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Gendered Voices: Provocateur in an On-Line Virtual Conference Course for In-Service Teachers
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, Northern Arizona University, United States

Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-33-4 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper is a report on the findings of a study conducted on a graduate level virtual conference summer school course. Discourse analysis techniques were used to examine the resulting transcript of texts for evidence of a democratic discourse within a community of learners. Findings indicate that gender is not masked in the text driven discussions on the Internet. Distinctive discursive styles are often sex class linked. Like face to face or classroom contexts, status is accorded unequally within discourse communities. Participants are not equal and are not equally attended or responded to. Educators need to take a serious and wary approach to accepting claims of ensured democratic participation in computer mediated communication formatted classes.

Citation

Markel, S. (1999). Gendered Voices: Provocateur in an On-Line Virtual Conference Course for In-Service Teachers. In J. Price, J. Willis, D. Willis, M. Jost & S. Boger-Mehall (Eds.), Proceedings of SITE 1999--Society for Information Technology & Teacher Education International Conference (pp. 332-336). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved October 21, 2019 from .

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