Jl. of Technology and Teacher Education (2014) 22(3), 361-395 Structured Communities, Science Instruction Development, and the Use of Blogging In A Pre-Service Elementary Teacher Education Program STEVEN D. WALL, JANICE ANDERSON, AND JULIE JUSTICE University of North Carolina-Chapel Hill, USA sdwall@email.unc.edu anderjl@email.unc.edu jjustice@email.unc.edu This study evaluates the use of blogging and what it reveals about the development of science teaching ability in pre-ser- vice elementary education majors. The investigation occurs in a structured community and takes into consideration inter- actions among community members as they reflect on their own experiences and respond to the blogs of other pre-service teachers (PSTs) during a science methods course. The goal of the project was to develop as a virtual place where content or procedural knowledge is valued, learned and shared by members beyond face-to-face interactions. This paper is in- tended to address, evaluate and encourage the use of blogging amongst pre-service teachers specifically focused on science teacher education. This appraisal was conducted by looking at the activity and the experiences of the pre-service teach- ers, and the role that blogging played in their interactions and growth as pedagogues. The project reveals that blogging can be useful as a tool in pre-service education because the prac- tices and thought processes of PSTs are revealed and shared beyond face-to-face interactions. Development was mitigat- ed by how PSTs processed new experiences, the trust and in- teraction that occurred between the participants, and the grad- ual acceptance of blogging as a beneficial academic practice.