Abstract
Implementing a change from the traditional teacher-centered classroom to one that values collaborative discourse is not an easy matter. Traditional practice is well understood by teachers and provides a high level of classroom control. Computer-mediated communication (CMC) has been suggested as one solution to this dilemma. CMC, however, is not a monolithic technology; it represents a myriad of highly advanced communication delivery systems ranging from the mundane to the exotic. The choice of software designed to support the collaborative, multivoiced, reciprocal interaction of a small-group discussion becomes paramount. This article presents an exploratory case study of an experience in collaborative discourse mediated through an educationally designed network-based application. The study shows that teacher educators need to become aware that within computer-mediated discourse, all voices have equal force, and it is imperative to carefully construct the various activities and experiences to assure effective and appropriate instruction. Further, this study is also significant in that it asks us to reconsider the role of the software designer. The data demonstrate that a theoretical framework can improve the instructional soundness of software design.
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