Getting in Touch Through
Technology
Abstract
Motivation is a major
concern to all teachers. English teachers want to motivate students to read and
write. Communication teachers want to motivate students to speak and listen.
All educators are eager to motivate students to learn technology. Technology
itself can help the teacher in this task. This is a story of how a cyber-quest
has lead to all kinds of unanticipated and beneficial outcomes for various
people all over the world and has created a perpetual 'motivation' machine
which keeps regenerating and renewing itself.
It all started for me
back in the winter of 1998 when a television show called PREY, with an interesting twist on the theory
of evolution, aired on ABC. What if, due to environmental change and global
warming, a new species of man evolved among us - and now, like Neanderthal and
Cro-Magnon of old, Homo sapiens and this new species were competing for the
same eco-space?
Out of a desire to learn
more about this show, I took to the Internet. Eventually I found a fan-based
message board set up and maintained by an artistic and technically able young
woman in Massachusetts. The fans loved her message board, which was an
implementation of Darryl Burgdorf's WebBBS perl CGI script that can be downloaded
at http://awsd.com/scripts/. With
WebBBS, users could receive email notifications of answers to their posts. They
could search and configure the messages in the sequence they wanted to read
them. They could see at a glance which messages were new.
As a result, Tiffany's
board was very, very interactive. People wrote to each other! On this board
wonderful discussions and debates ensued - both philosophical and silly. People
all over the US and Canada and from all walks of life joined in. They also wrote
poetry, authored fan fiction, created and shared artwork, and collaborated on
"round-robin" and "virtual television" series. They moved
from communicating with one another on the message board to trying other forms
of Internet communication: list serves, chat rooms, and ICQ. Eventually many
even met one another face to face.
In April '98, after
bouncing and pre-empting the series to air the Olympics and "When Cars
Collide," ABC placed the show on indefinite hiatus after showing only
eight episodes. The fans under the leadership of Gina Evers, a schoolteacher
and freelance writer from Florida "pledged one another their lives,
fortunes, and sacred honor" to get the show back. More than one person
took the leap and bought a home computer, so they could have access to the
message board site from home. Gradually fans started acquiring the technical
skills to build their own websites. They scoured the web for free email, list
serves, web space, and CGI hosting such as http://www.hypermart.net and
http://www.angelfire.com. They studied how to get good placement in search
engines.
They also contacted by
phone or mail all the major networks, sponsors, local network affiliates, and
major and local newspapers across the country - and even placed ads in Variety
Magazine, which was not a cheap undertaking. They even took their cause to
Sci-Fi conventions across the country. They coordinated all this over the
Internet, mainly Tiffany's message board. In response to the outcry, ABC did
air the remaining five episodes in the summer of 1998. Then they canceled the
show.
However, the LA Times
featured the campaign in an article in July of 1998, then in 1999 PREY went international, airing, ultimately,
in thirty-four countries. In the meantime, after hosting some 40,000 hits, the
first and second incarnations of Tiffany's message board went kaput. Realizing
we needed a way to communicate with one another if the campaign was to stay
alive, I installed the current "incarnation" as a project in one of
my EDCI graduate courses. This time the growing cyber-community threw in money
to purchase a website that had CGI-hosting capabilities and to guarantee a
little more stability. So now the fans were all joint owners of their own
message board site.
In January of 2000 the
Sci-Fi Channel picked up the rights to re-air PREY. It also continued to air/re-air in
countries around the world. This June, PREY
fans from all over the world converged on Burbank CA at the Agamemcon 2000
Sci-Fi convention to meet one another and the series creator and executive
Producer Bill Schmidt (currently the exec producer of WB's Charmed) and writer
Larry Andries. Fans traveled from the US, Canada, the UK, Germany, and
Slovakia. One fan even brought her laptop and digital camera, so that fans from
all over the world could 'virtually' attend the con with us (this momentous
event is recorded at http://www.angelfire.com/hi2/prey/minicon/index.html).
In their panel
discussion, series creator Bill Schmidt and writer Larry Andries informed us
that the campaign had kept interest in the show alive. An executive at Sci-Fi
told him the series' loyal fan base was influential in getting Indiana native
Vincent Ventresca (Dr. Ed Tate in PREY)
his role in the current successful Sci-Fi series Invisible man. The LA Times
featured the campaign again in an article on July 4, Endangered Freedoms. And
the entertainment editor of the Indianapolis Star was able to get a spokesman
from Sci-Fi to admit that some plans/discussions were taking place about the
show that simply too fragile to reveal. Then in a December on-line interview on
Sci-Fi Stream, actor Vincent Ventresca hinted that something might be in the
works for PREY.
