My hope

My expectation from the Webs Skills is to have an opportunity to design a specific writing topic with a certain method supported by web. 

I still find technology integration difficult. According to several authors (Haydn & Barton, 2008; Hew & Brush, 2007; Tondeur, van Keer, van Braak, & Valcke, 2008), a lack of knowledge and skills is one barrier to technology integration.  Furthermore, Harris and Hofer (2009) assert that planning an appropriate and pedagogically powerful use of educational technologies into instruction is demanding. This is because such integration does not simply use technology itself without considering content being delivered and pedagogy being used to facilitate learning.  

TPACK Framework (www.tpack.org)

In response to this lack of knowledge and skills, Mishra and Koehler (2006) proposed a framework for technology integration: the Technological Pedagogical Content Knowledge (TPACK) framework. TPACK includes three knowledge domains, which consists of technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK). Further, all these three bodies of knowledge intersect to form Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK). Pedagogical Content Knowledge refers to how teachers teach particular content-based material to students. Technological Content Knowledge is how teachers select and then use technologies to teach particular content knowledge, while Technological Pedagogical Knowledge mainly addresses how teachers use particular technologies when they are teaching a certain subject matter. Finally, according to Mishra and Koehler (2005; 2006), the intersection of the three circles forms a combination of three knowledge domains: the so-called Technological Pedagogical Content Knowledge (TPCK) as depicted in figure 1. 

In this course, therefore, I would like to find out the characteristics of an effective weblog-based writing instruction?

References:

Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux (Ed.), Research highlights in technology and teacher education (pp. 99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE).

Haydn, T., & Barton, R. (2008). ‘First do no harm’: factors influencing teachers’ ability and willingness to use ICT in their subject teaching. Computers & Education, 51(1), 439-447. doi: 10.1016/j.compedu.2007.06.001

Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. Education Tech Research Dev, 55, 223–252. doi: 10.1007/s11423-006-9022-5

Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? the development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131-152.    

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.

Tondeur, J., van Keer, H., van Braak, J., & Valcke, M. (2008). ICT integration in the classroom: challenging the potential of a school policy. Computers and Education, 51(1), 212-223.