E-Mail: Instructional Potentials and Learning Opportunities

Tao, Liqing; Boulware, Beverly J.

doi:10.1080/07487630290061836

Cited by 9 publications

(3 citation statements)

References 2 publications

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“…Internet bulletin boards, e-mail, and chat groups offer students opportunities to "talk" to, share information and experiences with, and learn from individuals with disabilities (Tao & Boulware, 2002). For example, real-time chat groups offer students a forum to communicate with individuals with disabilities.…”

Section: Interactions With Individuals With Disabilitiesmentioning

confidence: 99%

Using Technology to Teach about Individual Differences Related to Disabilities

Salend¹

2005

TEACHING Exceptional Children

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As part of her efforts to teach her students how to interact with, understand, and accept others, Ms. Miller decided to teach her students about individual differences related to disabilities. Knowing that her students enjoyed using technology, Ms. Miller approached Ms. Tarik, the school's instructional technology technology-based unit to teach students about individual differences related to disabilities. They started to develop the unit by searching the Internet for content, online lesson plans, and Web sites and teaching resources about disabilities. They identified, reviewed, and evaluated Web sites to determine those sites that contained accurate, interesting, and relevant content as well as motivating learning activities and useful resources, and then began to create their unit.Once they developed their unit, Ms. Miller and Ms. Tarik began by teaching students about the Internet and how to use it. They presented an overview of how to access and navigate the Internet, pairing experienced student users with novices. They reviewed with students how to use the Internet safely, responsibly, efficiently, and effectively. They brainstormed with students to frame rules for the use of the Internet. They also told students not to believe everything they read or hear through the Internet and gave students guidelines for examining sites and verifying information.Once they were convinced that students could use the technology appropriately, the teachers assigned students 32 ■ COUNCIL FOR EXCEPTIONAL CHILDREN

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Section: Interactions With Individuals With Disabilitiesmentioning

confidence: 99%

Using Technology to Teach about Individual Differences Related to Disabilities

Salend¹

2005

TEACHING Exceptional Children

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“…In an era of increasing importance of new media, considering making education the most efficient and effective, courses are now becomes indescribable conceptually in a physical classroom environment, defined as time periods for the semester, and particularly limited to a narrow scientific area (Kessler, 2011;Chopra and Pathak-Shelat, 2011). For example, e-mail groups and online forums can trigger participation and sharing not provided in the classroom (Heiman, 2008;Tao and Boulware, 2002).…”

Section: Introductionmentioning

confidence: 99%

Effects Of Developing New Media Environment On The Communication Education

Köroğlu

2011

AJIT

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Converging and transforming new communication environments are changing daily lives and businessschool agendas of users, educators and students in the field of communications and media. This paper deals with the developments and current situation of new media field in terms of broadcasting and publishing and its effects on updating of education in communication faculties. New media causes fundamental changes in the publishing and broadcasting business and companies are leaving old business models and choosing new ones. One cannot observe the same situation in the communication faculties that provides publishing and broadcasting education. For this paper, a large literature research conducted and leading communication faculties' curriculum from Turkey and around the world analyzed. After the information is given about the changing media and publishing environment, changes in publishing and broadcasting education are addressed, what can be done mentioned and suggestions are listed for the responsible academicians from curriculum and students those are going to be affected.Keywords: New media, publishing, broadcasting, communication faculty, curriculum, syllabi. Gelişen Yeni Medya Ortamının İletişim Eğitimine Etkileri ÖzetYakınsayan ve dönüşen yeni iletişim ortamları iletişim ve medya sahasındaki kullanıcı, eğitimci ve öğrencilerin günlük hayatlarını ve iş-okul gündemlerini değiştiriyor. Bu çalışmada yeni iletişim ortamları alanının yayıncılık açısından gelişimi ve güncel durumu ile bunun iletişim fakültelerindeki eğitimin güncellenmesine etkisi ele alınmaktadır. Yeni iletişim ortamları, yayıncılık sektöründe köklü değişikliklere ve şirketlerin eski iş modellerini terk edip yenilerini benimsemesine yol açmaktadır. Aynı durum yayıncılık eğitiminin verildiği iletişim fakültelerinde büyük çapta gözlenmemektedir. Bu çalışma için geniş çaplı literatür taraması dışında, Türkiye ve dünyada önde gelen iletişim fakültelerinin müfredatları da incelenmiştir. Değişen medya ve yayıncılık ortamına ilişkin bilgiler verildikten sonra, yayıncılık eğitiminde görülen değişime değinilip yapılabileceklerden bahsedilmiş ve müfredatı düzenlemekten sorumlu akademisyenler ile bundan etkilenecek öğrencilere yönelik öneriler sıralanmıştır.Anahtar Kelimeler: Yeni iletişim ortamları, yayıncılık, iletişim fakültesi, müfredat, ders programı.

