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

Tsui, Amy Β. M.

doi:10.1080/0962029950040204

Cited by 8 publications

(9 citation statements)

References 20 publications

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“…Many researchers have pointed out that despite the potential of CMC for collaboration and for bringing about quality interactions because of its lack of physical and emotional cues, in practice, however, participation by users is often scanty and patchy (see for example Crook, 1994;Light et al, 1997;McAteer et al, 1997;Pearson, 1999). Though explanations like lack of time are often put forward by users for not participating (see for example Tsui, 1995;Tsui & Ki, 1996;Mason & Bacsich, 1998), it has been observed that a skewed participation rate seemed to be the norm, which suggests that something more fundamental is at work (see Tolmie & Boyle, 2000). While a number of studies have made observations of what these factors could be, citing evidence from a small number of respondents, so far, not many empirical studies have been conducted systemically on the dimensions which mediate user participation.…”

Section: Computer Network As Socio-technical Systemsmentioning

confidence: 99%

Teacher participation in computer conferencing: socio-psychological dimensions

Tsui

2002

Journal of Information Technology for Teacher Education

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It has been pointed out in the literature on computer-mediated communication that the social dimensions of network design, user behaviour and user participation on computer networks are very important to the building of an electronic community. So far, no study has examined these dimensions systematically and the ways in which they mediate user participation. This article reports on a study conducted on a computer network for English teachers in Hong Kong schools, TeleNex, to investigate the teachers' participation on the network, and the technical and social psychological dimensions that mediated their participation. Data were obtained by questionnaires and by interviews with a small sample of teachers. The questionnaire results show significant differences between teachers who participated actively in conferencing and those who did not. The interview data provided further insights into the social psychological dimensions. Implications to be considered when building an electronic community of teachers are discussed.

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Section: Computer Network As Socio-technical Systemsmentioning

confidence: 99%

Teacher participation in computer conferencing: socio-psychological dimensions

Tsui

2002

Journal of Information Technology for Teacher Education

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“…As the majority of TeleNex users were computer novices, the technical hurdle they had to face in using the network was substantial (Tsui, 1995). Several kinds of support were given.…”

Section: Overcoming the Technical Barriermentioning

confidence: 99%

“…There was a social barrier that these teachers needed to overcome in order to participate in network discussions (Tsui, 1995). There was a social barrier that these teachers needed to overcome in order to participate in network discussions (Tsui, 1995).…”

Section: Overcoming the Technical Barriermentioning

confidence: 99%

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

Lai

1996

Educ Inf Technol

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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).

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“…After four months, teachers reported that it was 'very threatening to have their names appearing in the messages, and even more threatening to have their school names appearing as well' (Tsui 1995). These teachers were concerned about perceptions of their personal competence with English, their knowledge about teaching English as a second language and, as a result, the reputation of their schools which might be held by others.…”

Section: Anonymity and Network Participationmentioning

confidence: 99%

“…Subsequently, it was felt that signing off a message as anonymous has an undesirable effect on secrecy and this option was changed to 'An English Teacher'. (Tsui 1995) Data on usage patterns with these options were not presented but Tsui (1995) noted that:…”

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

Cited by 8 publications

References 20 publications

Teacher participation in computer conferencing: socio-psychological dimensions

Teacher participation in computer conferencing: socio-psychological dimensions

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

Lurking, anonymity and participation in computer conferencing

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