Assisting faculty with technology integration : a case study of a student/faculty mentoring program

This research investigated how and why the student/faculty mentoring program in the Department of Curriculum and Instruction at Iowa State University worked as an effective staff development approach to assist teacher education faculty in integrating technology. A qualitative case study approach was used to describe and analyze the student/faculty mentoring program. Three graduate students and five faculty mentees in the department who joined the mentoring program in fall, 2000 participated in this research study. Interviews, documents, and observations were collected to describe and analyze the characteristics of effective mentoring relationships, roles of mentors and mentees, and perspectives of both faculty mentees and student mentors about mentoring. Findings from the research study revealed six characteristics of effective mentoring relationships: time, mutual respect and trust, personal fit, communication, mutual benefit, and a positive attitude. Faculty mentees were active learners and student mentors were tutors, facilitators, counselors, and learners in mentoring relationships. Moreover, faculty and student perspectives about the mentoring program indicated that the experience was effective because instruction was individualized, the learning was non-threatening and administrative support was present. Research results provided valuable information on designing an effective mentoring model for assisting faculty with technology integration

Student technology mentors for college of education faculty: two case studies

The purpose of this study was to investigate the approach of mentoring two college of education faculty by a graduate student and an undergraduate student. A qualitative case study approach was utilized to examine the mentoring process and its outcomes. Data were collected from two mentoring pairs in the form of journals, observations, interviews, and documents. These case studies provide descriptions and analysis of the mentoring experiences. The data in each case will provide the reader with significant insights into the complexities of student/faculty technology mentoring relationships

Use and integration of computer-related technology in teaching by preservice teacher education faculty

This research study examined the current state of computer-related technology use by preservice teacher education faculty at eight Research I universities. Results from this study described faculty past and current proficiency in using computer-related technology, faculty attitudes toward computer-related technology, and factors that affected faculty use and integration of computer-related technology;One hundred-fifty teacher education faculty from the eight research one universities responded to the questionnaire entitled, Survey of the Use and Integration of Computer-Related Technology by Teacher Education Faculty. In general, respondents indicated they were proficient in using word processing and telecommunication technologies, but were less proficient in using other analytical tools such as databases and spreadsheets. Overall, results indicated that preservice teacher education faculty were relatively confident in their ability to use computer-related technology and had positive attitudes toward these technologies. Major barriers identified by preservice teacher education faculty that impeded their use of computer-related technology, included the lack of time to learn about computer-related technology, the lack of access to equipment and software, and the lack of training to use new technologies. Respondents indicated that support was available for them to use and integrate computer-related technology in courses through workshops, access to hardware and software, and faculty colleagues. However, teacher education faculty reported they still needed additional workshops and equipment to support future efforts to use and integrate computer-related technology in courses

Meeting the needs of gifted students through teacher inservicing

Inservicing classroom teachers in compacting, independent study, and mentoring may help them become more effective in meeting the instructional needs of talented and gifted students. It is easier for teachers to apply learning if it is easily applicable to their own classroom instruction, and if the learning seems manageable for the teacher. This project includes an inservice model that contains applicable teaching strategies and an inservice plan for teachers. Teaching talented and gifted students through appropriate teaching strategies and becoming aware of these students\u27 needs in the classroom can assure that students are challenged to realize their full learning potential. This project presents research to support examples of inservice teaching strategies for the instruction of the talented and gifted. It also offers suggestions for conducting effective teacher inservices on meeting the special needs of the talented and gifted student in the regular classroom

Inservice Teachers\u27 TPACK Development: Trends, Models, and Trajectories

How is experienced teachers’ TPCK/TPACK developed? The full range of professional development (PD) models for inservice teachers’ TPACK-related professional learning is overviewed in this chapter, classified according to eight process-focused PD approaches and 12 specific strategies, and situated within the larger (non-TPACK) PD literature. Current and probable future trends in TPACK-related PD are documented and hypothesized, mirroring, in part, nascent assertions made by other researchers that effective PD for teachers is highly contextualized, personalized, and variable in structure, purpose, orientation, and process. Recommendations for future TPACK PD research and development are then made, based upon the trends and models discussed.https://scholarworks.wm.edu/educationbookchapters/1002/thumbnail.jp

Effects of mentoring preservice teachers on inservice teachers in professional development school environments

Colleges and universities collaborte with P-12 public schools in professional development school (PDS) partnerships to improve teacher training, provide professional development for inservice teachers, improve student achievement, and promote action research. Most research has been done on advantages for preservice teachers and for students in classrooms. The purpose of this qualitative study was to better understand inservice teachers\u27 mentoring experiences in order for a local college to support and enrich the professional lives of inservice teachers. Research questions addressed inservice teachers\u27 perceptions regarding mentoring interactions, effects on their own classroom practices, and professional growth. The purposeful sample was comprised of 17 mentor teachers from 3 elementary schools that had PDS partnerships with a local college. Individual interviews and school cohort focus group transcripts were coded and analyzed using a data analysis spiral. The researcher also collected unobtrusive data relevant to professional development activities in the PDSs. Results indicated that mentor teachers viewed mentoring experiences as positive and felt rejuvenated. Participants noted that reciprocal learning took place and that they had grown professionally. The local college has implemented changes and plans to continue to improve programs based of the study findings. Other colleges and universities can utilize the study results and the PDS model to improve inservice teachers\u27 mentoring experiences. Inservice teachers may be empowered by successful mentoring experiences to create change in their schools as they take leadership roles, engage in action research, and promote academic success for all learners in the 21st century