More and more teachers are turning to reading blogs in order to find web resources for education, and using blogs as pedagogical tools to encourage their students to write for a "real" audience (Martindale & Wiley, 2005; Williams & Jacobs, 2004). Yet research on teachers-as-bloggers is relatively rare. While a pioneering study by Luehmann (2008) examined the case of a highly competent and prolific teacher blogger, this study takes on a group of teachers as novice bloggers and uses Gee's identity theory (2001), to address the questions of what factors affect teachers' attitudes toward blogging, experiences with creating blogs, and meanings they make out of blogging as a social, educational, professional, and personal activity.
['Cynthia Carter Ching']
Identity tensions among teachers as online professional development participants and novice bloggers