Computer Mediated Communication in Elementary Social Studies Methods: An Examination of Students' Perceptions and Perspectives

Abstract

What are the benefits and results of using computer mediated communication (CMC) in preservice social studies methods courses across universities? This question is being explored through an analysis of preservice social studies teachers' web-based asynchronous dialogue. This inquiry involved an investigation of perceptions and perspectives of social studies methods students from two universities following their participation in a semester-long online dialogue exchange. A number of research studies have concluded that CMC substantially increases communication between teachers and students and among class participants (Hartman, & Zuvbrow, 1994; Schrum, 1995). CMC also empowers students to accept greater control and facilitates the construction of a shared knowledge base. This qualitative study examines current research in the field of educational telecommunications through the lens of the social studies methods course. The findings reveal the benefits and drawbacks of using CMC in methods courses between two universities and provide recommendations for effective future implementation.