Telementoring in the K-12 classroom: online communication technologies for learning
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Hershey [u.a.]
Information Science Reference
2011
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XXII, 293 S. graph. Darst. |
| ISBN: | 9781615208616 |
Internformat
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| 264 | 1 | |a Hershey [u.a.] |b Information Science Reference |c 2011 | |
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| 650 | 4 | |a Mentoring |x Technological innovations | |
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Datensatz im Suchindex
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| adam_text | IMAGE 1
TABLE OF CONTENTS
FOREWORD XIII
PREFACE XVI
ACKNOWLEDGMENT XXI
SECTION 1
TELEMENTORING: IMPLICATIONS FOR PRACTICE
CHAPTER 1 DESIGNS FOR CURRICULUM-BASED TELEMENTORING 1
JUDI HARRIS, COLLEGE 0/ WILLIAM AND MARY, USA
CHAPTER 2 DIMENSIONS OFDESIGN IN K-12 TELEMENTORING PROGRAMS: A
DISCUSSION FOR DESIGNERS AND TEACHERS 15
KEVIN 0 NEILL, SIMON FRASER UNIVERSITY. CANADA
CHAPTER3 TELEMENTORING AND PROJECT-BASED LEARNING: AN INTEGRATED MODEL
FOR 21ST CENTURY SKILLS 31 JOYCE YUKAWA, SR. CARHERINE UNIVERSITY, USA
CHAPTER4 YOU HAD TO BE THERE: IMPROVING A TELEMENTORING PROGRAM THROUGH
CLASSROOM OBSERVATION 57 KEVIN 0 NEILL, SIMON FRASER UNIVERSITY, CANADA
SHERY/ GU/OY, SIMON FRASER UNIVERSITY. CANADA
CHAPTERS THE TRANSFORMATIVE CAPACITY OFTELEMENTORING ON SELF-EFFICACY
BELIEFS: A DESIGN-BASED PERSPECTIVE 72
DEBORAH A. SCIG/IANO, DUQUESNE UNIVERSITY, USA
IMAGE 2
SEETION 2
TELEMENTORING: ADDRESSING THE NEEDS OF PERSONS WITH DISABLLITIES
CHAPTER 6 FULLY INCLUDING STUDENTS, TEACHERS, AND ADMINISTRATORS WITH
DISABILITIES IN TELEMENTORING 89 SHERYL BURGSTAHLER, UNIVERSITY 0/
WASHINGTON, USA TERRILL THOMPSON, UNIVERSITY 0/ WASHINGTON, USA
CHAPTER 7 ELECTRONIC MENTORING IN THE CLASSROOM: WHERE MENTORS AND
STUDENTS ARE PERSONS WITH DISABILITIES 116
CARMIT-NOA SHPIGELMAN, UNIVERSITY 0/ HALFA, ISRAEL PATRICE L. (TAMAR)
WEISS, UNIVERSITY 0/ HALFA, ISRAEL SHUNIT REITER, UNIVERSITY 0/ HALFA,
ISRAEL
CHAPTER 8 MEETING THE NEEDS OF ADOLESCENTS AND YOUNG ADULTS WITH
DISABILITIES: AN E-MENTORING APPROACH 135
KATHARINE HILL, ST. CATHERINE UNIVERSITY, USA & UNIVERSITY 0/ ST.
