Glogoff (2005) claims that blogs support

• Knowledge Centered Instruction
  
  At the beginning students should get instructions on how to create and maintain their blogs. For course assignments they can be directed to specific websites for research. After synthesizing and interpreting the findings and combining the results with their own ideas, students can publish their concepts in their blogs. In addition, students and practitioners can interact and exchange ideas.
  

• Learner Centered Instruction
  
  This approach acknowledges learners as individuals and as a group. Here blogs can be used to give students positive feedback about their postings or comments (since blogs are public, instructors should use e-mail or f2f contact to discuss critical comments). Because blogs can be commented on, they also provide excellent opportunities for feedback and cognitive scaffolding (students can revisit the learning space, build on prior knowledge and drill deeper for information).
  

• Community Centered Instruction
  
  Vygotsky (1978) emphasizes the importance of social interaction in learning. He argues that social learning leads to cognitive development. Blogging encourages and supports peer interaction. Class members can read postings from their fellow students, comment on the value and relevance of the blog entry in regard to their own experiences and suggest additional resources.
  

After having used blogs extensively in several classes, Glogoff (2005) carried out an anonymous assessment survey. His students reported that the peer-review capabilities of blogging contributed to a better understanding of the course content.

Scenarios of how blogs can be used in pedagocial practice

Blogs for knowledge construction: Students choose a topic (from a proposal list) they are interested in and regularly write blog entries about their own research, their findings, their progress and difficulties. By generating a blogroll students identify and target a particular subject related audience and discourse community. Community members can assist with feedback and comments. Subsequently, such a group of subject related blogs becomes a "knowledge creation community".

Blogs for reflective learning: Students use blogs to report about their internships (e.g. in schools, companies, etc.) or field work and critically reflect on their experiences, progress and deficiences. Thereby, they can gain knowledge and meaning for further professional development.

Blogs to enhance writing skills: Students use blogs to post their responses to class readings, including interpretations, critiques, comments and personal thoughts. Maybe a journalist or professional writer can be won to volunteer as editor. Also, pre-service teachers could collaborate with K12 students and give them feedback about their writing. In return, they would gain valuable experience.

Group Blogs: Students participate in a field trip, student exchange or work placement program (e.g. Leonardo Mobility Project) and blog the trip live each day. Parents and peers can participate in the students' experiences and add comments. An online school or faculty newspaper could be another scenario for a group blog.