Home PublicationsJRTEPast IssuesVolume 37 Number 2

	Edited by Dr. Lynne Schrum, University of Utah
formerly Journal of Research on Computing in Education

Volume 37 Number 2 Winter 2004-2005

Bridging the Perspectives and Developmental Needs of All Participants in Curriculum-Based Telementoring Programs
D. Kevin O’Neill
Simon Fraser University
Judith B. Harris
College of William & Mary

Abstract
Telementoring, also referred to as e-mentoring or online mentoring, has been carried out in a wide range of K–12 environments and continues to grow in popularity. Through a review of several studies, we argue that the potential for telementoring to support deeper and more authentic school learning will not be fully realized unless researchers pay more conscious attention to the developmental character of telementoring relationships. We discuss the flaws of up-front training as an approach to improving program outcomes, and compare three other strategies (iteration, facilitation, and open access to models) that can be used in combination to supplement training.

Contributors
Kevin O’Neill is an assistant professor of Education and Technology at Simon Fraser University. He coordinates the Master’s in Education and Technology program there, and directs the Online Learning Relationships Lab (www.learningrelationslab.org).

Judi Harris holds the Pavey Family Chair in Educational Technology at the College of William & Mary, where she directs both the Curriculum & Educational Technology doctoral concentration and the Electronic Emissary K–12 international telementoring project (emissary.wm.edu).

Download the full article (PDF, 86 KB, PDF Instructions)

Contact
Kevin O’Neill
Faculty of Education
Simon Fraser University
8888 University Dr.
Burnaby, BC, Canada V5A 1S6
koneill@sfu.ca
Judi Harris
School of Education
College of William & Mary
P.O. Box 8795
Williamsburg, VA, USA, 23187-8795
judi.harris@wm.edu

Copyright © 2004, ISTE (International Society for Technology in Education). All rights reserved.