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Telementoring and Project-Based Learning: An Integrated Model for 21st Century Skills

Telementoring and Project-Based Learning: An Integrated Model for 21st Century Skills

Joyce Yukawa
Copyright: © 2011 |Pages: 26
ISBN13: 9781615208616|ISBN10: 1615208615|ISBN13 Softcover: 9781616923624|EISBN13: 9781615208623
DOI: 10.4018/978-1-61520-861-6.ch003
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MLA

Yukawa, Joyce. "Telementoring and Project-Based Learning: An Integrated Model for 21st Century Skills." Telementoring in the K-12 Classroom: Online Communication Technologies for Learning, edited by Deborah A. Scigliano, IGI Global, 2011, pp. 31-56. https://doi.org/10.4018/978-1-61520-861-6.ch003

APA

Yukawa, J. (2011). Telementoring and Project-Based Learning: An Integrated Model for 21st Century Skills. In D. Scigliano (Ed.), Telementoring in the K-12 Classroom: Online Communication Technologies for Learning (pp. 31-56). IGI Global. https://doi.org/10.4018/978-1-61520-861-6.ch003

Chicago

Yukawa, Joyce. "Telementoring and Project-Based Learning: An Integrated Model for 21st Century Skills." In Telementoring in the K-12 Classroom: Online Communication Technologies for Learning, edited by Deborah A. Scigliano, 31-56. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-61520-861-6.ch003

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Abstract

While common models of telementoring (ask-an-expert services, tutoring, and academic and career telementoring) can serve a variety of learning objectives, these models are limited with respect to sustained inquiry learning such as project-based learning (PBL). To reach the full potential of PBL with telementoring, this chapter proposes a telementoring model that integrates inquiry learning, information literacy, and digital media literacy and is implemented by a team of experts – subject matter experts as telementors, classroom teachers, school librarians, and instructional technology specialists. The model provides for multifaceted learning experiences for students that involve disciplinary knowledge and habits of mind, critical thinking, collaborative problem solving, and information, media, and technology skills. Brief overviews of inquiry learning approaches, information literacy, and digital media literacy are described in relation to telementoring. Design considerations, the benefits and challenges of the model, and broader implications for educational change are also discussed. Using the integrated telementoring model, the PBL team exemplifies the interdisciplinary collaboration and new literacy skills that students need in today’s workplaces and communities.

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