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 August 14, 2024 from https://www.learntechlib.org/p/106103/.

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Keywords

• Adolescent Literature
• College School Cooperation
• computer mediated communication
• Cooperative learning
• Discussion (Teaching Technique)
• educational technology
• English Teachers
• inquiry
• internet
• Middle School Students
• Partnerships in Education
• preservice teachers