Peer Computer Conferencing to Support Teachers’ Reflection during Action Research
Michelle Maher, University of South Carolina, United States ; Evelyn Jacob, George Mason University, United States
Journal of Technology and Teacher Education Volume 14, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This study investigates whether and how peer interaction through scaffolded asynchronous computer-mediated communication (CMC) aided teachers as they conducted courserelated individual action research projects. Specifically, the study investigates the extent to which teachers’ use of CMC facilitated their reflective consideration and use of alternative cultural perspectives to change their classroom practice. Study findings suggest that some teachers did in fact benefit from the use of CMC in this manner, although negative influences on teachers’ use of CMC included technological complications, lack of time and conceptual energy, and some teachers’ preference for face-to-face interactions. Implications of the findings for policy and practice are discussed, especially as they pertain to classroom contexts in which standardized testing and student cultural diversity are prominent.
Maher, M. & Jacob, E. (2006). Peer Computer Conferencing to Support Teachers’ Reflection during Action Research. Journal of Technology and Teacher Education, 14(1), 127-150. Chesapeake, VA: Society for Information Technology & Teacher Education.
© 2006 Society for Information Technology & Teacher Education