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Classroom Digital Interaction: High Expectations, Misleading Metaphors, and the Dominance of Netspeak
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Author(s): Jennifer Higgs (University of California – Berkeley, USA), Catherine Anne Miller (University of California – Berkeley, USA)and P. David Pearson (University of California – Berkeley, USA)
Copyright: 2014
Pages: 22
Source title:
Exploring Technology for Writing and Writing Instruction
Source Author(s)/Editor(s): Kristine E. Pytash (Kent State University, USA)and Richard E. Ferdig (Research Center for Educational Technology - Kent State University, USA)
DOI: 10.4018/978-1-4666-4341-3.ch014
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Abstract
As Computer-Mediated Communication (CMC) is increasingly adopted for literacy instruction in K-12 classrooms, careful attention should be paid to its instructional benefits and challenges. In this chapter, the authors take a careful look at how the metaphors of social interaction guiding teacher translation of CMC into their lessons mask the full range of affordances and limitations of CMC. Using a linguistic lens, they analyze teacher interviews and student online discussion data to make a case that using Classroom Digital Interaction (CDI) as a pedagogical tool requires a close look at the aims of literacy instruction and the constraints and affordances of computer mediated discussion.
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