Asynchronous Computer Conferencing as Mindtools: Implications for Integrating Mindtools in the Classroom
Nicos Valanides, Charoula Angeli, University of Cyprus, Cyprus ; Curtis J. Bonk, Indiana University, United States
Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
We report on the findings of a study that was completed in July of 2002 regarding the affordances of asynchronous conferencing to foster quality computer-mediated interactions. Specifically, we investigated the extent to which COW, can be used to extend classroom discussion beyond scheduled class time. The results of the study indicated that COW did not encourage extensive communication among the participants. In addition, participants' discourse was mostly unjustified claims and personal opinions, and evidence of critical thinking was scarce. Undoubtedly, the integration of conferencing systems in classroom settings constitutes a complex issue. We conclude that any tool alone, no matter how powerful it might be, it is not a mindtool, but it can be transformed into a mindtool depending on how and when it is utilized and for what purposes.
Valanides, N., Angeli, C. & Bonk, C.J. (2003). Asynchronous Computer Conferencing as Mindtools: Implications for Integrating Mindtools in the Classroom. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 840-843). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE).