326 Journal of Adolescent & Adult Literacy 55(4) Dec 2011 / Jan 2012 doi:10.1002/JAAL.00039 © 2011 International Reading Association (pp. 326–335) Holly Hungerford-Kresser | Joy Wiggins | Carla Amaro-Jiménez Like I said, the blogs were not a factor in me learning anything really. The textbook and the classroom activities were but the blogs were not. (Anonymous focus group participant) In the digital age of Facebook, Twitter, Wikis, and blogging, it seems only natural to integrate digital literacies in preservice teacher education programs. We chose blogs as a pedagogical tool in our content-area literacy classes for preservice teachers, hoping to help them engage in discussions that were close- ly aligned with the course content while building classroom communities. The blogging project was borne from a Quality Enhancement Program (QEP) with funding received by the first two authors. As part of the project, a longitudinal study (two and a half years) was carried out on the effectiveness of integrating blogs into our content literacy classrooms. Though we have rarely read published studies on projects that were deemed “failures,” this is what our project appeared to be. As we studied the quantitative results semester after semester, the blogs statistically had no measurable impact on students’ perceptions of the course or content literacy. Granted, students were generally pleased with the content of the course, but there was no statistical significance found in relation to the blogging itself, no matter what was done to try and make the blogs more useful to students. In fact, students typically cited the blogs as the least important tool in their learning the course content. As teachers, however, we had absorbed the discourses (Fairclough, 2001; Gee, 1999) surrounding technology and the classroom, and we were curious about why students did not respond well to the blogs. We assumed that this generation of tech-savvy students would enjoy this particular medium for discussing their reading. After all, weren’t these the students who were supposed to love any sort of technological intervention? Weren’t these supposed to be the students who were anticipating the myriad ways that they could incorporate technology into their future content classrooms? The need to integrate technology into the curriculum for preservice teachers comes with its own set of challenges. By sharing our struggles with integrating blogging into our own classrooms, we hope to both encourage and inform educators interested in making their classrooms technology-rich environments. Learning From Our Mistakes: What Matters When Incorporating Blogging in the Content Area Literacy Classroom