Fans are hoping for at
least a sequel to resolve the series' cliffhanger.
In September 2000, the
on-line community held their second election and were much more successful in
getting immediate results than were our Presidential candidates in November.
The PREY campaign's board
of officers and webmasters is now international. In November 2000 PREY fans held an on-line auction to benefit a
fan who was diagnosed with cancer in July.
The current message
board at http://preyforus.hypermart.net/cgi-bin/index.cgi has hosted at least
40,000 messages and probably close to a million hits from people all over the
world. Fans have had to deal with international measures and international
currency, current events, and different cultures and languages. Although the
message board primarily is in English, we've had fans post in German and
Swedish. Webmasters have had to learn how to trouble shoot from a distance for
people all over the world. And yes, the site was bitten by the Y2K bug. Many of
the fans have learned how to scan, do video capture, manipulate sound files,
set up web pages, and collaborate over the web to get things done. Since the
beginning, we've been honored by visits from the show's creative team - the executive producer Charlie Craig, who
also did the X-files, Producer Drew Matich (Vengeance Unlimited), Director Bill
Corcoran, and musical composer Mark Morgan.
Any number of good
things have come about through this experience - improving writing skills,
learning to use technology, communicating with people from different
countries/cultures, sharpening communication skills, resolving conflict and
participating in democratic process, community building, and grass-roots
empowerment. People have discussed and critiqued entertainment media and have
shared articles about science, anthropology, and genetics. These are powerful
motivating forces that teachers could conceivably harness for the classroom.
Research
Articles on Computer-Mediated Communication
Aycock, A. (1995).
"Technologies of the Self": Michel Foucault Online. Journal of
Computer-Mediated Communication, 1.
Abstract
Uses instances of recent postings to the USENET news group
rec.games.chess to present a Foucauldian perspective on fashioning of self
online. Identifies key aspects of self-fashioning. Considers implications of
this Foucauldian approach for future research on Internet self-constructions.
(RS)
Backer, J. (1998).
Computers, the Internet and Student Writing. English Teachers' Journal
(Israel), 52, 30-32.
Abstract
Describes how many Israeli English-as-a-Second-Language students
use cyber-English to chat with peers worldwide via the Internet, suggesting
that this is a useful addition to standard instruction because it is a
motivating and powerful means of communication, and using English language
e-mail is a vital skill that all students need for the 21st century. (SM)
Baron, N. S. (1998).
Writing in the Age of Email: The Impact of Ideology versus Technology. Visible Language, 32, 35-53.
Abstract
Traces social change and evolution of the American writing
curriculum. Argues that technology alone is not responsible for an increasingly
oral approach to written language. Discusses emergent dimensions of email that
alter communication access, social interaction, and response. (PA)
Baym, N. (1995). The
Performance of Humor in Computer-Mediated Communication. Journal of
Computer-Mediated Communication, 1.
Abstract
Argues
that humor can be accomplished in computer-mediated communication and can be
critical to creating social meaning online. Analyzes the humor of the USENET
news group rec.arts.tv.soaps (r.a.t.s.), which discusses soap operas. Combines
user surveys with message analysis to show the prevalence and importance of
humor in r.a.t.s. (RS)
Beauvois, M. H. (1994).
E-Talk: Attitudes and Motivation in Computer-Assisted Classroom Discussion. Computers
& the Humanities, 28, 177-90.
Abstract
Reports on an experiment in electronic mail and computer-assisted
classroom discussion among 41 college-level French students. Describes the
research design and the results as they relate to students' attitudes and
motivation. Finds that local area networks seem to encourage discussion among
students. (CFR)
Bordia, P. (1997).
Face-to-Face Versus Computer-Mediated
Communication: A Synthesis of the Experimental Literature. Journal of
Business Communication, 34, 99-120.
Abstract
Synthesizes findings of 18 published experimental studies
comparing face-to-face and computer-mediated communication (CMC). Finds that in
general, discussions using CMC take longer, produce more ideas, and have
greater equality of participation; but that there is reduced normative pressure
and poor comprehension of the discussion in CMC. (SR)
Everett, D. R. &
Ahern, T. C. (1994). Computer-Mediated Communication as a Teaching Tool: A Case
Study. Journal of Research in Computing in Education, 26, 336-57.
