
How Activity Fosters CMC Tool Use in Classrooms: Reinventing Innovations in Local Contexts
Article
Barry J. Fishman, University of Michigan, United States
Journal of Interactive Learning Research Volume 11, Number 1, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract
This paper presents a framework for understanding how the varying expertise, attitudes, and classroom activity structures of science teachers influence their students' use of a suite of computer-mediated communications tools in each of their classrooms. These issues are explored in the context of the Learning Through Collaborative Visualization (CoVis) Project. Findings indicate that teacher designs for classroom activity relate strongly to the frequency with which different tools are used. These results are presented in order to build a case for understanding how innovations are adopted in local contexts, as an important first step to bringing an innovation to scale.
Citation
Fishman, B.J. (2000). How Activity Fosters CMC Tool Use in Classrooms: Reinventing Innovations in Local Contexts. Journal of Interactive Learning Research, 11(1), 3-27. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE). Retrieved July 6, 2022 from https://www.learntechlib.org/primary/p/8370/.
© 2000 Association for the Advancement of Computing in Education (AACE)
Keywords
References
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