Getting access to the "underground" - Insights into children's identities online

Maher, D; Schuck, S

Getting access to the "underground" - Insights into children's identities online

Maher, D

Schuck, S

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Publication Type:: Journal Article
Citation:: Australian Educational Computing, 2004, 19 (2), pp. 18 - 24
Issue Date:: 2004-12-01

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Field	Value	Language
dc.contributor.author	Maher, D https://orcid.org/0000-0002-3566-0805	en_US
dc.contributor.author	Schuck, S https://orcid.org/0000-0001-7482-0480	en_US
dc.date.issued	2004-12-01	en_US
dc.identifier.citation	Australian Educational Computing, 2004, 19 (2), pp. 18 - 24	en_US
dc.identifier.issn	0816-9020	en_US
dc.identifier.uri	http://hdl.handle.net/10453/4994
dc.description.abstract	Increasingly computers in primary schools are being used to support the interactions and learning of students online. Gaining access to online spaces gives students new ways of interacting, not possible in a face-to-face setting. For example, interacting through online environments allows students to interact more informally with each other and with other participants than is generally permitted in the classroom. In this paper we examine the ways students in a grade 5/6 class interacted with each other and the researcher/teacher using a guest book, email account and a chatroom on a class web site and later, using Messenger. The paper examines the informal online interactions of the students and how these inter actions impacted on the student and teacher/student inter actions in the classroom. Students appropriated online names and used the anonymity of the Internet to their adantage. The study concludes with a set of recommendations for the use of interacte technologies in the primary school classroom.	en_US
dc.relation.ispartof	Australian Educational Computing	en_US
dc.title	Getting access to the "underground" - Insights into children's identities online	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	19	en_US
utslib.for	130313 Teacher Education and Professional Development of Educators	en_US
utslib.for	130306 Educational Technology and Computing	en_US
utslib.for	13 Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	19	en_US

Abstract:

Increasingly computers in primary schools are being used to support the interactions and learning of students online. Gaining access to online spaces gives students new ways of interacting, not possible in a face-to-face setting. For example, interacting through online environments allows students to interact more informally with each other and with other participants than is generally permitted in the classroom. In this paper we examine the ways students in a grade 5/6 class interacted with each other and the researcher/teacher using a guest book, email account and a chatroom on a class web site and later, using Messenger. The paper examines the informal online interactions of the students and how these inter actions impacted on the student and teacher/student inter actions in the classroom. Students appropriated online names and used the anonymity of the Internet to their adantage. The study concludes with a set of recommendations for the use of interacte technologies in the primary school classroom.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/4994