Often teachers have no idea about the potential of new tools in support of lessons or in homeroom and they moved into their former teacher’s experience of the blogosphere, use personal online resources exclusively for posting instructions and assignments. Such educational blogs very stiff, they may not be interesting for children as an additional source of information on the subject, and unlikely to encourage students to read, write, comment on the teacher. Also concerned about the lack of teachers about the rules and restrictions, following which provides safe staying in the blogosphere. There have been precedents when teachers published in open access point for student work, performance ratings and other information related to the categories of personal data. The criteria of estimation of successful educational blog, from which the teacher will be able not only to introduce a new tool in practice, but also produce new ideas on using it. At this point none of the existing classifications of educational blogging, there is no specified criteria for the evaluation of a successful blog.
Blogs usually are created spontaneously, that, of course, the normal process, since any creativity does not tolerate coercion or administrative intervention. Of course, requiring teacher’s additional forces and time can be productive if it is a result of its self-determination. But, on the other hand, teachers blogs can be encouraged if school/team/community have created favorable conditions. In a particular school can be a system of support and motivation of teachers that blogging is a possession of the new professional tool. As practice shows, open competitions and teacher blogs are also a good format for the emergence of new educational resources. But the mere fact of creating blogs cannot be the basis for the ‘ distribution of prizes and bonuses ‘ if there is no clear and transparent system of criteria for their evaluation.