CSCL 2: Carrying Forward the Conversation (Computers, by Timothy Koschmann (Editor), Rogers P. Hall (Editor), Naomi

By Timothy Koschmann (Editor), Rogers P. Hall (Editor), Naomi Miyake (Editor)

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1990). Alternate realizatlons of purpose in computer-supported writing. Theory rnto Practice, 29, 256-263. Scardamalia, M.. & Bereiter, C. (1996). Computer support for knowledge-building communities. InT. ), CSCL: Theory and practice of an emerging paradigm (pp. 249-268). Mahwah. NJ: Lawrence Erlbaum. Scardamalia. M.. , McLean, R. S.. Swallow, J.. & Woodruff, E. (1989). Computersupported intentional learning environments. 51-68. Shirouzu, H.. Miyake, N.. & Masukawa, H. (in preparation for Cognitive Sctence).

Knowledge-telling is the practiceof reiterating what one already knows about a particulartopic. It is a convenientstrategytouse with project-based work because it does not require planning, organization, or the analysis of new information (Scardamalia& Bereiter, 1991b, 1993). 2. Copydelete is a pseudo-summarization strategy in which students copy much of the source material, occasionally deleting phrases o r rewording them slightly. This gives the appearance of understanding without the accompanying cognitive effort (Brown &Day, 1983).

REINVENTING THE CLASSROOM The task-based practices of North American classrooms are difficult to overcome. Traditional school cultureis continually reinforced and perpetuated by parents, teachers, curricular guidelines, and the policies of educational administrators. Consequently, reinventing the classroom as a Knowledge Building Community involves changing well-rehearsed, almost instinctive, practices and fighting upstream against the expectations and conventions of the schoolcommunity. To better understand the nature of this problem, we explore one teacher’s ongoing efforts to rethink pedagogical priorities and restructure classroom routines accordingly.

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