| Edited by Diane McGrath, Kansas State University |
formerly Journal of Research on Computing in
Education
Patterns of Faculty
and Student Conversation in Listserv and
Traditional Journals
in a Program for Preservice Mathematics and
Science Teachers
Michael D. Piburn and James A. Middleton
Arizona State University
Abstract
This study examined the patterns of interaction
between
preservice science teachers in collaborative
reflective
activity on a listserv. These patterns were
compared with
published interaction patterns typical of a
didactic classroom.
Results suggest that listserv dialogue has
characteristics
that are very different from typical classroom
language.
The roles of teachers and students are reversed,
with students
initiating conversations, teachers answering
questions,
and students reacting. The costs and benefits of
electronic
journaling in terms of preservice teacher
education are
discussed.
Contributors
Michael D. Piburn is an associate professor in
the Division
of Curriculum and Instruction at Arizona State
University.
His research interests focus on science education,
including
students' and teachers' misconceptions of science
concepts.
James A. Middleton is an assistant professor in
the Division
of Curriculum and Instruction at Arizona State
University.
His research interests focus on motivational
processes in
education, children's mathematical thinking
especially in
the area of rational number and geometry, and
technological
innovation in mathematics instruction and
assessment. (Address:
Dr. Michael Piburn, Department of Secondary
Education, Division
of Curriculum & Instruction, Arizona State
University,
PO Box 871911, Tempe, AZ 85287-1911; mike.piburn@asu.edu.)
A PDF file of the full article is available.
Contact: jrte@iste.org. Please
specifiy Volume and Issue number and article name.
Copyright ©
1998, ISTE (International
Society for Technology in Education).
All rights reserved.
| journals, listserv,
reflective practice, teacher education. |
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