Computer-mediated communication and teacher education: some observations from the implementation of TeleNex

Abstract

This paper outlines some of the reasons for the use of computer networking for teacher education and professional development, and discusses why networking can be used to support teacher education and development.A review of the literature suggests that among other reasons, networking is particularly conducive to teacher development because: (a) it helps break down teacher isolation and build a supportive learning community, (b) it serves as an agent of change, and (c) it helps disseminate educational materials and resources. The computer network recently developed specifically for secondary English teachers in Hong Kong, the TeleNex, is reported in this paper to highlight some of the factors that should be considered in the design and implementation of networks for teacher development.Preliminary observations suggest that these teachers are on their way to using this new technology to build and own their own electronic learning community. also encourages more open discussion. For fresh and inexperienced teachers who are reluctant to ask for help from the principal or the department head for fear of appearing to be incompetent, computer-mediated communication is particularly helpful (Merseth, 1992). The Beginning Teacher Computer Network (BTCN), set up by the Harvard Graduate School of Education which links first year teachers with veteran teachers and faculty members, is a good example of how a peer support network can be used to facilitate teacher development. In this network teachers post questions and share their successes and failures. A comment from one of the users gives an example of how this network was being used:'I remember discussing discipline, teaching methodologies, how to stand up to an unreasonable administrator, how to deal with being laid off -it was amazing how real the problems being shared on the network were. It was also amazing how frequently we would refer back to required texts from Harvard in our discussions, and yet in a completely new light.' (Merseth, 1992; p. 679).