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Interpersonal Computing and Technology:
An Electronic Journal for the 21st Century
ISSN: 1064-4326
October 1999
Volume 7, Number 1-2
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Published by the Association for Educational Communications and Technology
Additional support provided by <http://www.emoderators.com>
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2. Retrieval Instructions for Articles
3. Table of Contents and Abstracts
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It is with great anticipation and excitement that I join you in entering this new year!
Best wishes,
Zane Berge, Editorial Board
IPCT Journal
<berge@umbc.edu>
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2. Retrieval Instructions for Articles
WORLD WIDE WEB
IPCT-J has its own WEB pages, where you can retrieve current and back issues:
URL <http://www.emoderators.com/ipct-j/index.html>
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3. Contents
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COLLABORATIVE DESIGN, CONSTRUCTIVIST LEARNING, INFORMATION TECHNOLOGY IMMERSION, & ELECTRONIC COMMUNITIES: A CASE STUDY
Johanna Olson Alexander
California State University, Bakersfield
ABSTRACT
Information technologies have provided an opportunity for teaching faculty and library-information faculty to combine expertise and resources to change, develop, augment, and enhance instructional course design. Collaboration of teaching and library faculty capitalizes on the content expertise of the professor and the productive use of information resources and technology by the librarian. This article describes a collaborative instructional design project using constructivist theory, exploratory and resource-based learning, electronic communities, and integrated information technology immersion. Learning outcomes for student and faculty participants are discussed and analyzed in relationship to pertinent research and theory. Recommendations for future enhancements are presented.
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AN EXPLORATION OF PEDAGOGICAL IMPLICATIONS OF USING NETWORKED-BASED COMPUTER MEDIATED COMMUNICATION IN THE COMMUNICATIVE LANGUAGE CLASSROOM
Cheol-Houn Lee
ABSTRACT
As the ever growing use of computer networking is becoming realized in the domain of communication, many attempts have also been made to explore the pedagogical implication of Computer Mediated Communication (CMC) in the communicative language classroom. Many brilliant concepts and observations about CMC applications in the language classroom have been discussed in terms of the pedagogical advantages of employing asynchronous CMC (such as e-mail) and synchronous CMC (such as MOO) in the language classroom. However, little has been discussed specifically concerning why and how text-based CMC can be used to help language learners improve spoken fluency and how CMC technology needs to be shaped and adapted to meet the goal of communicative language learning. This is because there is little understanding of the connection between how SL (Second Language) learners learn language in terms of improving communicative competence and how the characteristics of synchronous/asynchronous CMC can support such a learning process, a practical model of CMC application in the communicative language classroom is not yet feasible for language teachers and students. Since most of CMC, except for video conferencing, is text-based communication allowing little oral interaction within the networking application, there remains a lot of room to explore how the development of computer networking technology can be directed to help learners convert the experience of language structure through text-based communication to spoken fluency.
In this paper, I will attempt to explore how second language learners become communicatively fluent through text-based a CMC setting, thereby being able to discuss how CMC (both asynchronous and synchronous) should be adapted and shaped to support such language learners' cognitive processes of language learning for communicative purposes. In doing so, I will discuss what problems are encountered in the traditional language classroom to show how CMC technology can be shaped to deal with those problems and to explore what features of CMC can be applicable to the language learning setting. A discussion of text-based features of CMC will be followed by exploring some of the practical models/activities for communicative language learning, which is a web-based simulated language learning.
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GENDER AND PARTICIPATION IN SYNCHRONOUS CMC: AN IRC CASE STUDY
Concetta M. Stewart, Temple University
Stella F. Shields, Fordham University
Dominique Monolescu, Temple University
John Charles Taylor, Temple University
ABSTRACT
A considerable amount of research has been done on both the gender dynamics in face-to-face communication as well as in asynchronous, mediated discussion groups such as email distribution lists. This study, however, focuses on real time, mediated communication, specifically the Internet Relay Chat (IRC). Gender differences with respect to on-line participation and language styles are examined. Results of the questionnaire showed that although all of the participants reported IRC as easy to use, men generally liked the experience better, while women observed that people were being ignored. Analysis of the transcripts also reveals that men always sent the most messages in each group, while women always sent the least, ad men always began and ended each session. There was also a noticeable difference in the type of language used by men and women, with men also more likely to take charge.
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EFFECTIVELY USING TECHNOLOGY IN EDUCATION: A review of Wired together: The on- line classroom in K-12 Volume 1: Perspectives and Instructional Design.
Citation: Berge, Z. L. & Collins, M. (1998). Wired together: The on-line classroom in K-12. Volumes 1 thru 4. Cresskill, NJ: Hampton Press.
Reviewed by Pixy Ferris
ABSTRACT
This book not only asks the right questions about the effective use of computer technology in the classroom, but answers the questions from a sound pedagogical foundation, and provides effective strategies and models for the incorporation of computers into education. Taken together, the nineteen essays in Wired Together have the potential to become an invaluable resource to educators.
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PUBLISHER:
AECT - Association for Educational Communication and Technology
EDITOR:
Susan B. Barnes
Department of Communication & Media Studies
Fordham University
EDITORIAL BOARD:
Zane L. Berge
Director, Training Systems,
ISD Graduate Program
UMBC
Gerald M. Santoro
Center for Academic Computing,
Pennsylvania State University
MANAGING EDITOR:
Mauri P. Collins
Instructional Designer,
Center for Learning Technologies,
Old Dominion University
ASSOCIATE EDITORS:
Thomas Berner
The Pennsylvania State University.
Journalism & American Studies
Paulo A. Dasilva
Military Institute of Engineering
San Paulo, Brazil
William Eadie
Speech Communication Association
Associate Director
Sharmaill Pixy Ferris
The William Patterson College of New Jersey
Department of Communication
Alice Horning
Oakland University
English and Rhetoric
Vladimir Klonowski
Institute of Biocybernetics and Biomedical Engineering
Polish Academy of Sciences, Warsaw
Donald Kraft
Louisiana State University
Computer Science
Paul J. Lippert
East Stroudsburg State University
Pennsylvania
Communications
Edward Mabry
University of Wisconsin, Milwaukee.
Communication
Rory McGreal
TeleEducation
New Brunswick, Canada
Executive Director
J. Michael Metz
University of Central Florida,
Department of Radio/Television
Wendy Snetsinger
The Pennsylvania State University.
Instructional Systems
Lance Strate
Fordham University
Communication and Media Studies
5. Copyright Statement
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Interpersonal Computing and Technology: An Electronic Journal for the 21st Century
c 1999 The Association for Educational Communications and Technology. Copyright of individual articles in this publication is retained by the individual author(s). Copyright of the compilation as a whole is held by AECT. It is asked that any republication of this article state that the article was first published in IPCT-J.
Contributions to IPCT-J can be submitted by electronic mail in APA style to:
Susan Barnes, Editor
SBBARNES@PIPELINE.COM or
BARNES@MURRAY.FORDHAM.EDU
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