The Use of Electronic Dialoguing To Extend the Educational Community
Denise Johnson, University of Central Arkansas
Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-25-9 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The use of interactive telecommunications has tremendous potential for teaching the language arts, especially if teachers are knowledgeable about its use. Electronic dialoguing is a motivational telecommunications technology that allows students to have ongoing discussions via the computer. According to Reutzel and Cooter, Jr. (1996) there are three major advantages of utilizing electronic dialoguing. First, the reason for writing is authentic and motivational because a real person is awaiting a communication and second, planning and scheduling is extremely flexible on the part of both audiences because they may respond at their own convenience. Finally, it offers a real world opportunity to use writing skills with an understanding audience. The purpose of the project I am going to describe was to model how technology can be incorporated into the curriculum of a reading methods course for preservice teachers to facilitate learning as well as provide hands on experiences with computer applications.
Johnson, D. (1997). The Use of Electronic Dialoguing To Extend the Educational Community. In J. Willis, J. Price, S. McNeil, B. Robin & D. Willis (Eds.), Proceedings of SITE 1997--Society for Information Technology & Teacher Education International Conference (pp. 676-677). Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
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Cited ByView References & Citations Map
Alec Bodzin, Lehigh University, United States
International Journal of Educational Telecommunications Vol. 6, No. 4 (2000) pp. 363–392
Dialogue Patterns of Preservice Science Teachers Using Asynchronous Computer-Mediated Communications on the World Wide Web
JOHN C. PARK & ALEC M. BODZIN, North Carolina State University, United States
Journal of Computers in Mathematics and Science Teaching Vol. 19, No. 2 (2000) pp. 161–194
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