ERIC Number: ED408268
Record Type: RIE
Publication Date: 1997-Mar
Employing Educational Telecommunications Technologies as a Professional Development Structure for Facilitating Sustained Teacher Reflection, Collaboration, and Inquiry. Draft.
A study was undertaken to determine how telecommunications technology affects teacher reflection and collaboration. Study participants, eight teachers currently practicing in both public and private schools, were interviewed several times over the school year. Analysis of the data revealed several important areas of impact regarding use of telecommunications technology related to teacher reflection and collaboration. Some outcomes were: self-disclosure, infusion of new ideas, descriptive feedback, frequency of affirmation, sustained discourse, and more authentic sources. Study data showed that teachers do value learning from other teachers and that collaborations, partnerships, and networks like the one described appear essential to providing opportunities for teachers to learn and communicate with groups outside the school building. Telecommunications technologies appeared capable of fostering a "culture of inquiry," moving teachers beyond the boundaries of their own classrooms, schools, and districts. Networked technologies constituted a flexible and dynamic response to the specific and changing needs of teachers and were immediately accessible and sustainable. A chart showing "Claims for Teacher Use of Educational Telecommunications Technologies" is appended. (Contains 33 references.) (ND)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997).