A Case Study of E-Tutors' Teaching Practice: Does Technology Drive Pedagogy?

Autor/in	Chuang, Hsueh-Hua
Titel	A Case Study of E-Tutors' Teaching Practice: Does Technology Drive Pedagogy?
Quelle	In: International Journal of Education in Mathematics, Science and Technology, 1 (2013) 2, S.75-82 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-611X
Schlagwörter	Teaching Methods; Teaching Experience; Computer Mediated Communication; Online Courses; Social Influences; Teacher Student Relationship; Educational Technology; Language Skills; Second Language Instruction; English (Second Language); Interviews; Internet; Foreign Countries; Low Income Groups; Access to Computers; Elementary School Students; Taiwan + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Computerkonferenz; Online course; Online-Kurs; Sozialer Einfluss; Teacher student relationships; Lehrer-Schüler-Beziehung; Unterrichtsmedien; Language skill; Sprachkompetenz; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Interviewing; Interviewtechnik; Ausland
Abstract	This article presents a case study of e-tutoring teaching practice during a 20-week e-tutoring program aimed at improving the English proficiency of targeted students. The study revealed what and why certain online tools were used by e-tutors and investigated how different technological proficiency and face-to-face (f2f) teaching experience shaped e-tutors' teaching practices in cyberspace. Data were collected through transcriptions of each recorded synchronous Skype teaching session, interviews of e-tutors, project artefacts, and e-tutors' weekly memos. Results showed that use of Skype establishes a social presence in e-tutor and e-tutee instructional relationships and that online broadcasting is often equivalent to online teaching for e-tutors who are comfortable and familiar with face-to-face teaching environments. In addition, technology has shaped the teaching practice of e-tutors. This finding implies an adapted framework of technological pedagogical content knowledge for e-tutors to maximise the benefits of the designed online tutoring environments. (As Provided).
Anmerkungen	International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. Tel: +90-505-490-6703; Fax: +90-332-323-6225; e-mail: ijermst@gmail.com; Web site: http://www.ijermst.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01