TY - JOUR
T1 - Use of computer-mediated communication in a teaching practicum course
AU - Wu, Cheng Chih
AU - Lee, Greg C.
N1 - Funding Information:
The research reported in this paper has been partially supported by the National Science Council of Taiwan, the Republic of China, under the grants NSC-86-2511-S-003-055 and NSC-88-2511-S-003-054. We also would like to thank Chin-Yuan Lai, Chi-Chung Chang, and Yu-Jen Lo for their help in various aspects of this study.
Funding Information:
Within the last several years, with the support of the government’s National Information Infrastructure (NII) project, Internet access has increased dramatically in Taiwan’s universities, colleges, and high schools. Realizing the potential benefits of CMC in teacher education, the National Science Council (NSC) of Taiwan has been funding research projects to develop cooperative networks for beginning and preservice teachers. For example, during 1997 through 1999, the NSC allotted designated grants to support CMC research projects in many subject areas, including science, math, life technology, and computer science. Some well-known experiences are also observed from the projects (Wu, Lee & Lin, 1999):
PY - 2004/12
Y1 - 2004/12
N2 - This study investigates how Computer-Mediated Communication (CMC) can be effectively used in a teaching practicum course to enhance preservice teachers' learning. We constructed a web-based CMC system and used it in a Teaching Practicum course. Computer science preservice teachers and experienced secondary school computer teachers, who served as mentors, participated in the study. The research findings indicate that the preservice teachers considered the CMC system helpful for supporting their learning. The findings also indicate that some initiating/follow-up discussion styles of the mentors were more effective than others in promoting interactions in the discussion forum. It was also found that a teaching-video-enhanced CMC environment is valuable in improving quality of mentoring and in increasing preservice teachers' reflection on teaching.
AB - This study investigates how Computer-Mediated Communication (CMC) can be effectively used in a teaching practicum course to enhance preservice teachers' learning. We constructed a web-based CMC system and used it in a Teaching Practicum course. Computer science preservice teachers and experienced secondary school computer teachers, who served as mentors, participated in the study. The research findings indicate that the preservice teachers considered the CMC system helpful for supporting their learning. The findings also indicate that some initiating/follow-up discussion styles of the mentors were more effective than others in promoting interactions in the discussion forum. It was also found that a teaching-video-enhanced CMC environment is valuable in improving quality of mentoring and in increasing preservice teachers' reflection on teaching.
KW - Computer-mediated communication
KW - Mentors' moderating styles
KW - Preservice teacher practicum
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U2 - 10.1007/s10763-004-2892-2
DO - 10.1007/s10763-004-2892-2
M3 - Article
AN - SCOPUS:33644538266
SN - 1571-0068
VL - 2
SP - 511
EP - 528
JO - International Journal of Science and Mathematics Education
JF - International Journal of Science and Mathematics Education
IS - 4
ER -