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ERIC Number: EJ834054
Record Type: Journal
Publication Date: 2008
Pages: 7
Abstractor: As Provided
Reference Count: 54
ISSN: ISSN-1040-2454
Collaborative Dialogue in a Synchronous CMC Environment? A Look at One Beginning English Teacher's Strategies
Groenke, Susan L.
Journal of Computing in Teacher Education, v24 n2 p41-47 Win 2007-2008
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.)
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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education; Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A