A slice of life in my virtual community
Global networks
User population and user contributions to virtual publics: a systems model
GROUP '99 Proceedings of the international ACM SIGGROUP conference on Supporting group work
Assessing student satisfaction in an asynchronous e-learning environment
EE'08 Proceedings of the 5th WSEAS/IASME international conference on Engineering education
| Hi-index | 0.00 |
This paper presents a study about the new roles that some French physics teachers develop in class when they use ICT. The presence of ICT in class practice seems to affect both the role of the teachers and how they teach. The content analysis of exchanged e-mails in two mailing lists and semi-structured interviews gives a glimpse on the way teachers are considering that their role in class is changing. New models of teaching seem to be constructed by teachers who feel more active and more dynamic when using ICT to teach physics. Thanks to the introduction of the ICT they have become ‘mediators’ for their students. Scientific knowledge is no longer on the teacher's side but it is now shared between different sources. They present also the use of ICT as a form of life long learning. Furthermore, the teachers consider that the mailing lists facilitate the communication and contribute to the progress of educational practices.