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Computer Conferencing, Moral Discussion, and Teacher Development
PROCEEDINGS

, The University of Michigan

Society for Information Technology & Teacher Education International Conference, Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Although it may be the moral and ethical dimensions of teaching that set it apart from other professions these issues are often ignored in preservice programs or given, at most, a passing mention (Goodlad, Soder and Sirotnik, 1990). Yet, as the population of students in the schools becomes more diverse, the moral dimensions of teaching become increasingly complex. As Taylor and Swartz (1991) point out:

Citation

Quinn-Leering, K. (1994). Computer Conferencing, Moral Discussion, and Teacher Development. In J. Willis, B. Robin & D. Willis (Eds.), Proceedings of SITE 1994--Society for Information Technology & Teacher Education International Conference (pp. 661-665). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved August 24, 2019 from .

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Cited By

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  • Coding Electronic Discussion Groups

    Gregory MacKinnon & Lynn Aylward, Acadia University, Canada

    International Journal of Educational Telecommunications Vol. 6, No. 1 (2000) pp. 53–61

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