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The Computer Mediated Communication Environment as it Fosters Collaborative Ways of Knowing, Teaching, and Learning
PROCEEDINGS

, University of Arizona, United States

Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-37-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper will summarize and give examples from a retrospective ethnographic and pedagogical theory analysis of some key features of a course concerning Graduate and Inservice Teacher Education and Instructional Design. The title of the course was "Researching the Paradigms: Collaborative Ways of Knowing, Teaching, and Learning." The course involved synchronous and collaborative computer mediated discussions (CMC) as well as asynchronous CMC written conversation and full use of the World Wide Web. The goal of the course and of this report of it is to explore and push the boundaries of possibilities for addressing the web of relationships among collaborative and other forms of non-foundational graduate and teacher education; collaborative language, literacy and culture learning; and multiple literacies including those only possible in CMC and hypertext environments. The results explicate the possibilities made available by fully implementing information technology and CMC for teacher education and instructional design.

Citation

Wildner-Bassett, M. (2000). The Computer Mediated Communication Environment as it Fosters Collaborative Ways of Knowing, Teaching, and Learning. In D. Willis, J. Price & J. Willis (Eds.), Proceedings of SITE 2000--Society for Information Technology & Teacher Education International Conference (pp. 726-731). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved August 18, 2019 from .

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