You are here:

The Role of Teacher Questioning in Promoting Dialogic Literary Inquiry in Computer-Mediated Communication
ARTICLE

,

Journal of Research on Technology in Education Volume 40, Number 2, ISSN 1539-1523

Abstract

This article reports research from an innovative university-secondary school partnership, the Web Pen Pals Project, which pairs preservice English teachers in online chat rooms with local middle school students to talk about young adult literature. The analyses reported here center on the type of dialogue that results during such online conversations. Findings suggest preservice teachers bring traditional classroom discourse expectations to CMC, and strategies that help CMC facilitators synthesize and focus discourse into co-created "group texts" are needed. Based on these findings, implications for educators who use CMC in teacher preparation to facilitate collaborative learning are suggested. (Contains 1 figure, 5 tables and 3 footnotes.)

Citation

Groenke, S.L. & Paulus, T. (2008). The Role of Teacher Questioning in Promoting Dialogic Literary Inquiry in Computer-Mediated Communication. Journal of Research on Technology in Education, 40(2), 141-164. Retrieved January 22, 2020 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords