Case study of electronic networking in an initial teacher education course

Electronic networking ('computer-mediated communication1), considered to be ‘unique domain for educational activity’ (Harasim, 1989:50) and ‘new educational paradigm’ (Mason & Kaye, 1989:23), has been widely used and researched in K-12 schooling, place-based undergraduate subjects and distance education courses. However, only a limited number of reports of usage with experienced teachers (professional development), beginning teachers (induction support) and trainee teachers (initial training) have been published. Hence, little is known about the ways in which this new medium might contribute to the acquisition and maintenance of professional knowledge in the field of teacher education. The purpose of this study was to document an application of electronic networking in an initial 'school-based1 teacher education course. Three factors which were considered to be important in the adoption of electronic networking were specifically addressed: (a) the potential of the medium to attract and maintain a representative and comprehensive audience', (b) the willingness of participants to use the medium for the notation of ideas about teaching; and, (c) the extent to which reflection on practice was evident in network messages. This study also identified and investigated other effects which emerged as participants attempted to negotiate personal relationships with new technology. A case study was selected to investigate audience, notation, reflection, and other effects, in a particular application. Data were collected using participant observation, software-generated statistics, printed documentation, university records, questionnaires, interviews and content analysis of messages. These data were used to describe and analyse network participation by trainee teachers, classroom teachers and university staff. The data revealed that an audience did exist on the electronic network but that this was not comprehensive. Teachers had difficulty accessing the network because of other school commitments, access to equipment and personal competence with microcomputers. These difficulties indicated that developing and maintaining the teacher audience may be a major problem with electronic networking in initial teacher education. This case study revealed that deeply held concerns about notation of ideas by trainee teachers and classroom teachers can be powerful reasons for limited network participation. For trainee teachers, recording ideas publicly presented special difficulties associated with written communication. They were concerned about writing for an audience; about what to write about and how to write it. The loss of visual and verbal cues which form part of face-to-face communication was also a problem leading to concerns about how messages would be received by others. However, the overwhelming concern of almost all trainee teachers about presenting their own ideas was Tear of criticism' from peers (in particular), and other participants on the network. Trainee teachers expressed concerns about the 'dangers' of putting their thoughts in writing, the scrutiny their messages might have received from others, and the public 'criticism' about what they wrote which might have appeared on the network. Knowing that messages were stored on the network, and could be retrieved at some later date, heightened anxiety about the vulnerability of written communication; what was written on one occasion may have to be defended at some later date when the views expressed initially were no longer held. Classroom teachers were also unsure about recording their own ideas in an electronic form. Like trainee teachers, they were concerned about the scrutiny their contributions might receive from other users, and the lack of visual and verbal cues which they had learnt to use in face-to-face communication. Notating ideas in text-based messages which were archived (by the software), and retrievable by others later, was also daunting to many teachers. Another major 'danger' for teachers was the possible repercussions of 'public comment' about curriculum policy and initiatives which they thought might get them into 'trouble' with their employer. Since very few messages were contributed to conferences, there was little evidence of reflection in network communication. In the main, the network was not used to share information and ideas about curriculum and teaching. Public examples of collaboration between participants were not evident, and the 'special knowledge' held by members in each distinct group of users was not elaborated and discussed. Messages were not used to request information or clarification about issues, to outline the processes by which decisions about teaching were reached, or to synthesis ideas from different sources. The potential of the medium to operationalise reflective practice was not realised. Among the effects observed, the use of an anonymous account to access the network, and the impact this had on participation (in one conference) was considered to be a particularly significant finding. While the opportunity to systematically investigate the effects of anonymity on network participation and message contributions was not realised (by the author) while the research was in progress, the effects observed and discussed are considered to be important and worthy of further investigation. In this case study, the anonymous account helped trainee teachers mask concerns about personal writing skills and fear of criticism from others, indicating that anonymity may alter communication patterns, particularly in the early stages of network use. Given the data collected in this case study, and the interpretations placed on it by the author, a pessimistic assessment of the place of electronic networking in initial teacher education courses was presented. For this situation to change - that is, for electronic discussions to become more fully integrated into course activities - four issues which need to be addressed were identified and discussed. These included clarification of the role of collaboration amongst participants in initial teacher education, the ways in which collaboration can be facilitated using electronic networking, the problems of notation - such as the difficulty of expressing ideas about teaching in written form, and the concerns about permanently archived messages - for teachers and trainee teachers, and the lack of skills which many trainee teachers bring to electronic discussions. In the context of initial teacher education, it was suggested that these four aspects require clarification and development before the potential advantages of electronic networking can be realised. Some specific suggestions about how these issues might be resolved were presented.

Introduction of electronic trading in index futures : volatility and volume effects

There is continuing debate in the US over full introduction of electronic trading in those index futures contracts that are still traded at the CME via open outcry. Since the late 1990s major international exchanges trading index futures contracts have converted to full electronic trading. Recent empirical studies have focused on effects on bid/ask spreads and related price volatility following these changes. We take a different approach and investigate and test for structural change in conditional volatility and volume effects following the shift to electronic trading in the Australian Share Price Index futures contract. Multiple Switching point GARCH models are employed with the data sampled at 5, 15 and 30-minute intervals from transaction records supplied by the Sydney Futures Exchange. There is significant evidence of structural changes in both the persistence of volatility shocks and simultaneous volume effects following the change to screen trading in this futures market.

