By Deborah A. Scigliano
Telementoring, the perform of on-line mentoring, is a strong device to have interaction scholars in significant studying. learn has confirmed the advantages for college students and telementors who have interaction in inquiry and project-based studying with telementoring. Telementoring within the K-12 lecture room: on-line verbal exchange applied sciences for studying offers the newest learn and the simplest practices within the box of telementoring. Theoretical and pragmatic viewpoints on telementoring supply information to pros desirous to tell their perform. an effective base of telementoring info and an expansive imaginative and prescient of this custom mix to advertise the certainty and winning implementation of telementoring.
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Additional info for Telementoring in the K-12 Classroom: Online Communication Technologies for Learning
Sample text
As Shulman (2002) observed, Distinctions and taxonomies are tools for thought. We make distinctions for the same reasons we carve a turkey or write our books in chapters—to make the world more manageable. And it’s only natural that we further order our distinctions and categories into systems, tables, and taxonomies. Categories and distinctions also can call attention to ideas, principles, or values that hitherto have been ignored. (p. , Harris, 2008; Harris & Hofer, 2009, 2011) has demonstrated that teachers’ planning for technologically enhanced learning and teaching is assisted and eased by reviewing all possible activity types, then selecting the ones that best match content-based goals and pedagogies appropriate to students’ learning needs and preferences.
While it serves curriculum goals, telementoring does so in a way that also gives students entrée into communities of discourse and practice they might otherwise not connect with so directly. Telementoring is not a “spice” that can be used to make boring curriculum more interesting; but it can be a way to enable teachers to do more challenging and interesting things they otherwise would not feel safe attempting. Dimensions of Design in K-12 Telementoring Programs Figure 1. Dimensions of design in K-12 telementoring Design Dimensions Having laid out some basic similarities, I now describe some underlying dimensions of telementoring designs in the K-12 arena, using examples from the literature.
7. Keep communication flowing throughout the project period. 8. Identify, address and resolve miscommunications as promptly as possible. 9. Structure and guide different kinds of online activities, based upon students’ learning needs and preferences. 10. Evaluate individual student and group contributions to learning/teaching, ensuring that curriculum standards are met. (Harris & Figg, 2000) oped among the participants. Subject matter can “come alive” for students who interact over time with someone for whom curriculum content is part of everyday life, and a passionate interest.