THOMAS, USA JOE TIMMONS, UNIVERSITY 0/ MINNESOTA, USA CHRISTEN OPSAL,
UNIVERSITY 0/ MINNESOTA, USA
SEETION 3
TELEMENTORING: PROFESSIONAL DEVELOPMENT
CHAPTER 9 TELEMENTORING IN TEACHER EDUCATION 148
SANDY WHITE WATSON, UNIVERSITY O/TENNESSEE AT CHATTANOOGA, USA
CHAPTER 10 VIRTUAL MENTORING: A RESPONSE TO THE CHALLENGE OF CHANGE 173
THOMAS T. PEFERS, SOUFH CAROLINA S COALITION /OR MAFHEMAFICS & SCIENCE,
USA TERRIE R. DEW, ANDERSON OEONEE PIEKENS GREENVILLE REGIONAL S2 MART
CENTER, USA
CHAPTER 11 TELEMENTORING AND VIRTUAL PROFESSIONAL DEVELOPMENT: A
THEORETICAL PERSPECTIVE FROM SCIENCE ON THE ROLES OF SELF-EFFICACY,
TEACHER LEAMING, AND PROFESSIONAL LEAMING COMMUNITIES 186
MATTHEW 1. MAURER, ROBERT MORRIS UNIVERSITY, USA
IMAGE 3
SEDION 4
TELEMENTORING: WEB 2.0 TECHNOLOGIES
CHAPTER 12 AN ORIENTATIONTO WEB2.0 TOOLS FOR TELEMENTORING 206
ROBIN HASTINGS, MISSOURI RIVER REGIONAL LIBRARY, USA
CHAPTER 13 WEB2.0 FORTELE-MENTORING 215
SHARI MCCURDY SMITH, UNIVERSITY 0/ ILLINOIS AT SPRINGFIELD, USA
NAJMUDDIN SHAIK, UNIVERSITY O/ILLINOIS URBANA-CHAMPAIGN, USA EMILY WELCH
BOLES, UNIVERSITY 0/ ILLINOIS AT SPRINGFIELD, USA
COMPUATION OF REFERENCES 254
ABOUT THE CONTRIBUTON 284
INDEX 289
IMAGE 4
DETAILED TABLE OF CONTENTS
FOREWORD XVIII
PREFACE XXI
ACKNOWLEDGMENT XXVI
SECTION 1
TELEMENTORING: IMPLICATIONS FOR PRACTICE
CHAPTER 1 DESIGNS FOR CURRICULUM- BASED TELEMENTORING 1
JUDI HARRIS, COLLEGE 0/ WILLIAM AND MARY, USA
TELEMENTORING FOR K-12 STUDENTS IS DONE PRIMARILY OUTSIDE OF SCHOOL,
TYPICALLY ADDRESSING TOPICS THAT ARE EXTRINSIC TO SCHOOL CURRICULA. AS
BENEFICIAL AS EXTRACURRICULAR TELEMENTORING CAN BE, BRINGING MENTORS
VIRTUALLY INTO CLASSROOMS TO INTERACT WITH STUDENTS AND TEACHERS OVER
TIME HOLDS GREAT POTENTIAL-AND CONSIDERABLE CHALLENGE-FOR BOTH. HOW CAN
TELEMENTORING BE INTEGRATED EFIECTIVELY INTO CONTENT-BASED
CURRICULA TAUGHT IN FACE-TO-FACE EDUCATIONAL CONTEXTS LIKE CLASSROOMS?
WHAT IS KEY TO THE SUCCESS OFTHIS TYPE OF CURRICULUM-BASED
TELEMENTORING? ANSWERS TO THESE QUESTIONS APPEAR IN THIS CHAPTER,
ILLUSTRATED BY EXAMPLES FROM AN INFORMAL TAXONOMY OF CURRICULUM-BASED
TELEMENTORING PROJECTS THAT WERE FACILITATED BY THE ELECTRONIC EMISSARY
(HTTP://EMISSARY.WM.EDU/), THE LONGEST-RUNNING FORMAL TELEMENTORING
PROGRAM FOR K-12 STUDENTS AND THEIR TEACHERS.
CBAPTER2 DIMENSIONS OFDESIGN IN K-12 TELEMENTORING PROGRAMS: A
DISCUSSION FOR DESIGNERS AND TEACHERS 15
KEVIN 0 NEI/L, SIMON FRASER UNIVERSITY, CANADA
TEACHERS AND RESEARCHERS HAVE BEEN DESIGNING TELEMENTORING PROGRAMS FOR
MORE THAN FIFTEEN YEARS, YET THERE ARE MANY POSSIBLE PROGRAM DESIGNS
THAT HAVE NOT YET BEEN ATTEMPTED, AND ENORMOUS POTENTIAL YET TO FULFILL.
