Students as Faculty Mentors: Reversing the Role of Teacher and Learner.

Autor/inn/en	Lathem, Sandra A.; Parker, Holly Buckland; Morris, Joyce L.; Deyo, Adam; Agne, Russell M.
Titel	Students as Faculty Mentors: Reversing the Role of Teacher and Learner.
Quelle	(2002), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Uses in Education; Cooperative Learning; Educational Technology; Elementary Secondary Education; Higher Education; Mentors; Preservice Teacher Education; Preservice Teachers; Program Development; Teacher Role + Suchen Sie Ihr Suchwort? Computernutzung; Kooperatives Lernen; Unterrichtsmedien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Programmplanung; Lehrerrolle
Abstract	When it comes to understanding and using information technology, today's pre-service education students often know more about technology than their college professors or their field-based teachers in K-12 classrooms. University and K-12 faculty members, on the other hand, know more about teaching and learning than pre-service students and less about technology. By bringing these two groups together as student mentor-faculty pairs, both students and faculty members benefit from the expertise of the other. This paper describes how the Faculty Mentor Program developed at the University of Vermont (an initiative of the Preparing Tomorrow's Teachers to Use Technology, or PT3, Implementation Grant) brings education students and university faculty together to support new ways of learning for both groups. (Contains 10 references.) (Author)
Anmerkungen	Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01