Telecommunication in the Classroom: Rhetoric versus Reality

Fabos, Bettina; Young, Michelle D.

doi:10.2307/1170539

Cited by 14 publications

(14 citation statements)

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“…Online learning environments can provide a broad range of specific instructional functions to promote dialogic argumentation and to facilitate active learning beyond what can be achieved in traditional learning environments (Fabos & Young, 1999;Fischer, 2001;Marttunen & Laurinen, 2001;Pea, 1994;Roschelle & Pea, 1999;Schellens & Valcke, 2006). Some of these functions involve standard online technologies, such as (1) structures that promote collaboration, (2) easily accessible and indexed knowledge bases, (3) asynchronous communication, and (4) enriched representations of focal subject matter.…”

Section: Harnessing Online Learning Environments To Promote Argumentamentioning

confidence: 99%

Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments

Clark

Sampson

Weinberger³

et al. 2007

Educ Psychol Rev

117

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Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in argumentation. This review first considers the range of functionalities incorporated within these online environments. The review then presents five categories of analytic frameworks focusing on (1) formal argumentation structure, (2) normative quality, (3) nature and function of contributions within the dialog, (4) epistemic nature of reasoning, and (5) patterns and trajectories of participant interaction. Example analytic frameworks from each category are presented in detail rich enough to illustrate their nature and structure. This rich detail is intended to facilitate researchers' identification of possible frameworks to draw upon in developing or adopting analytic methods for their own work. Each framework is applied to a shared segment of student dialog to facilitate this illustration and comparison process. Synthetic discussions of each category consider the frameworks in light of the underlying theoretical perspectives on argumentation, pedagogical goals, and online environmental structures. Ultimately the review underscores the diversity of perspectives represented in this research, the importance of clearly specifying theoretical and environmental commitments throughout the process of developing or adopting an analytic framework, and the role of analytic frameworks in the future development of online learning environments for argumentation.

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Section: Harnessing Online Learning Environments To Promote Argumentamentioning

confidence: 99%

Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments

Clark

Sampson

Weinberger³

et al. 2007

Educ Psychol Rev

117

View full text Add to dashboard Cite

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Section: Collaboration and Communicationmentioning

confidence: 99%

“…Most empirical research has concerned studies on gender differences when working with ICT, focusing on collaboration (Hoyles et al 1992;Selby & Ryba 1994;Pryor 1995;Ching et al 2000;Kafai 2002), group composition (Barbieri & Light 1992;Kutnick 1997;Underwood et al 2000) or CMC (Savicki et al 1996;Hsi & Hoadley 1997;Gougeon 1998;Barrett & Lally 1999;Fabos & Young 1999;Wilson 2000). Most of the studies were carried out in regular classrooms (e.g.…”

Section: Instructional Structure Of An Educational Ict Toolmentioning

confidence: 99%

“…Contrary to adult white women, the Hispanic women in Wolfe's (2002) study preferred face-to-face communication, because in CMC the non-verbal communication was lost. The doubts others have about the presumed equalizing impact of CMC concern the incentives to react that may be lost rather than increased for some students in asynchronous communication (Fabos & Young 1999) or -againthe language skills such communication requires (Volman et al 2003).In addition to studies on students' experiences with CMC, the characteristics of men's and women's contributions have been investigated. Barrett and Lally (1999) found that men tend to write more and longer messages containing more social talk.…”

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confidence: 99%

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Inclusiveness and ICT in education: a focus on gender, ethnicity and social class

Heemskerk

Brink

Volman

et al. 2005

Computer Assisted Learning

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General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. AbstractThis paper presents the results of a literature review on gender, ethnic and socioeconomic status differences related to ICT in primary and secondary education. The review was conducted in order to develop an index for analysing the inclusiveness of educational ICT applications. The research question was: 'How and to what extent do the characteristics of educational ICT tools enhance or inhibit learning for different groups of students?' A discussion of both research-and practice-oriented literature results in a proposal for such an index. The paper concludes with a discussion of various dilemmas associated with the idea of the index, and of the ways in which it may be used in research and educational practice. Keywords:gender, ICT use, primary and secondary education, race/ethnicity, social class IntroductionIn recent years, ICT has acquired a place in education, as it has in most other sectors of society. Since the 1980s many computer applications have been developed for educational use -programs for drill and practice, instructional programs, and simulations are now available for many school subjects. Besides these, a number of general programs have found their way into the classroom, where they are being used as learning or work tools (e.g. word processing programs, databases and spreadsheets). More recently, email and Internet access have become available to schools. Not only are these ICT applications seen as substituting for existing learning tools, but they are also being used to promote a new kind of learning in which teachers support and coach students' learning processes instead of merely transmitting knowledge to them (e.g. de Corte et al. 1996; Bransford et al. 1999). Simulations and multimedia programs, for example, offer opportunities to engage students in solving 'real' problems encountered in daily life. The Internet makes it possible to provide problems and assignments that are realistic and up to date, and facilitates communication with the world outside the school. ICT also facilitates differentiation and individualization in education: it makes it possible to tailor both the content and the presentation of the subject matter to the individual backgrounds, experiences and needs of studen...

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“…The rapid expansion of the Internet has promoted the necessity for technological competence as well as promised the global connectivity of educational material for distance learning (Fabos & Young, 1999;Fetterman, 1998). Many educators compare the Internet revolution with the California gold rush of the mid 1800s.…”

Section: Introductionmentioning

confidence: 99%

Going the Distance with Distance Learning: An analysis of Motivational Factors that Influence E-Learning Course Completion Rates

Reynolds¹

2002

PsycEXTRA Dataset

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Acknowledgements1 Peter 1:1 states, "This too shall pass," and, true to his word, I have passed through yet another chapter of my life. Therefore, I first give thanks to my Lord and Savior Jesus Christ for providing me with the strength, courage, and patience to complete this thesis process. I also thank my wonderful and loving wife (whom I had to remind on many occasions that "this will soon pass") for standing by my side during this degree program. Her sacrifice, patience, and understanding were critical during those long and arduous days I had to devote both my time and energy towards schoolwork. To my children, I give my deepest thanks, apologies, and love for enduring this test of time by giving me hugs and kisses when I was around, and understanding, to the best of their ability, when I was not.

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Telecommunication in the Classroom: Rhetoric versus Reality

Cited by 14 publications

References 0 publications

Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments

Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments

Inclusiveness and ICT in education: a focus on gender, ethnicity and social class

Going the Distance with Distance Learning: An analysis of Motivational Factors that Influence E-Learning Course Completion Rates

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