AN ATTEMPT IS MADE TO MAP OUT THE DESIGN SPACE OFK-12 TELEMENTORING BY
DISCUSSING THE MAJOR DECISIONS MADE IN DESIGNING A TELEMENTORING
PROGRAM, AND THE RELATIONSHIP OF THESE DECISIONS
TO ONE ANOTHER. WHERE POSSIBLE, RESEARCH FINDINGS AND EXAMPLES OF
SPECIFIC PROGRAMS ARE CITED IN THIS
IMAGE 5
DISCUSSION. BY PROVIDING A LOOK UNDER THE HOOD OF TELEMENTORING
PROGRAMS, THE CHAPTER AIMS TO HELP
TEACHERS BECOME MORE EQUAL PARTNERS IN THE EFFORT TO REFINE EXISTING
PROGRAMS AND DEVELOP NEW ONES.
ENCOURAGEMENT IS OFFERED TO RESEARCHERS TO MORE FULLY ARTICULATE THE
RATIONALE BEHIND THEIR DESIGNS IN THEIR WRITING, AND TO CARRY OUT MORE
RESEARCH ON THE EFFICACY OF PARTICULAR DESIGN CHOICES, SO THAT THE FIELD
CAN DEVELOP CUMULATIVE LITERATURE ON TELEMENTORING DESIGN.
CHAPTER3 TELEMENTORING AND PROJECT-BASED LEAMING: AN INTEGRATED MODEL
FOR 21ST CENTURY SKILLS 31 JOYCE YUKAWA. ST. CATHERINE UNIVERSITY, USA
WHILE COMMON MODELS OF TELEMENTORING (ASK -AN-EXPERT SERVICES, TUTORING,
AND ACADEMIC AND CAREER TELEMENTORING) CAN SERVE A VARIETY OF LEAMING
OBJECTIVES, THESE MODELS ARE LIMITED WITH RESPECT TO SUSTAINED INQUIRY
LEAMING SUCH AS PROJECT-BASED LEAMING (PBL). TO REACH THE FULL POTENTIAL
OFPBL WITH TELEMENTORING, THIS CHAPTER PROPOSES A TELEMENTORING MODEL
THAT INTEGRATES INQUIRY LEAMING, INFORMATION LITERACY, AND DIGITAL MEDIA
LITERACY AND IS IMPLEMENTED BY A TEAM OF EXPERTS - SUBJECT MATTER EX-
PERTS AS TELEMENTORS, C1ASSROOM TEACHERS, SCHOOLLIBRARIANS, AND
INSTRUCTIONAL TECHNOLOGY SPECIALISTS. THE MODEL PROVIDES FOR
MULTIFACETED LEAMING EXPERIENCES FOR STUDENTS THAT INVOLVE DISCIPLINARY
KNOWLEDGE AND HABITS OF MIND, CRITICAL THINKING, COLLABORATIVE PROBLEM
SOLVING, AND INFORMATION, MEDIA, AND TECHNOLOGY SKILLS. BRIEF OVERVIEWS
OF INQUIRY LEAMING APPROACHES, INFORMATION LITERACY, AND DIGITAL MEDIA
LITERACY ARE DESCRIBED IN RELATION TO TELEMENTORING. DESIGN
CONSIDERATIONS, THE BENEFITS AND CHALLENGES OFTHE MODEL, AND BROADER
IMPLICATIONS FOR EDUCATIONAL CHANGE ARE ALSO DISCUSSED. USING THE
INTEGRATED TELEMENTORING MODEL, THE PBL TEAM EXEMPLIFIES THE
INTERDISCIPLINARY COLLABORATION AND NEW LITERACY SKILLS THAT STUDENTS
NEED IN TODAY S WORKPLACES AND COMMUNITIES.
CHAPTER4 YOU HAD TO BE THERE: IMPROVING A TELEMENTORING PROGRAM THROUGH
CLASSROOM OBSERVATION 57 KEVIN 0 NEILL. SIMON FRASER UNIVERSITY. CANADA
SHERYL GULOY. SIMON FRASER UNIVERSITY. CANADA
THIS CHAPTER MAKES THE CASE THAT TO FULLY REALIZE THE POTENTIAL OF
TELEMENTORING FOR SUPPORTING STUDENT LEAMING IN P-12 SCHOOLS, TEACHERS
AND PROGRAM DEVELOPERS SHOULD INVEST EFFORT IN A PRACTICE THAT THEY
TRADITIONALLY HAVE NOT - ROUTINE OBSERVATIONS OF HOW TELEMENTORING
PROGRAMS PLAY OUT IN CLASSROOMS.