Are individual differences in temperament of relevance to Gibson's theory of affordances?

The ambitious scope, complexity, and difficulty of Gibson’s project in proposing the theory of affordances are captured nicely by the words of Gibson’s biographer, Ed Reed:
“Gibson was convinced that the theory of affordances, in
conjunction with the concepts of information, persistence, and
change, would enable him to transcend the ancient debate between
subjectivity and objectivity and to resolve the mind-body problem. …
[H]e was offering a new approach to problems of psychology, one
that he believed would not sink in the morass that have engulfed
previous psychologies.” (Reed, 1988, p. 280).
These characteristics of the theory of affordances are further evidenced in the debates about the nature of affordances presented in the suite of papers in Ecological Psychology, Volume 12(1). In this paper we propose an elaboration of the notion of affordance by suggesting that those persisting individual differences in behaviour described as temperamental differences (e.g., differences on a dimension of temperament anchored at one end by behaviour described as ‘outgoingness’ and at the other by behaviour described as ‘avoidance’) can be integrated into the theory of affordances. We argue that such integration is consistent with Gibson’s project as reflected in Reed’s words, and as part of our argument, draw parallels between the integration of temperament with the theory of affordances and the way in which individual differences in body dimensions are incorporated in the theory. We also outline some empirical tests of our proposition.

Robert Boyle's theory of nature, with reference to his understanding of natural laws

Argues that the theory of nature-cum-theology and the view of of natural laws of the 17th century natural philosopher, Robert Boyle, were more complex and eclectic than is usually believed. Support is given for construing Boyle as a more complex thinker than previous scholars have suggested.

National interest in the theory of international relations

The concept of "the national interest" has been widely analysed by historians and political scientists. However, there has not been a systematic investigation of the term from the range of theoretical perspectives which comprise the discipline of International Relations. This dissertation fills this gap by examining how the term is variously understood by realist, Marxist, anarchist, liberal, rationalist and constructivist theories of International Relations. It is argued that far from having a clear and unambiguous meaning, "the national interest" is a problematic term which is largely devoid of substantive content.

Determinants of electronic commerce adoption in small businesses in New Zealand

The findings of this thesis suggest that the inexpensive nature of eCommerce, the extent of CEO innovativeness, the need to remain competitive, the relevance of the Internet to the type of business, the SME's size and the apparent compatibility of eCommerce in business were the only determinants of eCommerce adoption in SMEs in New Zealand.

Theory of planned behaviour and implementation intentions in dental attendance

The thesis used a model of health behaviour to examine the predictors of dental attendance. Older respondents who had strong intentions, low perceived vulnerability, stable plans to attend, and were influenced by significant others were more likely to have attended the dentist for preventive care in the last 12 months. The portfolio concludes that attachment theory is a useful conceptual framework for enhancing our understanding of the antecedents and consequences of childhood sexual abuse.

Process-based modelling of mass transport in the subsurface

Modern societies rely on natural water pathways that include subsurface flow of water and dissolved chemicals. The thesis presents a range of numerical and analytical models for simulating physical, chemical and biological processes in the subsurface, including coastal aquifers, the near-surface vadose zone, and solute transport in biogeochemically active aquifers.

Factors influencing acceptance, use, continued use of electronic services system

This study found that user experience and perceived ease of use are the most important factors in considering the user acceptance of e-Services and that there is no significant relationship between user acceptance and continued use of e-Services. The Electronic Services Acceptance Model (E-SAM) explains user adoption of e-Services.

The role of copper transport proteins in the small intestines

Physiological copper homeostasis involves striking a balance between absorption and secretion. ATP7A was identified at the trans-Golgi network but relocalized to vesicles under copper exposure in the intestine. This suggests that ATP7A may be a rate limiting step in intestinal uptake of copper.

Crash landing at INSEAD : initiating a grounded theory of the pedagogical effectiveness of simulation games for teaching aspects of entrepreneurship

A practical teaching difficulty arising in a conducive environment provided opportunity to turn the particular problem into a case study with generic implications. Little research has been conducted on the use or effectiveness of simulation games for teaching entrepreneurship. In the context of established literature critiquing the effectiveness of simulation games as teaching devices in managerial contexts and at a point where problems in using a simulation game as part of entrepreneurship course became evident, the authors designed and executed a single-case research project to generate initial theoretical propositions about the pedagogical effectiveness of simulation games for teaching various concepts and aspects of entrepreneurship. The case analysed the perceived learning environment created when the Sky-High simulation was played by 41 MBA students taking an elective entrepreneurship course at INSEAD. The research design embodied the established methodological principles specified by Yin (1989), for effective case research. Theory building was based upon the grounded-theorizing procedures articulated by Glaser and Strauss (1967). Analysis and synthesis produced a grounded theory, in the form of a normative argument, containing four attribute categories and associated properties required of a simulation game to make it an efficacious teaching device in entrepreneurship contexts. The establishment of this grounded theory has made it both desirable and feasible to contemplate creation of an ISO quality standard for educational simulation games.