teachers blogging! should they be doing it?

sunday times lifestyle has a page screaming 'teachers are blogging - should they be doing at all?' the immediate impression is that blogging has the same status as smoking and drinking for the underage, or even teen sex.. why is blogging seen as something so negative? some of the words used to describe bloggings are self explanatory - blogging is a minefield, teachers blogging seen as unprofessional, gripings about personal lives, gossips, flaming, a can of worms, bitching, etc and yes, cursing and swearings.. blogging is a bad influence and has a very bad image, like videoing self performing sex on a handphone.. blogging, including posting in forums should be avoided. but there are teachers who use class blogs very effectively as a channel of communication with the class, students and teachers, disseminating information and exchange notes and views.. blogs and forums are just a convenient tool, like the internet and handphone.. it is the users that bring along the bad image of the tools. look at some of the blogs, especially ypap.. should forums be in that form? are our educated, with tertiary education, that bad, that they think that it is cool or the right way of expressing themselves? the cruder, the more vulgar, the more cool and respectable? isn't education suppose to turn animals into respectable men? sip tea, drink wine, go to concert, fine dinner and fine company? or university education is meant to turn adults into the same mould as those uncles and aunties in the kopitiams? screaming vulgarities and spitting and littering everywhere? why are there people who choose to pay hundreds of thousands to be in exclusive clubs? one thing for sure, a member cannot be a misfit in such surroundings.. there will be a bit of decorum and respectability, social grace and good manners. blogs and forums too can be a cool place in all the right notes and colours. i need decent bloggers and forumers to help me develop www.redbeanforum.com into a decent and cool place for a chat.

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