USING OBSERVATIONAL DATA FROM A PILOT PROGRAM FOR SECONDARY SOCIAL
STUDIES CALLED COMPASSIONATE CANADA? THE AUTHORS ILLUSTRATE HOW
C1ASSROOM OBSERVATIONS CAN ENABLE PROGRAM DESIGNERS TO ASK BETTER
QUESTIONS ABOUT HOW A PROGRAM IS WORKING, AND WHY. THEY ALSO DISCUSS
CONTRIBUTIONS THAT CLASSROOM OBSERVATIONS MAY ENABLE TEACHER TO MAKE TO
PROGRAM REFINEMENT AND PROFESSIONAL DEVELOPMENT.
CHAPTER 5 THE TRANSFORMATIVE CAPACITY OFTELEMENTORING ON SELF-EFFICACY
BELIEFS: A DESIGN-BASED PERSPECTI VE 72
DEBORAH A. SCIGLIANO. DUQUESNE UNIVERSITY, USA
THIS CHAPTER FOCUSES ON THE INTENTIONAL DESIGN OFTELEMENTORING PROJECTS
TO ENHANCE SELF-EFFICACY BELIEFS.
THE EMPHASIS IS ON A PRAGMATIC APPROACH TO DESIGN. SELF-EFFICACY IS
DEFINED AND ITS IMPORTANCE IS DE-
IMAGE 6
TAILED. INTENTIONAL DESIGN WHICH FOCUSES UPON ADDRESSING THE FOUR
INFLUENCES ON EFFICACY OFMASTERY EX-
PERIENCE, VICARIOUS EXPERIENCE, VERBAL PERSUASION, AND PHYSIOLOGICAL
STATE IS ADVOCATED. A DESIGN-BASED DRAMA TELEMENTORING RESEARCH STUDY
WHICH EMPLOYED THE BEST PRACTICES OF SELF-EFFICACY AND TELEMENTORING
RESEARCH IS EXAMINED. CAPACITY, ILLUSTRATIVE VIGNETTES, AND DESIGN
IMPLICATIONS FOR EACH OF THE FOUR INFLUENCES ON SELF-EFFICACY ARE
DISCUSSED.
SECTION 2
TELEMENTORING: ADDRESSING TBE NEEDS OF PERSONS WITB DISABILITIES
CBAPTER 6 FUHY INCLUDING STUDENTS, TEACHERS, AND ADMINISTRATORS WITH
DISABILITIES IN TELEMENTORING 89 SHERYL BURGSTAHLER, UNIVERSITY 0/
WASHINGTON, USA TERRILL THOMPSON, UNIVERSITY 0/ WASHINGTON, USA
THE AUTHORS OF THIS CHAPTER DISCUSS CHAHENGES THAT MUST BE ADDRESSED TO
ENSURE THE FUH INCLUSION OF TEACHERS, ADMINISTRATORS, AND STUDENTS WITH
DISABILITIES IN TELEMENTORING ACTIVITIES IN ELEMENTARY AND SECONDARY
SCHOOL ENVIRONMENTS. POTENTIAL BARRIERS TO PARTICIPATION RELATE TO THE
PHYSICAL ENVIRONMENT, THE TECHNOLOGY USED TO SUPPORT A TELEMENTORING
PROGRAM, AND COMMUNICATION STRATEGIES WITHIN THAT EN-
VIRONMENT. SOLUTIONS PRESENTED TO ADDRESS ACCESS CHAHENGES EMPLOY BOTH
UNIVERSAL DESIGN AND ACCOMMODATION APPROACHES. THE CONTENT OF THIS
CHAPTER MAY BE USEFUL TO ADMINISTRATORS, TEACHERS, AND TECHNOLOGY
SPECIALISTS AS THEY INTEGRATE TELEMENTORING INTO ELEMENTARY AND
SECONDARY CLASSROOM PRACTICES; TO PROFESSIONALS WHO SEEK TO PROMOTE
TELEMENTORING IN FORMAL AND INFORMAL SETTINGS; AND TO RESEARCHERS
WHO WISH TO IDENTIFY TELEMENTORING TOPICS FOR FURTHER STUDY.