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“…Observations during the study indicated that students had positive attitudes towards using the discussion boards, however, the study did not report any attitudinal or motivational changes toward reading. Tao and Boulware (2002) conducted a study with second graders and e-mail. In this study second graders used e-mail to correspond with the researchers about books.…”

Section: Relatednessmentioning

confidence: 99%

Connected schools: student reading motivation and computer mediated communication

Lindstrom¹

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Improving children's attitudes and motivation to read are top priorities for Elementary school teachers. Self-determination theory suggests that classroom contexts that allow children to be autonomous, feel competent, and experience a sense of relatedness during reading activities may improve reading motivation. Two fifth grade classrooms in contrasting communities used Internet-based discussion boards and chat rooms to choose, read and discuss books. The Motivation to Read Profile (MPR) was used to measure change in students' motivation to read as a result of their participation in CMC supported reading activities. Observations of student behavior during CMC supported reading activities, analysis of students' online communications, and student interviews were used to examine the extent to which CMC supported or hindered student motivation to read. Results indicated that student motivation to read was hindered when students did not receive the appropriate amount of social interaction during the CMC based reading activities. Further, students' preferred the use of chat rooms over the use of discussion boards because it increased they amount of social interaction between students. However, discussions during chat room session tended to be off topic, and students spent little time having meaningful discussion of literature. If CMC is to meet its potential in improving student motivation to read, the proper scaffolding needs to be in place to increase the likelihood that all students will feel included in CMC activities and will have purposeful discussions of literature. 1 CHAPTER I. INTRODUCTION Children who read recreationally tend to perform better in school (Guthrie, Alao & Rinehart, 1997; Wigfield & Guthrie, 1997). The amount of time children spend reading is directly linked to development of reading skills (Anderson, Wilson & Fielding, 1988). Children who read in their free time tend to score higher on comprehension and vocabulary tests and have greater knowledge of the world in general (Cipielewski & Stanovich, 1992; Stanovich & Cunningham, 1992, 1993). Children who read for pleasure tend to become life long readers (Smith, 1990), which has been linked to heightened occupational status and ability to participate in society as adults (Guthrie, Schafer & Hutchinson, 1991). Unfortunately, evidence of children's reading habits suggests that the vast majority of children spend little time reading. Reading consistently ranks lower than other types of activities in which children chose to engage. Listening to music, playing video games, and watching television consistently ranked higher than reading. A recent survey on how children spend their time reported that children only spend an average 5 to 15 minutes a day reading at home (Hoffereth & Sanberg, 2000). This finding is troubling given that children spend an average of 180 minutes a day watching television, and 20 to 32 minutes a day playing video games (Hoffereth & Sanberg, 2000; Kaiser Family Foundation, 2002). Further, as children got older they tended to spen...

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E-Mail: Instructional Potentials and Learning Opportunities

Cited by 9 publications

References 2 publications

Using Technology to Teach about Individual Differences Related to Disabilities

Using Technology to Teach about Individual Differences Related to Disabilities

Effects Of Developing New Media Environment On The Communication Education

Connected schools: student reading motivation and computer mediated communication

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