On-Line Tutoring by Preservice Teachers.

Autor/inn/en	Smith, Gary R.; Carroll, Geraldine
Titel	On-Line Tutoring by Preservice Teachers.
Quelle	(2000), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Computer Uses in Education; Educational Technology; Elementary Secondary Education; High Risk Students; Higher Education; Internet; Poverty; Preservice Teacher Education; Student Teachers; Teacher Student Relationship; Tutoring + Suchen Sie Ihr Suchwort? Schulleistung; Computernutzung; Unterrichtsmedien; Problemschüler; Hochschulbildung; Hochschulsystem; Hochschulwesen; Armut; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teacher student relationships; Lehrer-Schüler-Beziehung; Förderkonzept; Nachhilfeunterricht
Abstract	This activity involved on-line tutoring by preservice teachers for high-risk students. It was part of a Technology Literacy Challenge Fund grant from the Michigan Department of Education. The project provided iMac computers and other technology resources in 20 classrooms within four Detroit public schools. Each computer was connected to the school district server for Internet access. The project provided additional technology resources for each school's computer lab or media center. In these schools, the majority of students were eligible for free or reduced lunches, and their academic achievement was substantially below state averages. Regular instruction for teachers helped them explore ways in which they and their students could use some of the educational applications available through the Internet. Teachers selected five students who could improve their academic achievement through this additional support. Preservice teachers were trained in how to plan and proceed with tutoring in how to use the software. Students and preservice teachers used a telephone connection during tutoring sessions for verbal exchanges, while the Internet connection was for displaying games, Web sites, and text. Written transcripts of the online tutoring sessions provide feedback on the program. Data are examined using Vygotsky's Zone of Proximal Development. (Contains 18 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC