There is a wealth of knowledge to be gained from interacting with peers in the learning environment. This is true in any classroom, online or in-person, at the K-12 level or in higher education. Blogging is an activity where students or instructors create a website that includes regular posts related to a specific topic of interest or research for others to comment on and create conversations around. This concept was developed from the study of the social constructivist learning theory, which emphasizes the idea that it is easier to master difficult concepts and ideas from others sharing their knowledge about those topics (Abdul Kadir & Tasir, 2020). 

It is important for Montessori educators to find authentic and transformative ways to incorporate technology in the classroom to maintain authenticity and adherence to the Montessori philosophy, which is based on the constructivist learning theory (Jones, 2017). The creation of a website and a blog is a transformative use of technology since students are required to research and then write their blog and share it with others in the form of a website (Jones, 2017). Students can master a variety of learning objectives with the creation of a blog. The writing of a blog requires students to master conducting research, writing a blog post, revising and editing the post for grammar and spelling, and sourcing images while adhering to copyright and ethical practices (Sahin-Topalcengiz & Yildirim, 2020).  

The importance of practical life practices in the Montessori classroom continues to positively link blogging to Montessori philosophy. Students engaging with technology in ways that most closely resemble the adult workplace and real-life problem-solving create authentic learning experiences aligning with the Montessori philosophy (Bayer, 2018). The social aspect of blogging provides students positive ways to interact with their peers and instructors as they share their knowledge on course topics and provides an avenue to prepare for future work requirements related to technological readiness (Sahin-Topalcengiz & Yildirim, 2020). 

References 

Abdul Kadir, N. I., & Tasir, Z. (2020). Students' perceptions and information-Sharing patterns in learning authoring system course through blogging. International Journal of Emerging Technologies in Learning, 15(19), 187–199. 

Bayer, S. (2018). The Question of Technology Use in Montessori Classrooms. Montessori Life, 29(4), 17. 

Jones, S. J. (2017). Technology in the Montessori Classroom: Teachers’ Beliefs and Technology Use. Journal of Montessori Research, 3(1), 16–29. 

Sahin-Topalcengiz, E., & Yildirim, B. (2020). Teachers' opinions about distance Web   2.0 tools training and teachers' in-class Web 2.0 practices. Journal of Turkish Science Education (TUSED), 17(4), 561–577.