This article describes a formative evaluation of computer conferences for preservice teachers during 5 semesters of implementation on a campuswide system. The successes and problems encountered by students in 24 sections of an upper-level undergraduate course on technology use in the classroom were evaluated by the 4-person research team. We used qualitative participant and observer research methods to understand why and how students participated in the computer conferences. Six design considerations emerged as we addressed challenges: (a) grading system, (b) grouping, (c) collaboration, (d) relevance, (e) learner control, and (f) technological preparation. During our study we made changes associated with all 6 design considerations. Finally, we examined students’ conference messages and their postcourse surveys from the first and the last semesters as we continued to evaluate the impact of the design considerations on the conferences.
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