You are here:

Non-Negotiated Views of Communication: A Case Study of a Project-Based Learning Classroom with Multiple Communication Technologies
PROCEEDINGS

, University of Illinois at Urbana-Champaign, United States

Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Full Text

Abstract

This case study of a project-based, graduate course incorporating multiple communication technologies illuminates the importance of a community building in the technology-integrated classroom. By examining how the teacher and students perceived and used the media for class interaction, this study concludes that the availability of various communication media alone cannot bring productive social dynamics into a classroom. The teacher's cognitive constructivist framework and students' concerns about time and efficiency in learning shaped the pattern of their individualistic project-based learning, silent classroom meetings, and mandatory, task-oriented web conferencing. Their individualistic classroom culture did not change, as the class constituents lost opportunities to negotiate their distinct views of communication for learning.

Citation

An, J. (2004). Non-Negotiated Views of Communication: A Case Study of a Project-Based Learning Classroom with Multiple Communication Technologies. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 1084-1091). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 21, 2020 from .

Keywords

References

View References & Citations Map
  1. Batson, T. (1993). The origins of ENFI. In B. Bruce, J.K. Peyton & T. Batson (Eds.), Network-based classrooms: Promises and realities (pp. 87-112). New York: Cambridge.
  2. Bowers, C.A. (2000). Let them eat data: How computers affect education, cultural diversity, and the prospects of ecological sustainability. Athens, GA: University of Georgia Press.
  3. Bryson, M., & Catell, S.D. (1998). Telling tales out of school: Modernist, critical, and postmodern "true stories" about educational computing. In H. Bromley & M.W. Apple (Eds.), Education/ Technology/ Power (pp. 65-84). Albany, NY: State University of New York.
  4. Carey, J. (1992). Communication as culture. New York: Routledge.
  5. Fabos, B., & Young, M.D. (1999). Telecommunication in the classroom: Rhetoric versus reality. Review of Educational Research, 69, 217-259.
  6. Harasim, L.M. (1990). Online education: An environment for collaboration and intellectual amplification. In L.M. Harasim (Ed.), Online education (pp. 39-64). New York: Praeger.
  7. Lyotard, J.F. (1984). The postmodern condition: A report on knowledge. Minneapolis: University of Minnesota Press.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Also Read

Related Collections