Using computer-mediated discussion to facilitate preservice teachers’ understanding of literacy assessment and instruction

The author summarized research conducted with preservice teachers who participated in the case study of struggling readers via asynchronous Computer Mediated Discussion (CMD) on Blackboard Results revealed that themes about assessment and instruction ofstruggling readers emerged within and across discussion fora. Also, CMD both facilitated and limited these preservice teachers' understandings of literacy assessment and instruction. This and orher research studies in this area served as a base for recommendations regarding the use of CMD in university teacher education courses. Recommendations focused on issues ofcommunict1tion, collaboration, and the learning environment. Specific recommendations reveal that instructors should carefully consider the purpose and tasks for employing CMD in a university course. Also, instructors must find ways ro increase motivation for those students with writing apprehension. Further, instructors can practice methods to facilitate increased interaction during CMD. Lastly, by having preservice tettchers engage in discussions of case study research, instructor; can provide an effective learning environment for preservice teachers to learn about the multifoceted nature of literacy assessment and instruction.