"Let's Facetime Tonight": Using Digital Tools to Enhance Coaching

Autor/inn/en	Leighton, Christine M.; Ford-Connors, Evelyn; Robertson, Dana A.; Wyatt, Jennifer; Wagner, Christopher J.; Proctor, C. Patrick; Paratore, Jeanne R.
Titel	"Let's Facetime Tonight": Using Digital Tools to Enhance Coaching
Quelle	In: Reading Teacher, 72 (2018) 1, S.39-49 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1676
Schlagwörter	Teacher Collaboration; Elementary School Teachers; Grade 2; College Faculty; Literacy; Coaching (Performance); Teaching Methods; Dialogs (Language); Technology Uses in Education; Interdisciplinary Approach; Problem Solving; Electronic Mail; Social Media; Computer Mediated Communication; Video Technology; Audio Equipment; Language Skills; Multilingualism; Bilingual Students; Elementary School Students + Suchen Sie Ihr Suchwort? Lehrerkooperation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 02; 2. Schuljahr; Schuljahr 02; Fakultät; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Dialog; Dialogs; Dialogue; Dialogues; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Problemlösen; Elektronischer Briefkasten; Soziale Medien; Computerkonferenz; Audio-CD; Language skill; Sprachkompetenz; Mehrsprachigkeit; Multilingualismus
Abstract	This article documents a collaboration between a second-grade teacher and a university-based literacy coach to implement dialogic instruction as part of a 14-week cross-disciplinary curriculum unit. The coach-teacher dyad used digital technologies to enhance a problem-solving approach to coaching. The authors describe the coaching interactions, the digital tools used (e.g., e-mail, FaceTime, text messaging, video and audio recordings), the problems that the coach-teacher dyad collaboratively addressed over three phases of the unit, and the student learning that occurred in response. Throughout, the authors highlight how the coach and teacher made flexible use of digital technology to carve out additional time and space for problem solving as they worked to support the language and literacy skills of a group of multilingual second-grade students. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01