Computer-Mediated Discourse: Electronic Dialogue Journaling and Reflective Practice
American Educational Research Association Annual Meeting,
A promising strategy for encouraging reflection among student teachers is the use of dialog journals--logs or records of thoughts responded to by other writers. Electronic mail (e-mail) could be used as a medium for developing an electronic dialog journal that overcomes many of the practical constraints of the usual journal. The use of e-mail as a dialog journal medium was studied with 11 student teachers at 2 different teaching placements. In addition to the e-mail journals, additional data came from the student teachers' supervisors and a survey of participants. Students were directed to use the e-mail to send a synthesis of written self-critiques as they reflected on their teaching practices. Students sent a total of 294 e-mail messages during the 16-week semester, and only 3 students sent fewer than the minimum requirement of 1 message each week, Students responded favorably to the technology, but there is no direct evidence that the e-mail provided an effective measure of reflection. However, using electronic mail did provide a vehicle for student-teacher discourse that could promote reflection. (Contains 15 references.) (SLD)
McIntyre, S.R. & Tlusty, R.H. (1995). Computer-Mediated Discourse: Electronic Dialogue Journaling and Reflective Practice. Presented at American Educational Research Association Annual Meeting 1995.
Cited ByView References & Citations Map
Ping Gao, Doris Choy, Angela Wong, Jing Wu & Jing Wu
Australasian Journal of Educational Technology Vol. 25, No. 5 (Jan 01, 2009)
Karen Grove & Linda Quinn, University of Nevada Las Vegas, United States; Alexandru Spatariu, Georgetown College, United States
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 381–385
David Heflich & LeAnn Putney, Univ. of Nevada, Las Vegas, United States
Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 197–202
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.