This study investigates the feasibility of integrating blog technology into elementary classrooms to support collaborative note taking. Note-taking activities mainly involve two processes: taking notes and reviewing notes. In this study, students were provide a matrix form shared with which to take notes and were required to use self-questioning for lesson review. Since both processes were supported by blogs, students were able to share their notes, questions, and answers. This study found that students could take better notes with experience, although could not fully take notes at first. Additionally, students' questions were acceptable, but their answers needed to be improved. This should be noted because students' answers were found significantly to affect their academic achievement.