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Who Said Getting Educators to Talk was Easy? Just Try Online Discussion Groups; the Silence is Deafening!
PROCEEDINGS

, , Idaho State University, United States

EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

As an online-based course from its inception, this advanced general technology requirement for the Educational Leadership doctoral program serves as the one point where technology use and integration are expected. Among the three strands (Educational Administration, Higher Education, and Instructional Technology) there is a wide range of capabilities and exposure to technology and its applications within the educational setting. As is typical with online courses, this one has undergone a number of iterations to arrive at its present state: cooperative and collaborative learning through virtual groups; discussion threads that are extensive and critiqued by all participants, product development through planning, delivery, and perceived assessment protocols (e.g., WebQuests within lesson plans, Web page development, Literature Reviews, etc.). Among the hardest pieces of evolution, however, has been the effective use of discussion and interactivity. There is no doubt educators are still uncomfortable with posting to, sharing with, and critiquing peers in a virtual environment.

Citation

Strickland, J. & Strickland, A. (2005). Who Said Getting Educators to Talk was Easy? Just Try Online Discussion Groups; the Silence is Deafening!. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2562-2564). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 13, 2019 from .

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