ERIC Number: ED397011
Record Type: RIE
Publication Date: 1996-Apr
It Is As Much the How as the What: Examining My Own Practices for Teaching Classroom Management.
This study explored the potential of videotape and E-mail technology for developing a course delivery system encouraging personal reflection on the topic of classroom management. Since the process of teaching preservice educators techniques for democratic classroom management depends on a wide array of factors pertaining to individual personality and teaching style, the author argues that such courses call for qualitatively different teaching methods. Several different approaches to having student teachers videotape themselves using democratic classroom management techniques in the classroom are discussed, including different formats for conferencing and evaluation. When it became evident that the students who demonstrated the greatest improvement in their ability to use these strategies were the ones who had chosen to communicate with their professor via the Internet, E-mail communication was added as a component of the research. The nature of student-professor E-mail discourse is discussed in detail, and while the process of continuing E-mail contact with students was found to be time consuming, numerous benefits for students and their instructor were noted. In addition, the emphasis on using technology for preservice education was found to have carried over to the classroom, establishing student teachers as "technology experts" within their schools. (PB)
Descriptors: Classroom Techniques, Computer Uses in Education, Educational Technology, Electronic Mail, Elementary Secondary Education, Higher Education, Internet, Interpersonal Communication, Preservice Teacher Education, Reflective Teaching, Self Evaluation (Individuals), Teacher Student Relationship, Telecommunications, Videotape Recordings
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).