In this article, the author explains how she used online blogs with more than 263 students over a period of four semesters in an introductory social problems course. She describes how she uses blogs to enhance student participation, engagement, and skill building. Finally, she provides an overview of students' qualitative assessments of the blog assignments, highlighting the drawbacks and limitations of integrating technology and, in particular, blogs as a course writing requirement. (Contains 1 note.)