REAL AND CONTRIVED USES OF ELECTRONIC MAIL IN ELEMENTARY SCHOOLS

Abstract

This paper contrasts uses of electronic communication which are contrived by teachers in order to somehow make use of the available technology, with uses that are based on real educational or logistic needs within and beyond the school community. In other words, the difference between needing a tool vs creating the need for a tool is examined. Examples of both types are cited, based on school projects in Canada, the U.S.A. and Australia. Contrived uses of electronic mail are usually electronic representations of a traditional curriculum. On the other hand, uses of electronic mail arising out of real communication and educational needs include delivering correspondence courses to geographically isolated home students and providing richer educational experiences for handicapped children. Perhaps one of the most promising electronic communications projects is the American Kids Network project to develop a telecommunications-based science curriculum. Classes all across the country contribute data and analyze national trends and patterns on such relevant issues as acid rain and food production. In order for electronic communication to be meaningful in schools, students have to be communicating with real people, about real issues, and/or solving real problems of communication. At a time when electronic communication is on the increase in schools, teachers and researchers need to consider the most useful ways of using this new tool.