Article
Remote control: Identity, power and technology in the communication classroom
Communication Education
(2003)
Abstract
Instructional communication researchers, by focusing attention on "how-to" matters and forays into conventional areas of study (i.e., immediacy, apprehension), neglect a nuanced treatment of student and teacher identity. Such a perspective is relatively disembodied and fails to engage actual classroom interactions. By engaging in autoethnographic analysis of their experiences with instructional technology, the authors reveal a more complex understanding of how instructional identities interact. In particular, the authors advocate an understanding of power that is distributed, embodied, and malleable.
Keywords
- Educational Technology,
- Distance Education,
- Computer Mediated Communication,
- Virtual Classrooms,
- Classroom Communication,
- Instructional Leadership,
- Communication Research,
- Ethnography,
- Teacher Student Relationship
Disciplines
Publication Date
January 1, 2003
DOI
10.1080/0363452032000156253
Publisher Statement
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Citation Information
Andrew F Wood and Deanna L Fassett. "Remote control: Identity, power and technology in the communication classroom" Communication Education Vol. 52 Iss. 3-4 (2003) p. 286 - 296 ISSN: 0363-4523 Available at: http://works.bepress.com/deanna_fassett/1/