CBAPTER 7 ELECTRONIC MENTORING IN THE CLASSROOM: WHERE MENTORS AND
STUDENTS ARE PERSONS WITH DISABILITIES 116
CARMIT-NOA SHPIGELMAN, UNIVERSITY 0/ HALFA, ISRAEL PATRICE L. (TAMAR)
WEISS, UNIVERSITY 0/ HALFA, ISRAEL SHUNIT REITER, UNIVERSITY 0/ HALFA,
ISRAEL
IN RECENT YEARS, WE HAVE WITNESSED A PROCESS OF GROWING AWARENESS AND
INCREASED ACTIVITY AMONG PERSONS WITH DISABILITIES TOWARD IMPROVEMENTS
IN THEIR LIVING CONDITIONS AND THEIR FUH INCLUSION INTO SOCIETY. STILL,
PERSONS WITH DISABILITIES EXPERIENCE DIFFICULTY IN ACHIEVING THE
INTERPERSONAL COMPETENCIES NEEDED TO DEVELOP ADAPTIVE SOCIAL BEHAVIORS,
TO ACHIEVE AND MAINTAIN CLOSE RELATIONSHIPS, AND TO FULFIH THEIR
POTENTIAL. MENTORING APPEARS TO PROMOTE INTERPERSONAL DEVELOPMENT WHEN
IT IS CONDUCTED VIA TRADITIONAL FACE-TO-FACE METHODS OR VIA ELECTRONIC
MEANS. IN PARTICULAR, ELECTRONIC MENTORING PROGRAMS THAT
NURTURE RELATIONSHIPS BETWEEN PERSONS WITH DISABILITIES APPEAR TO HAVE
CONSIDERABLE POTENTIAL FOR THEIR EMPOWERMENT. THIS CHAPTER DISCUSSES THE
RELEVANCE, FEASIBILITY AND UTILITY OF E-MENTORING INTERVENTION PROGRAMS
DESIGNED ESPECIAHY FOR YOUNG PEOPLE WITH DISABILITIES.
IMAGE 7
CHAPTER8
MEETING THE NEEDS OF ADOLESCENTS AND YOUNG ADULTS WITH DISABILITIES: AN
E-MENTORING APPROACH 135
KATHARINE HILL, ST. CATHERINE UNIVERSITY, USA & UNIVERSITY 0/ ST.
THOMAS, USA JOE TIMMONS, UNIVERSITY 0/ MINNESOTA, USA CHRISTEN OPSAL,
UNIVERSITY 0/ MINNESOTA, USA
RESILIENCE IN AT-RISK YOUTH IS ANCHORED BY SUPPORTIVE ADULTS WHO MAY BE
RELATIVES, NEIGHBORS, TEACHERS, EMPLOYERS, OR OTHER MEMBERS OF THE
COMMUNITY. TELEMENTORING OR ELECTRONIC MENTORING (E-MENTORING) IS A
PROMISING PRACTICE FOR IMPROVING TRANSITION-TO-ADULTHOOD OUTCOMES FOR
YOUTH WITH DISABILITIES THROUGH CONNECTIONS WITH CARING ADULTS.
E-MENTORING SUPPORTS THE DEVELOPMENT OF TECHNOLOGICAL AND
SOCIAL SKILLS AND ALSO INCREASES THEIR UNDERSTANDING OF THE EMPLOYMENT
AND EDUCATIONAL OPPORTUNITIES THAT AWAIT YOUTH UPON COMPLETION OF HIGH
SCHOOL. CONNECTING TO SUCCESS (CTS) IS AN E-MENTORING PROGRAM FOR
TRANSITION-AGE YOUTH WITH DISABILITIES. IN THIS CHAPTER, CTS IS
DISCUSSED IN THE CONTEXT OF HEALTHY YOUTH DEVELOPMENT AND TRANSITION TO
ADULTHOOD. AN OVERVIEW OF THE CTS PROGRAM MODEL IS PROVIDED, AND A
DISCUSSION OF FUTURE DIRECTIONS IS IDENTIFIED.
