General Interest

Abstract

Interactive computer networking offers a promising medium for the induction support of first- year teachers. This research investigates the nature and type of support delivered to 39 beginning teachers who participated on the Beginning Teacher Computer Network at Harvard University. Data from mail surveys, computer message counts, and structured follow-up interviews showed that the network was most effective in providing moral support and least effective in providing technical support of curricular planning. A number of factors enhanced the ability of the net work to provide this support, including the convenience of the network, its ability to reduce feelings of isolation, and the safe, nonevaluative environment that it created.