt more about writing!

What would you change from this blog to make it better?
Student B - I would make it more user friendly. The pictures should be visible when one is trying to select them .
Student E- There should not be a lot glitches.
Student C- Each month there should be certificates  or prizes awarded to the students with the most number of blog posts. First place, second place and third place.

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Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory.
Englewood Cliffs, NJ: Prenctice Hall.
Mcloughlin, C., & Lee, M. J. (2008). Personalised and self-regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1). doi:10.14742/ajet.1100
Pegrum, M. (2009). From blogs to bombs: the future of digital technologies in education.
Crawley (W.A.): UWA Publishing.
Piaget, J. (1985). The equilibration of cognitive structures: the central problem of intellectual  development. Chicago, IL: University of Chicago Press.
Vygotsky, L. S. (1978). Mind in society: the development of higher psychological processes. Cambridge, MA : Harvard University Press.