Abstract
AbstractThis study examined the effects of a cross-age tutoring program on computer literacy learning of second graders. The tutoring program consisted of 3 training sessions, 10 weekly 30-min tutoring sessions, and 3 support conferences. Seventeen fourth-grade students tutored seventeen second graders on three computer programs: a keyboarding program, a problem-solving program, and a word processing program. Observations of the second-grade tutees were conducted before and after the tutoring program to determine the effects of the tutoring program on their computer literacy learning. The results indicated that prior to the tutoring, five second graders could play a game, and three of them could use a simulation program. The observations following the program indicated that all 17 tutees could use and interact with the programs presented, a game, and a simulation program.
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