Blogging has always been an interest of mine since becoming a teacher, but I was never quite sure of its effectiveness or interest level with the students I taught. ECI 523, Teachers as Researchers, afforded me the opportunity to explore blogging further and research several different classroom cases where blogging made a substantial difference in motivation and differentiation in the classroom. Not only were students engaging with one another through a technology-based platform, but several research studies proved that blogging enhances social connections among peers and enhanced reflective thinking. Blogging provides an avenue for teachers to assess comprehension and differentiate instruction. When students are blogging, teachers or other peers are able to provide feedback and probing questions that are geared toward their interests and their reflection of the stories they read. Blogging allows teachers to scaffold the responses to produce higher quality writing, and naturally, no two responses will be the same. Students are able to form book clubs based on interest and then interact with each other through a blogging forum based on their reactions or predictions while reading. Blogging is interesting to students of all ages, and provides the teacher a natural way to differentiate instruction. Blogging has many uses in the classroom and naturally motivates young readers. What could be better?