Volume 2, Number 1 1996
Uses and Gratifications Theory to Predict Use of Computer Mediated Communications
Janet Dixon 3
Evaluating Selected Aspects of Quad Screen Technology Used in a Hands-on Science, Distance Education Course William J. Boone 29
Implementing New Technologies: The Impact of Telecommunications on Teachers and Students at Middle Schools Nicollette Buirski Burger and Pierce Farragher 45
Student Participation and Interaction On-Line: A Case Study of Two College Classes-Freshman Writing and a Plant Science Lab Laurie F. Ruberg, C. David Taylor, and David M. Moore 69
Uses and Gratifications Theory to Predict Use of Computer Mediated Communications
JANET DIXON
University of San Francisco and SeniorNet
399 Arguello Blvd.
San Francisco, CA 94118, USA
This study examined the applicability of the uses and gratifications paradigm to predict level of older adult participation in a modern electronic communication mode. It tested the hypothesis that a needs gratification model explains senior citizens' social networking behaviors.
A questionnaire identified demographics and subjects' needs gratification predictors and frequency of use of the online network. This information determined if a theoretical framework of uses and gratifications explains a significant amount of variance in a measure of frequency of participation in online networking, the separate and collective effects of these predictors on frequency of use, and the correlation among uses and gratifications and demographic predictors. The criterion variable was frequency of use.
Results for the first research question were supported as well as the literature claims for other media use. The second research question found the uses and gratifications predictors better than any demographic predictor. The third research question found that there were only six significant intercorrelations between uses and gratification predictors and demographic predictors.
This study demonstrated two things (a) a uses and gratifications model of media use can predict CMC use; and (b) much more research is needed exploring how the elderly use information technology.
Evaluating Selected Aspects of Quad Screen Technology Used in a Hands-on Science,
Distance Education Course
WILLIAM J. BOONE
School of Education
Indiana University
Bloomington, IN 47405, USA
Two types of technology were used to present a two-way audio/two-way video distance education class to teachers from a metropolitan region. In 1993 and 1994, three remote sites could fully communicate with the instructor based at a studio, but only one site could communicate fully at any moment. When one remote site was linked to the studio, the other remote sites could monitor both aurally and visually the dialogue taking place at the connected site. In 1995, quad-screen technology was used to continually display all three remote sites and the studio. This allowed two-way audio/two-way video interaction at any point in the broadcast by any remote site. Attitudinal data collected from those using the quad screen and non-quad screen technology suggests issues that must be carefully addressed for those planning and presenting distance education to multiple sites. Of particular importance is the decrease in image size which results when quad-screen technology is used to display all sites at one time.
Implementing New Technologies:
The Impact of Telecommunications on
Teachers and Students at Middle Schools
NICOLETTE BUIRSKI BURGER
Administrative Offices of Cape Town
Private Bag Rondebosch 7700, South Africa
PIERCE FARRAGHER
Department of Social and Natural Sciences
University of Victoria
Victoria, B.C. V8W 3N4, Canada
This study examined teachers' perceptions of the uses and effects of telecommunications on teaching and learning, and their roles in implementing telecommunications at two middle schools. The data were collected by means of a survey of the teachers and analysis of the telecommunications user logs. Interviews to enrich the survey data were conducted with seventeen volunteers to examine their perceptions of the uses and effects of telecommunications on their teaching and their students' learning. The majority (72%) of the teachers had positive attitudes towards telecommunications. The schools were found to be significantly different at the p<.05 level in attitudes towards telecommunications. The general trend was that teachers regarded inservice training, time to learn to use the technology and integrate it into their instruction, and access to computers as essential to successful implementation. Demographic factors that were important to teachers' perceptions of telecommunications were gender, teaching subject area and level of training in telecommunications. Recommendations are given for implementing technological innovations in middle schools. The success of any innovative technology program in attaining its goals and objectives depends, ultimately, upon the support of the teachers. Teacher support for a new initiative will be increased if it is perceived as meeting their needs and expectations. Teachers' perceptions of telecommunications as a tool for teaching and learning have serious implications for the implementation of this technology in schools.
Student Participation and Interaction On-Line: A Case Study of Two College Classes-Freshman Writing
and a Plant Science Lab
LAURIE F. RUBERG
NASA Classroom of the Future Program
Wheeling Jesuit College, Wheeling, WV 26003, USA
C. DAVID TAYLOR
Educational Technologies
Virginia Polytechnic Institute & State University
Blacksburg, VA 24061-0232, USA
DAVID M. MOORE
College of Education
Virginia Polytechnic Institute and State University
Blacksburg, VA 24061-0341, USA
This study involved designing and implementing a collaborative peer review and analysis activity in a computer-mediated environment for two very different classes: A freshman writing class and a plant science lab. The analysis of electronic interchanges revealed that student participation and interaction in the computer-mediated environment differed from the traditional, face-to-face setting in both cases by exhibiting increased participation and increased student-to-student interactions. The social conventions for participation and interaction in the Computer Mediated Communications (CMC) interactive writing activities were influenced by the computer interface, the behavior exhibited by the teacher and fellow students in the CMC discussions, and the nature of the topic being discussed.