Home PublicationsJRTEPast IssuesVolume 33 Number 3

	Edited by Dr. David J. Ayersman, Mary Washington College, and Dr. W. Michael Reed, New York University
formerly Journal of Research on Computing in Education

JRTE, Volume 33, Number 3, Spring 2001

Mark Hawkes
Dakota State University

Abstract

This study explores the opportunities presented by network-based communication to facilitate collaborative critical reflection between teachers. The study took place with 28 elementary and middle school teachers in 10 suburban Chicago schools. These teachers were involved in a two-year technology supported problem-based learning curriculum development effort. Asynchronous network-based communications were featured as teacher communication tools of the project, with the discourse produced by the teachers as the primary data source. The evidence showed that collaboratively produced network-based communication was significantly more reflective than face-to-face discourse between teachers. Face-to-face teacher meetings were highly task structured, while the electronic network was the medium of choice for discussing cause and effect and other contextual factors associated with curriculum development. Several variables, including teacher time, discourse focus, participant composition, and self-efficacy are discussed as influences on network-facilitated reflective conversation.

Web Resources

National Center for Education Statistics. (1998). Issue brief: Internet access in public schools. Washington DC: Author. Available: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=98031

R.T. Stout (1996). Staff development policy: Fuzzy choices in an imperfect market. Education Policy Analysis [Online serial], 4(2). Available: http://olam.ed.asu.edu/epaa/v4n2.html/.

B. L. McCombs, P. A. Lauer, J. Bishop, & A. Peralez (1997). Researcher test manual for the Learner-Centered Battery (Grades 6–12 Version). A set of self-assessment and reflection tools for middle and high school teachers. Aurora, CO: McREL. Available: info@mcrel.org or www.mcrel.org.

Contributor

Mark Hawkes is an assistant professor and coordinator of the instructional technology graduate program at Dakota State University. His research targets computer-mediated networks and computer-supported collaborative work systems in teacher development as well as the evaluation and development of school-based technology programs, especially those in rural settings. As a researcher in the Evaluation and Policy Information Center at the North Central Regional Educational Laboratory in Oak Brook, Illinois (1993–1999), he led the evaluation of several local and statewide technology programs. He received his doctorate from Syracuse University in instructional design, development, and evaluation.

Address: Dr. Mark Hawkes, Department of Instructional Technology, Dakota State University, Madison, SD 57042; mark.hawkes@dsu.edu.

Copyright © 2001, ISTE (International Society for Technology in Education). All rights reserved.