Search results for: Computer-mediated communication
Page 1/2 12 items
Examining Teachers’ Personal and Professional Use of Facebook: Recommendations for teacher education programming
In this study, the authors employed a quantitative approach with an exploration of descriptive data to examine Facebook site features pre-service educators use and how those features are utilized in personal and professional ways. Quantitative results indicate that interaction on Facebook is reciprocal. That is, the number of posts made to a wall was significantly related to the number of updates made by the profile owner. Descriptive data indicated limited use of Facebook in professional ways. However, where professional interactions were noted, profile owners utilized peers for instructional ideas and ongoing classroom support.
Updated: Feb. 27, 2013
The authors employ Sizers’ (1999) school- and classroom-based lenses for observation and apply them to the events and interactions that teacher education students see during school-based field experiences. The findings show that participants engaged in a complex series of framing(s) and reframing(s) to make sense of their experience.
Updated: Aug. 29, 2012
Student Teachers’ Situated Emotions: A Study of How Electronic Communication Facilitates their Expression and Shapes their Impact on Novice Teacher Development during Practice Placements
The purpose of this study was to find out how pre‐service student teachers expressed emotions through ubiquitous computing; meaning the use of mobile devices to facilitate wireless and seamless communications and data applications. The authors also explore how the use of electronic communication devices affects novice teachers' experiences and practices.
Updated: Jul. 26, 2011
Professional Identity Creation: Examining the Development of Beginning Preservice Teachers' Understanding of Their Work as Teachers
In making the transition from student to teacher, preservice teachers create their own professional identity. This study examines the preservice teachers’ ability to articulate this identity through a new construct, a “teachers' voice”. A teachers' voice, develops when preservice teachers interpret and reinterpret their experiences through the processes of reflection. A teachers' voice is articulated as part of the persons' self-image. The construct, a teachers' voice, was investigated by examining changes in preservice teachers' contributions in an online discussion forum.
Updated: Aug. 03, 2010
Developing Preservice Teachers' Global Understanding through Computer-Mediated Communication Technology
This study investigates preservice teachers' conceptual understanding of global education. Data were collected subsequent to participation in an asynchronous web-based multinational project to discuss issues related to cultural diversity and global challenges. The data included 59 preservice teachers' online messages and reflective essays.
Updated: Jun. 03, 2009
This article explores the use of online technologies to extend the learning of a group of junior secondary school students after attending a Sun, Science, and Society camp. The participants in this research project were sixteen (6 females and 10 males) 13- to 15-year-old students who attended the 4-day camp. These students expressed interest in undertaking the online learning phase of the program for a period of 6 months after it. The article reports on how they engaged with the extended and open learning supported by online technologies.
Updated: May. 21, 2009
This article focuses on the use of online interactive peer feedback in higher education and identifies the successful uptake of feedback as an important aspect. The authors investigate the link between the nature of students’ feedback, the way it is evaluated by the receiver, and its consecutive use for the revision of students’ products. Two separate studies were conducted to investigate the link between these three variables across different educational contexts and tools. Both studies showed a significant relationship between feedback containing concrete suggestions and a successful uptake of the feedback.
Updated: Dec. 07, 2008
The present study reviews prior studies on educational blogs and traditional computer-mediated communication (CMC) applications and analyzes the benefits of educational blogs over traditional CMC tools. It develops a model for the use of blogs in educational contexts by taking into account socio-technical systems theory. The model contributes to interactivity, an open system, a visualization tool, and a decentralized environment of online communication circumstance.
Updated: Dec. 01, 2008
'Can Anyone Offer any Words of Encouragement?” Online Dialogue as a Support Mechanism for Preservice Teachers
Isolation and lack of support contribute to high attrition. This study conducted a qualitative research using forum discussion. Topics, dialogues and support were discussed. The dialogue focused on six majors concerns, of interest was emotional engagement, responsiveness to each other, and meaning-making through storytelling.
Updated: Nov. 06, 2008
Communication technologies have shaped social, economic and political circumstances in which all forms of education operate. Teacher education, adaptation and response is now quite predictable. This paper explores the changed and changing geography of a world heavily shaped by the ongoing deployment and use of more and more powerful computing and communication technologies (CCT) . The analysis suggests that if we continue to attend only to landscaping, teacher education will be at risk of being transformed.
Updated: Aug. 27, 2008