Abstract
Discussion of emerging educational technologies focuses on a case
study of college students that was conducted to observe the effects of using
computer-mediated communication and appropriate groupware as a teaching tool.
Highlights include effects on the students, the structure of the classroom, and
interpersonal interactions. (Contains 29 references.) (LRW)
Gallini, J. K. &
Helman, N. (1995). Audience Awareness in Technology-Mediated Environments. Journal
of Educational Computing Research, 13, 245-61.
Abstract
Describes a study of fifth graders interacting with their teacher,
local, and distant peers over a telecommunications network, that focused on how
the information exchanges impacted students' development of audience awareness
in written compositions. Analytic and holistic scoring procedures were applied
to determine differences in students' writing performances. (Author/LRW)
Mabry, E. A. (1997).
Framing Flames: The Structure of Argumentative Messages on the Net. Journal
of Computer-Mediated Communication, 2.
Abstract
Assesses the use of the strategic message structuring tactic known
as framing. Analyzes 3,000 messages obtained from a diverse sampling of
computer-mediated discussion groups and forums. Finds that a speaker's
emotional involvement was significantly and curvilinearly related to two
message framing devices (message dependency and coalition building) and a
measure of conciliatory face-saving moves. (RS)
Marsh, D. (1997).
Computer Conferencing: Taking the Loneliness Out of Independent Learning. Language
Learning Journal, 15, 21-25.
Abstract
Describes how a project in Great Britain designed to promote
learner independence in English-as-a-foreign-language students clarified issues
regarding the need to provide guidance in any student training program. Notes
how e-mail and computer conferencing were used to encourage learners to work
together, independent of the tutor, to learn English. (25 references) (CK)
Morris, D. & Naughton, J. (1999).The future's
digital, isn't it? Some experience and forecasts based on the Open University's
technology foundation course. SYSTEMS RESEARCH AND BEHAVIORAL SCIENCE, 16,
9.
Abstract
The Open University has gained considerable experience in the use
of computer-mediated communication (CMC) and similar techniques in distance
education. The new media offer a wide range of opportunities for extending the
educational experience of learners. In one large-scale application of CMC,
involving some 3500 students, students became enthusiastic users of the medium,
and regarded it as a major source of motivation. However, it is not clear what
other academic benefits they gained from the activity. The strengths and
weaknesses of electronic communication as an educational medium and the
resulting consequences for universities are examined. It seems clear that while
the short-term effects of the medium are relatively small, in the longer term
they may entirely reshape the conception of a university. The role of the
academic will change, and new forms of literacy will need to be developed.
Issues of access and equitability will need to be addressed and learning
methods adapted so that the medium gives high added-value.
Ocker, R. J. & Yaverbaum, G. J. (1999).
Asynchronous computer-mediated communication versus face-to-face collaboration:
Results on student learning, quality and satisfaction. GROUP DECISION AND
NEGOTIATION, 8, 14.
Abstract
Although there has been more than a decade of literature on
computer-mediated communication in education, the research has been unclear as
to whether it is an effective replacement for face-to-face (FtF) collaboration.
This study sought to add to this body of research by exploring the effects of
two modes of collaboration on student groups. Following a repeated-measures
experimental design, each student group collaborated on two case studies, one
using face-to-face collaboration and the other using asynchronous computer
conferencing technology as a means of collaboration. Empirical findings
indicate that asynchronous collaboration is as effective as face-to-face
collaboration in terms of learning, quality of solution, solution content, and
satisfaction with the solution quality. However, students were significantly
less satisfied with the asynchronous learning experience, both in terms of the
group interaction process and the quality of group discussions.
Olaniran, B. A. (1994). Group Performance
in Computer-Mediated and Face-to-Face Communication Media. Management
Communication Quarterly, 7, 256-81.
Abstract
Explores the effects of computer-mediated communication (CMC) and
face-to-face (FTF) media on group performance of college students. Finds that
CMC groups generated a greater number of unique ideas than FTF groups but that
CMC groups took longer to reach consensus than FTF groups. Discusses
implications and recommendations for media combination choice. (RS)
Ruberg, L. F. &
Others. Student Participation, Interaction, and Regulation in a
Computer-Mediated
Communication Environment: A Qualitative
Study. Journal of Educational Computing Research, 14, 243-68.
