Computer conferencing as a resource for in‐service teacher education

Kimmel, Howard; Kerr, Elaine B.; O'Shea, Mark

doi:10.1002/sce.3730720406

Cited by 7 publications

(8 citation statements)

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“…They were afraid that there might be grammatical mistakes in the messages that they created, or they might appear to be asking stupid questions. As points out, in textual communication, participants worry about the appearance of their text She maintains that "for some, the appearance of the text becomes one's 'signature', and making typos or other errors is perceived as a detraction from one's image" (p. 50); see also Kimmel et al (1988) in which there were only a minority of the participants in their Electronic Exchange System (EIES) authoring comments. Similarly, Wells (1992) points out that when students were first exposed to CMC in distance education programmes, they were hesitant to contribute to discussion "because of a fear of appearing unintelligent or exposing vulnerabilities" (p.13).…”

Section: Vulnerability Of Text-based Communication and 'Face'mentioning

confidence: 95%

“…In view of the feedback from teachers, modifications were made to the software which gives teachers four options when sending in public messages: anonymous, using personal name alone, using school name alone, or using both (see Kimmel et al, 1988, where users were given the options of using a regular signature, pen name or anonymity). Subsequently, it was felt that signing off a message as anonymous has an undesirable effect of secrecy and this option was changed to "An English teacher".…”

Section: Vulnerability Of Text-based Communication and 'Face'mentioning

confidence: 99%

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Social Factors in the Implementation of a Computer Network for English Language Teachers

Tsui

1995

Journal of Information Technology for Teacher Education

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Studies on teacher education networks have unanimously pointed out that networks which allow teachers to share their experience, problems and curriculum materials enhance collegiality and professional growth. This paper reports findings of the implementation of TekNex (Teachers of English Language Education Nexus) which is a teacher education network linking the Teachers of the English Language Education Centre (TELEC) set up at the University of Hong Kong with secondary schools. It points out that for a network of this nature to be effective, we have to take into consideration in the implementation process social factors such as user needs, motivation, background and psychology as well as user proficency in computer skills. The discussion will be illustrated with data from questionnaires, interviews, meetings, and messages on the network.

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Section: Vulnerability Of Text-based Communication and 'Face'mentioning

confidence: 95%

Section: Vulnerability Of Text-based Communication and 'Face'mentioning

confidence: 99%

Social Factors in the Implementation of a Computer Network for English Language Teachers

Tsui

1995

Journal of Information Technology for Teacher Education

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“…Este es un tema que se ha estudiado también en diversos trabajos de investigación, de los que se han deducido algunas conclusiones interesantes. Por ejemplo el uso de las TICs en actividades de formación favorece la familiarización del profesorado con estas herramientas y mejora sus recursos didácticos (Kimmel et al, 1988), permite…”

Section: El Papel De Las Tics En La Formación Del Profesoradounclassified

Aplicaciones de las Tecnologías de la Información y de la Comunicación en la educación científica. Primera parte: funciones y recursos

Pedrajas¹

2005

Rev_Eureka_ensen_divulg_cienc

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RESUMEN Las tecnologías de la información y la comunicación (TICs Palabras clave: Tecnologías de la Información y la Comunicación (TICs), educación científica, formación del profesorado, fines educativos, recursos informáticos en la enseñanza de las ciencias. INTRODUCCIÓNEn el campo de la investigación didáctica se admite, desde hace varias décadas, la necesidad de utilizar los programas de ordenador de todo tipo en la enseñanza de la ciencias, por las indudables ventajas pedagógicas que se han ido poniendo de manifiesto en múltiples trabajos de divulgación e investigación realizados en los países más avanzados y, sobre todo, en el mundo anglosajón (Hartley, 1988;Lelouche, 1998). En tales trabajos se ha puesto de manifiesto que los programas didácticos de ordenador poseen algunas características bastante interesantes, desde el punto de vista educativo, como son la gran capacidad de almacenamiento y de acceso a todo tipo de información, la propiedad de simular fenómenos naturales difíciles de observar en la realidad o de representar modelos de sistemas físicos inaccesibles, la interactividad con el usuario, o la posibilidad de llevar a cabo un proceso de aprendizaje y evaluación individualizada, entre otras muchas aplicaciones educativas.En todos estos aspectos los ordenadores están mejorando actualmente sus prestaciones mediante la creciente potencia de los entornos multimedia, los avances de la inteligencia artificial y el uso cada vez más extendido de Internet. Pero a pesar del largo camino recorrido en las tres últimas décadas y de los evidentes avances de la informática educativa, todavía siguen existiendo cuestiones relevantes en el dominio de la educación científica en los que merece la pena reflexionar, como son el DOI: http://dx

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“…Some electronic networks have provided opportunities for participants to use pseudonyms, although the justification for this decision, and an explanation for its effects, has not always been provided (Kimmel et al, 1988). In another reported application in a first year elementary teacher education course, the instructor in the course did not participate in discussions and all students did so anonymously 'to encourage nondominated dialogue' (Harrington and Quinn-Leering, 1995).…”

Section: Anonymity and Network Participationmentioning

confidence: 99%

Lurking, anonymity and participation in computer conferencing

Pearson

2000

Communications and Networking in Education

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Abstract:This paper presents data from a case study on the use of electronic networking in an initial teacher education course. These data revealed that the network was used extensively for private mail but only to a limited extent for public conferencing except for one conference where trainee teachers were able to use an anonymous account when contributing messages. The reasons for limited participation by trainee teachers in conferences, and the ways in which access to an anonymous account influenced participation on the network, are discussed drawing on interview data from trainee teachers.

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Computer conferencing as a resource for in‐service teacher education

Cited by 7 publications

References 1 publication

Social Factors in the Implementation of a Computer Network for English Language Teachers

Social Factors in the Implementation of a Computer Network for English Language Teachers

Aplicaciones de las Tecnologías de la Información y de la Comunicación en la educación científica. Primera parte: funciones y recursos

Lurking, anonymity and participation in computer conferencing

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