SECTION 3
TELEMENTORING: PROFESSIONAL DEVELOPMENT
CHAPTER9 TELEMENTORING IN TEACHER EDUCATION 148
SANDY WHITE WATSON, UNIVERSITY O/TENNESSEE AT CHATTANOOGA, USA
THIS RESEARCH STUDY INVOLVED THE TELEMENTORING OF PRE-SERVICE TEACHERS
BY PRACTICING TEACHERS IN THE FALL SEMESTER OF2OO5 AND AROSE OUT OF A
NEED EXPRESSED BY EDUCATION STUDENTS FOR MORE CONTACT WITH PRACTICING
TEACHERS THAT WOULD NOT REQUIRE LARGE TIME AND FINANCIAL COMMITMENTS.
TWELVE PRE-SERVICE EDUCATION STUDENTS AT THE UNIVERSITY OFTENNESSEE AT
CHATTANOOGA (UTC) AND 17 PRACTICING K-12 TEACHERS FROM FOUFSTATES
PARTICIPATED. PRE- AND POST- REFLECTIONS COMPLETED BY STUDENT
PARTICIPANTS, EMAIL DIALOGUES
BETWEEN PRE- AND IN-SERVICE TEACHER PARTICIPANTS, AND PRE-SERVICE
STUDENT PARTICIPANT EMAIL REFLECTIONS FOLLOWING EACH DIALOGUE EXCHANGE
WERE ANALYZED TO GATHER PROJECT EFFECTIVENESS DATA. RESULTS REVEALED
HIGHLY POSITIVE EXPERIENCES THAT PROVIDED STUDENT PARTICIPANTS A UNIQUE
AND PRACTICAL GLIMPSE OF THE DAILY LIVES OFTEACHERS AND WHAT TEACHING IS
REALLY LIKE.
CHAPTER 10 VIRTUAL MENTORING: A RESPONSE TO THE CHALLENGE OFCHANGE 173
THOMAS T. PETERS, SOUTH CARO/INA S COA/ITION /OR MATHEMATICS & SCIENEE,
USA TERRIE R. DEW, ANDERSON OCONEE PIEKENS GREENVILLE REGIONAL S2 MART
CENTER, USA
IN THIS CHAPTER MENTORING IS DEFINED AS A SUSTAINED RELATIONSHIP BETWEEN
REFLECTIVE PRACTITIONERS. THE PURPOSE OF THIS RELATIONSHIP IS TO BUILD
CAPACITY TO MANAGE THE COMPLEX CLASSROOM ENVIRONMENT IN WAYS THAT BRING
ABOUT INSTRUCTIONAL IMPROVEMENTS. WHERE THERE IS A DIFFERENCE IN
EXPERIENCE BETWEEN THESE PRACTITIONERS, WHAT MATTERS FOR THE MENTOR S
EFFECTIVENESS IS EXPERTISE WITH APPLYING REFLECTIVE PRACTICES.
IMAGE 8
REFLECTIVE PRACTICES WITHIN A VIRTUAL (DISTANCE) MENTORING SETTING ARE
IDENTIFIED AND EXPLORED. DEVELOP-
ING TRUST FROM A DISTANCE AND UNDERSTANDING REPRESENTATIONAL PREFERENCES
ARE ESSENTIAL VIRTUAL MENTORING PRACTICES. THESE PRACTICES WERE
DEVELOPED AS WAYS TO PROVIDE ONGOING SUPPORT TO FIELD-BASED
INSTRUCTIONAL COACHES CHARGED WITH IMPROVING MATHEMATICS AND SCIENCE
INSTRUCTION IN SOUTH CAROLINA MIDDLE SCHOOLS. THEYARE APPLICABLE IN ANY
P-12 CLASSROOM MENTORING SETTING.
