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The purpose of this qualitative study was to understand discourse types (i.e., factual, prudential, and justificatory) of in-service teachers in the graduate program in literacy education when they engaged in Computer Mediated Discussion (CMD). This study also sought to uncover the kind of support that CID provided, and to identify their attitudes towards and feelings about such forms of discussion based on their online journal entries and responses to a questionnaire. Fourteen graduate students participated in a weekly reflection for 10 weeks on the readings and on the literacy development of the children they selected for case study. Results indicated that in-service teachers' discourse types differed in quality but not in quantity over time, and that in-service teachers used CAMD as a place where they could seek for academic and affective support. Issues about use of CAMD were also identified and addressed

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