A Human-Computer Partnership: The Tutor/Child/Computer Triangle Promoting the Acquisition of Early Literacy Skills

Autor/inn/en	Schmid, Richard F.; Miodrag, Nancy; Di Francesco, Nathalie
Titel	A Human-Computer Partnership: The Tutor/Child/Computer Triangle Promoting the Acquisition of Early Literacy Skills
Quelle	In: Journal of Research on Technology in Education, 41 (2008) 1, S.63-84 (22 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
Schlagwörter	Grounded Theory; Preschool Children; Computers; Tutors; Emergent Literacy; Tutoring; Computer Software; Educational Technology; Teacher Student Relationship; Computer Assisted Instruction; Technology Integration; At Risk Students; Reading Programs; Foreign Countries; Early Reading; Canada + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Digitalrechner; Förderlehrer; Lehrender; Tutor; Frühleseunterricht; Förderkonzept; Nachhilfeunterricht; Unterrichtsmedien; Teacher student relationships; Lehrer-Schüler-Beziehung; Computer based training; Computerunterstützter Unterricht; Ausland; Frühlesen; Kanada
Abstract	This study involved the analysis of the complex interactions that take place between tutors and preschool children using a computer during early literacy tutoring sessions. Eight five-year-old pre- and early-readers attending a childcare centre participated in daily 20-minute tutoring sessions for two weeks. The literacy software (a beta version) was especially designed to guide tutors while working one-on-one with elementary school students falling into the lower 30% of reading achievement (i.e., at-risk). Parent surveys, videotaped tutor/child sessions, independent observer data, and tutor reports yielded rich descriptions of the tutor/child/computer process. Rigorous grounded theory analyses generated three comprehensive themes: rapport, motivation, and scaffolding. The first focused on interpersonal issues, the latter two on teaching/learning. Implications for practice are discussed. (As Provided).
Anmerkungen	International Society for Technology in Education. 480 Charnelton Street, Eugene, OR 97401-2626. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste@iste.org; Web site: http://www.iste.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10