CHAPTER 11 TELEMENTORING AND VIRTUAL PROFESSIONAL DEVELOPMENT: A
THEORETICAL PERSPECTIVE FROM SCIENCE ON THE ROLES OF SELF-EFFICACY,
TEACHER LEAMING, AND PROFESSIONAL LEAMING COMMUNITIES 186
MATTHEW J. MAURER, ROBERT MORRIS UNIVERSITY, USA
IN SCIENCE, EXAMINING HOW TEACHERS CAN EFFECTIVELY LEAM CONTENT AND
INQUIRY-BASED PEDAGOGY CAN OFTEN BE NOTHING SHORT OF AN INTELLECTUAL,
COGNITIVE, AND MOTIVATIONAL MAZE. PROFESSIONAL DEVELOPMENT (PD) PROGRAMS
CONSTRUCTED SPECIFICALLY TO AID TEACHER LEAMING MAY FALL SHORT OF THEIR
GOALS DUE TO THE HIGH BACKGROUND VARIABILITY OF THE PARTICIPANTS,
ESPECIALLY WHEN MIXING NOVICE AND MASTER-LEVEL TEACHERS.
ONLY THROUGH CONSCIOUS REORGANIZATION OF INSTRUCTIONAL APPROACHES CAN PD
PRO GRAMS EFFECTIVELY ADDRESS SPECIFIC CONTENT AND PEDAGOGICAL NEEDS
WHILE CONCURRENTLY AIDING THE TRANSITION FROM NOVICE TO MASTER-LEVEL
TEACHERS. IT IS TIME FOR A SHIFT IN HOW PD PROVIDERS THINK ABOUT HOW
TEACHERS LEAM. UTILIZING A THEORETICAL PERSPECTIVE FROM SCIENCE
EDUCATION, THIS CHAPTER WILL DEMONSTRATE THE BENEFITS OF MOV-
ING TO MORE OF A CONTEXTUAL-BASED DISCOURSE THAT IS ACCOMPLISHED THROUGH
A VIRTUAL TELEMENTORING-BASED PROFESSIONAL LEAMING COMMUNITY (PLC) IN
ORDER TO ENHANCE CONTENT, PEDAGOGY, LEADERSHIP SKILLS, AND POSITIVELY
IMPACT TEACHING SELF-EFFICACY.
SECTION 4
TELEMENTORING: WEB 2.0 TECHNOLOGIES
CHAPTER 12 AN ORIENTATION TO WEB 2.0 TOOLS FOR TELEMENTORING 206
ROBIN HASTINGS, MISSOURI RIVER REGIONAL LIBRARY, USA
THIS CHAPTER GIVES AN OVERVIEW OFWEB 2.0 TECHNOLOGIES AND HOW THEY CAN
SUPPORT TELEMENTORING PARTNERSHIPS. WEB 2.0 TOOLS OFFER OPPORTUNITIES
FOR INCREASED NETWORKING AND SOCIAL INTERACTIVITY. SYNCHRONOUS (CHATS)
AND ASYNCHRONOUS (EMAIL) COMMUNICATION ARE POSSIBLE WITH THESE TOOLS.
SOME OFTHE WEB 2.0 CAPABILITIES THAT ARE INTRODUCED IN THIS CHAPTER
INCLUDE CLOUD COMPUTING, FACEBOOK, NING, AND TWIT-
TER. FRIENDFEED AND GROUPWARE ARE ALSO DISCUSSED AS METHODS TO ORGANIZE
AND TRACK A NUMBER OFWEB 2.0 APPLICATIONS FOR EASE OFUSE. STABILITY,
DATA PORTABILITY, PRIVACY, AND SECURITY ARE ISSUES THAT ARE INDICATED
FOR FUTURE RESEARCH.
IMAGE 9
CHAPTER 13
WEB 2.0 FOR TELE- MENTORING 215
SHARI MCCURDY SMITH, UNIVERSITY O/ILLINOIS AT SPRINGFIELD, USA NAJMUDDIN
SHAIK, UNIVERSITY 0/ ILLINOIS URBANA-CHAMPAIGN. USA EMILY WELCH BOLES.
