Teachers want to capitalize on their students' desire to to be virtually connected outside of the classroom and part of a participatory dialog shared with others interested in art and teaching. Blogging offers a way for students to connect with each other and maintain that connection across the miles of cornfields, wind-swept prairies, country roads, small towns, and interstates. A blog is an online diary or journal that is open for anyone to read. It is chronologically organized and authors can add links, videos, photos, and sound elements to enhance the experience of readers. Blogs, unlike other social media, offer writers a chance to write lengthy posts and moderate the comments of others. In this article, two preservice art teachers at public universities in Iowa describe how they designed their secondary methods courses over the summer of 2009. The primary focus of the courses was to share with preservice art educators various methods of instruction, artmaking, and theories. Blogging was a major component in their course design. They sought to answer the following questions: (1) Would blogging enhance the experiences of their students through extended reflections about their praxis? (2) Would their students embrace the idea of creating a professional identity through blogging that was somewhat different from their social networking identity via Facebook, Twitter, e-mail, and Skype? and (3) Is blogging a rigorous reflection tool that they can use effectively to enhance learning in a post-secondary education classroom?