Collaborative Dialogue in a Synchronous CMC Environment? A Look at One Beginning English Teacher's Strategies

Autor/in	Groenke, Susan L.
Titel	Collaborative Dialogue in a Synchronous CMC Environment? A Look at One Beginning English Teacher's Strategies
Quelle	In: Journal of Computing in Teacher Education, 24 (2008) 2, S.41-47 (7 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-2454
Schlagwörter	Adolescent Literature; Computer Mediated Communication; Young Adults; English Teachers; Beginning Teachers; Cooperation; Synchronous Communication; Teaching Methods; Partnerships in Education; Middle School Students; Teacher Education Programs; Technology Uses in Education; Academic Achievement; Preservice Teachers; Case Studies; College School Cooperation + Suchen Sie Ihr Suchwort? Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Computerkonferenz; Young adult; Junger Erwachsener; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Co-operation; Kooperation; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulpartnerschaft; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schulleistung; Case study; Fallstudie; Case Study
Abstract	This article reports research from an ISTE SigTEL award-winning university-secondary school partnership, the Web Pen Pals project, which pairs preservice English teachers in online chat rooms with local middle school students to talk about young adult literature. One goal of teacher preparation programs is to encourage beginning teachers to use technology effectively in their future teaching. A particular goal of the Web Pen Pals project is to encourage beginning English teachers to "take risks" as they consider the role of a form of talk--collaborative dialogue--in academic learning, as well as the use of non-traditional discourse formats that may disrupt recitation patterns. The aim of this article is to summarize findings from a single case analysis of the discourse moves used by a preservice English teacher, Amanda, to facilitate collaborative dialogue about literature with adolescents in a synchronous computer-mediated communication (CMC) environment employed in the Web Pen Pals project. Findings suggest collaborative dialogue did occur, and Amanda used discourse moves that seemed to encourage and facilitate such dialogue. However, some opportunities for collaborative dialogue were missed. Implications for preparation of beginning teachers to use CMC are shared. (Contains 2 tables, 3 examples, and 1 footnote.) (As Provided).
Anmerkungen	International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste@iste.org; Web site: http://www.iste.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10