Abstract
Based on classroom observation, interviews, and student and
teacher surveys, this study examined student interaction and participation
within a computer-mediated communication (CMC) environment in a college-level
plant science lab course. The CMC discourse encouraged experimentation, sharing
of early ideas, increased and more distributed participation, and collaborative
thinking. (AEF)
Sturtevant, E. G.,
Padak, N. D., & Sturtevant, L. E.
(1998). "der nansy i miss you"--A Beginning Writer Connects and
Communicates through Electronic Mail. Ohio Reading Teacher, 32, 12-21.
Abstract
Presents
a case study of one first-grade student's literacy behavior while corresponding
through email during a 13-month period. Presents guidelines for teachers for
developing an email pen-pal project. Suggests email is a powerful new medium
for writing. (NH)
Wilson, E. V. (2000).
Student characteristics and computer-mediated communication, COMPUTERS &
EDUCATION, 34, 10.
Abstract
Use of computer-mediated communication systems (CMCS) to support
coursework is increasing, both as a means for students to prepare for using
CMCS in their careers and as a mechanism for delivering distance education. But
it is not clear whether the same student characteristics lead to academic
success using CMCS as with traditional face-to-face (FTF) communication. This
paper reports the results of a correlational study of the relationship between
individual characteristics and use of CMCS in a team project situation. On most
measures the results suggest CMCS will be adopted and used successfully by the
same types of students who do well in courses conducted via FTF communication,
e.g., students with high-achievement or high- aptitude characteristics.
However, personality type was linked to substantial deviations in CMCS usage,
suggesting that personality may influence academic success in unanticipated
ways. (C) 2000 Elsevier Science Ltd. All rights reserved.
Wilson, E. V., Morrison, J. P., & Napier, A.M.
(1997). Perceived effectiveness of computer-mediated communications and
face-to-face communications in student software development teams. JOURNAL
OF COMPUTER INFORMATION SYSTEMS, 38, 6.
Abstract
A reorientation is occurring in higher education where course
delivery using distance education (DE) creates the potential for programming
students to participate in dispersed project teams. Computer-mediated
communication systems (CMCS) are being promoted as a means of supporting DE,
but findings from research in the business domain raise concerns about whether
these will be effective when applied to student project teams. To study this
issue, we conducted research in a Business Software Engineering course to learn
what students perceive to be the most and least effective aspects of
computer-mediated communications relative to face-to-face communications in
supporting team projects.
Wolffe, R. J. &
McMullen, D. W. (1995). The Constructivist Connection: Linking Theory, Best
Practice, and Technology. Journal of Computing in Teacher Education, 12,
25-28.
Abstract
Two university projects linked constructivist theory with
effectiveness practices. One group of preservice teachers completed journal
entries about their math class. Another used e-mail for collaborative learning
activities. The projects showed the many benefits of using e-mail as a
constructivist tool in both content and field-based classes. (SM)
Danet, B. & Others
(1995). Curtain Time 20:00 GMT: Experiments in Virtual Theater on Internet
Relay Chat. Journal of Computer-Mediated Communication, 1.
Abstract
Analyzes the substantive and stylistic
features of the "Hamnet" script (an 80-line parody of
"Hamlet") as performed on Internet Relay Chat. Explicates the
logistics of virtual production. Finds evidence for the democratization and
globalization of culture in Hamnet productions. Suggests that Hamnet activities
appeal primarily to a well-educated, technologically sophisticated,
English-speaking elite. (RS)
Websites
|
Darryl
Burgdorf’s WebBBS Script |
|
|
Gina's Prey
Pursuits Site |
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|
Hungarian
Prey Site |
|
|
Jill’s Prey
Quilt |
|
|
Journal of
Computer-Mediated-Communication |
|
|
Karen's Prey
Transcripts/Collages |
|
|
Phoenix
Virtual Television |
|
|
Prey Campaign
Publicity |
|
|
Prey Campaign
Site |
|
|
Prey Domain Name
Site |
|
|
Prey German
Campaign Site |
|
|
Prey Mini-Con
2000 Site |
|
|
Prey For Us
Message Board |
http://preyforus.hypermart.net/cgi-bin/webbbs433/preyforusmb
|
|
Reviews/Synopses
of Prey Episode |
|
|
Roxanne
Conrad’s Fan Fiction Site |
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|
Sci-Fi
Channel On-Line, home of Invisible Man and Prey |
http://www.scifi.com, http://www.scifi.com/prey/, http://www.scifi.com/invisibleman/ |
|
Slovak Prey
Site |
|
|
Ute’s
Magnets, Video Covers, and Sound Bytes Site |