New teachers introduced to Knowledge Forum first tended to use it for teacher-directed instruction rather than collaborative knowledge building¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? New teachers who were first introduced to Knowledge Forum used it as a venue for teacher-directed instruction, resembling a lethal mutation of the innovation. → Chan 2011

Evidence¶

Chan 2011¶

Chan, C. K. K. (2011). Bridging research and practice: Implementing and sustaining knowledge building in Hong Kong classrooms. Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-011-9121-0

q2 · i? · design · r2

Observation from phase one of the Knowledge-Building Teacher Network. New teachers "tended to focus on the tool itself and used the forum as a technology-based venue merely for teacher-directed instruction (e.g., posting questions as assignments)." The authors liken this to Brown and Campione's lethal mutation.

"The new teachers who were first introduced to Knowledge Forum tended to focus on the tool itself and used the forum as a technology-based venue merely for teacher-directed instruction"

Discussion¶

Related Claims¶

• Students enact new CSCL technologies according to communication genres of the past, producing informal rather than scholarly discourse
• An innovation foreign to the rest of its system tends to be rejected; lasting change needs a coordinated bundle of innovations. — a broader claim this one bears on
• Grade 5 students can sustain productive knowledge-building collaboration over a whole school year with a facilitative rather than guiding teacher — reports the opposite
• Hong Kong's centralized education reforms provided a favorable macro-context for CSCL classroom innovation despite examination pressure — related