Abstract
The paper reports a case study assessing asynchronous text-based online discussion amongst trainee teachers in Britain. It describes the project as working ‘along the grain’ of current technology and educational culture since it aims to exploit the capabilities of the ICT used (e.blackboard1) in ways which could be enacted in schools today whilst at the same time giving due attention to modify the constraints of time, place and hierarchy that the ICT revolution threatens in schools. Quantitative and qualitative results are discussed. The relationship between ICT and the wider social, political and cultural context is also discussed. The paper concludes with areas for further research and points to the need to review current assessment cultures in schools.
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