Electronic Discourse in Preservice Teacher Preparation

After a review of the literature on electronic discourse (ED), including research from teacher education and several other academic fields, the authors describe an investigation of the efficacy of integrating electronic discussion sites into an elementary language arts methods class. Findings from students' pre and postdiscussion dispositions and perceptions of the experience are presented. Instructor notes and analysis of online discussion contributions are used to provide context and illuminate findings. Findings are then discussed in view of the existing research on ED. ********** Jl. of Technology and Teacher Education (2003) 11(3), 377-395 Electronic discourse, or what others refer to as computer mediated communication, computer conferencing, or online education, has been a topic of interest in many academic areas for the last two decades (Harasim, 1990). Most recently, electronic discourse appears as a major component of "hybrid courses," a convergence of online and residential instruction predicted as the trend of the future by such influential educators as Graham Spanier, President of Penn State, and Chris Dede of Harvard University's Graduate School of Education (Young, 2002). Research published in several academic fields outside of education has documented that electronic discourse (ED) can enhance the classroom environment and support student learning. More recently descriptive studies within the field of teacher education suggest that ED may have efficacy in upper level teacher education contexts. Characteristics common to these contexts include small class size, prior experience with classmates from previous semesters, concurrence of coursework with field experiences, and an emphasis on reflection about practice. The present study adds to this literature documenting ED in an upper level preservice methods course. Like the other recent studies of ED in teacher education, the present study was designed to be exploratory and descriptive. After a review of the literature on ED, including research from several other academic fields as well as teacher education, the authors describe an investigation of the efficacy of integrating electronic discussion into an elementary language arts methods class. Findings from students' pre and postdiscussion dispositions and perceptions of the experience are presented. Instructor notes and analysis of online discussion contributions are used to provide context and illuminate findings. These findings are discussed in view of the existing research on ED. RELATED LITERATURE When it comes to authentic integration of technology into their own instruction, many teacher educators fall short. A 1997 National Council for Accreditation of Teacher Education (NCATE) report described the problem: "Preservice teachers are given instruction on computer literacy and shown software, but rarely are required to apply technology in their courses and are denied role models of faculty using technology in their own work." Four years later a technology brief from the American Association of Colleges for Teacher Education documented that little had changed: Our ultimate goal has not yet been achieved. It is not enough for professors to use technology in their offices, or even to use presentation software in their classrooms. We must design courses that require our students to use technology themselves--only then will they be prepared to incorporate technology into the lessons they will teach their own students. (Wetzel, 2001, p.5) Electronic discourse has potential to help teacher educators to practice what they preach about technology integration. Used by students in methods classes and field experiences, ED also has potential to help students meet several of the International Society for Technology in Education (ISTE) standards, especially those in the Productivity and Professional Practice category (ISTE, 2000). …