ERIC Number: EJ1384511
Record Type: Journal
Publication Date: 2023
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2153-2974
EISSN: EISSN-2332-7383
"The Conversation Has More Levels": Exploring Zoom's Text Chat as a Discussion Mediator in Middle School Teachers' Online Professional Development
Journal of Digital Learning in Teacher Education, v39 n2 p114-128 2023
This study examined the role of text-based discussions in mediating middle school teachers' discussions during a semester-long, online, synchronous professional development sequence. The PD sequence involved teachers engaged in weekly Zoom meetings, during which they learned about digital literacy and designed curricula. Qualitative data analysis of the transcripts of Zoom chats and spoken comments revealed three central findings: text-based chatting (a) provided an additional, public mode for participants to mediate thinking and collaboration, (b) allowed for multilayered, democratic, and more equitable access to the conversation, and (c) served as an informal space where participants built community through playful discourse. The findings highlight the potential of multimodal, multilayered discussion spaces for facilitating collaborative thinking and more equitable discussion access for learners.
Descriptors: Computer Mediated Communication, Videoconferencing, Middle School Teachers, Electronic Learning, Faculty Development, Discussion, Teacher Collaboration, Sense of Community
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A