UNIVERSITY 0/ ILLINOIS AT SPRINGFIELD. USA
WEB 2.0 TECHNOLOGIES ARE DESIGNED TO BE OPEN, FLEXIBLE, AND
COLLABORATIVE OFFERING MANY TOOLS TO SUPPORT TRADITIONAL OR
NON-TRADITIONAL TELE-MENTORING ACTIVITIES. THE BENEFIT OF EFFORTLESS
SHARING AND CONNECTIVITY COMES WITH CHALLENGES IN HOW WE VIEW SUCH
THINGS AS OWNERSHIP, PRIVACY, AND DUPLICITY. THE WEB 2.0 TOOLKIT
INCLUDES APPLICATIONS FOR WEB-BASED NOTE-TAKING, SHARED DOCUMENTS,
FEEDBACK, REFLECTION,
INFORMAL DISCUSSION, AND PRESENTATION. THE COLLABORATIVE OPPORTUNITIES
PROVIDED BY MASHABLE, SOCIAL NETWORKING PLATFORMS ALLOW USERS TO FLEX
TIME, GEOGRAPHY, AND PROJECTS. PROFESSIONAL EDUCATORS CONTINUE TO INFORM
THEIR PRACTICE AND EXPLORE NEW WAYS TO MEET THE NEEDS OF STUDENTS. WEB
2.0 TECHNOLOGIES CAN SUPPORT EDUCATIONAL PROFESSIONALS BY OPENING DOORS
AND CLASSROOMS WORLD-WIDE. THE CHAPTER MAKES A
COMPARISON BETWEEN ONLINE AND MENTORING INSTRUCTIONAL PRACTICE AND
HIGHLIGHTS MODELS FOR EDUCATIONAL USE OFAND AIDS IN IDENTIFICATION
OFTOOLS FOR MENTORS AND MENTEES.
COMPILATION OF REFERENCES 254
ABOUT THE CONTRIBUTORS 284
INDEX 289
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| discipline | Pädagogik |
| format | Book |
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| genre | (DE-588)4143413-4 Aufsatzsammlung gnd-content |
| genre_facet | Aufsatzsammlung |
| id | DE-604.BV036623537 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:44:26Z |
| institution | BVB |
| isbn | 9781615208616 |
| language | English |
| lccn | 2010010159 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-020543515 |
| oclc_num | 705745107 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XXII, 293 S. graph. Darst. |
| publishDate | 2011 |
| publishDateSearch | 2011 |
| publishDateSort | 2011 |
| publisher | Information Science Reference |
| record_format | marc |
| spelling | Telementoring in the K-12 classroom online communication technologies for learning [ed. by] Deborah A. Scigliano Hershey [u.a.] Information Science Reference 2011 XXII, 293 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Mentoring in education Technological innovations Mentoring Technological innovations Computerunterstützter Unterricht (DE-588)4070087-2 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Computerunterstützter Unterricht (DE-588)4070087-2 s DE-604 Scigliano, Deborah A. Sonstige oth Erscheint auch als Online-Ausgabe 978-1-61520-862-3 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020543515&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Telementoring in the K-12 classroom online communication technologies for learning Mentoring in education Technological innovations Mentoring Technological innovations Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| subject_GND | (DE-588)4070087-2 (DE-588)4143413-4 |
| title | Telementoring in the K-12 classroom online communication technologies for learning |
| title_auth | Telementoring in the K-12 classroom online communication technologies for learning |
| title_exact_search | Telementoring in the K-12 classroom online communication technologies for learning |
| title_full | Telementoring in the K-12 classroom online communication technologies for learning [ed. by] Deborah A. Scigliano |
| title_fullStr | Telementoring in the K-12 classroom online communication technologies for learning [ed. by] Deborah A. Scigliano |
| title_full_unstemmed | Telementoring in the K-12 classroom online communication technologies for learning [ed. by] Deborah A. Scigliano |
| title_short | Telementoring in the K-12 classroom |
| title_sort | telementoring in the k 12 classroom online communication technologies for learning |
| title_sub | online communication technologies for learning |
| topic | Mentoring in education Technological innovations Mentoring Technological innovations Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| topic_facet | Mentoring in education Technological innovations Mentoring Technological innovations Computerunterstützter Unterricht Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020543515&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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