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Examining the Reflective Outcomes of Asynchronous Computer-Mediated Communication on Inservice Teacher Development
Article

, Department of Educational Computing and Instructional Technology, United States ; , Department of Instructional Design, Development, and Evaluation, United States

Journal of Technology and Teacher Education Volume 9, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This study explored the professional development experienc-es of 28 practicing teachers in 10 Chicago suburban schools involved in a two-year technology supported Problem-Based Learning curriculum development effort. Asynchronous computer-mediated communications (CMC) were featured as teacher communication tools of the project. The computer-mediated discourse produced by the teachers was compared with the discourse produced by teachers in face-to-face meet-ings. Research methods including discourse analysis and ar-chival data analysis were applied to determine the nature of the teacher discourse and its reflective content. The results show that while the computer-mediated teacher dialogue was less interactive, it was significantly more reflective (t=4.14, p=.001) than face-to-face discourse. The study findings sug-gest that the value of CMC lies in its ability to facilitate pro-fessional collaboration between teachers and encourage criti-cal reflection on educational policy and practice.

Citation

Hawkes, M. & Romiszowski, A. (2001). Examining the Reflective Outcomes of Asynchronous Computer-Mediated Communication on Inservice Teacher Development. Journal of Technology and Teacher Education, 9(2), 285-308. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved July 20, 2019 from .

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