Submitted by:
Kathy Kidd Plamondon
Student Teacher/Grad Student
Education Department Masters In Teaching Program
Washington State University
1800 E. McLouglin Blvd.
Vancouver, WA 98663 USA
v: (206) 256-9151
e: plamondo@vancouver.wsu.edu
Categories:
Research, academic
Keywords:
More equitable access to technology or electronic information
Supporting Documentation (contact author for more information):
Documentation (After May, 1993)
Note:
Alternate Address:
1713 S.E. Manor Avenue
Vancouver, WA 98684
The Story:
While I have personally used telecomputing to enhance classroom curriculum, as a information resource, an as a medium to broaden my students’ global perspective, this narrative will address my current research project which involves online collaboration.
My first use of telecomputing for this project was my posting to newsgroups asking for literature references that I could review. I did receive some helpful responses to this posting request. In addition, I received two responses from educators in Texas, Joe Martin in Midland and Paul Gates in San Antonio who were interested in replicating my research in their elementary classrooms. We discussed the research questions, the design, deadlines, samples, limits and boundaries by posting e-mail messages to each other. Through e-mail we agreed to conduct the study and share the results.
Before the Texas educators became involved, my own multi-aged kindergarten through second grade sample was very small (only 10). At the same time, fellow-grad student Emmy Pellico was looking at another sample of 10 students from a multi-aged third-fourth classroom. With the additional involvement of the Joe Martin and Paul Gates, the sample size doubled to 40 students in grades ranging from kindergarten through fourth grade attending schools in three distinct locals: Southwest Washington, Western Texas, and Southern Texas.
As my current research continues to progress, we share the data we collect online. We telecommute our progress, questions, and suggestions. In addition, to discussing our study, we also add a personal touch by sharing insights about living in our various communities.
When we have completed our data collection at the end of April, the results of this study may be reported in a formal paper in addition to reporting to Washington State Unversity’s Department of Education. In preparation for this paper, I have performed ERIC searches and used gopher and veronica sites to locate related literature on research to review. I have been able to perform all of this work from my home computer at various hours after attending classes, student teaching, and tending my family.
Without telecommunications, my research would have been restricted to a small sample, in a particular environment, at a narrow point in time. Because of telecommuting, my research sample increased to become a more credible and valuable contribution to society. Without the convenience of telecomputing from home, my research may have suffered because of conflicting personal priorities.
Telecomputing allowed me to work with others who have common research interests collaboratively, globally, efficiently, conveniently, and inexpensively. From the projects that I’ve participated in and observed, I definitely support the development and enhancement of telecomputing opportunities.
For additional information contact:
Emmy Pellico
Grad Student/ Student Teacher WSU MIT program
Education
Washington State University
1800 E McLoughlin Blvd.
Vancouver WA 98663
(206) 699-2105
pellico @vancouver.wsu.edu