Mentoring for Technology Use: An Elementary StudentTeaching Case Study
Karen Grove, University of Louisville, United States ; Neal Strudler, Sandra Odell, University of Nevada, Las Vegas, United States
Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This case study investigated the practice of an elementary level cooperating teacher as she prepared a student teacher to integrate technology into professional practice. The study was part of a larger research study conducted as part of a PT3 grant involving 21 cooperating teachers and seven student teachers actively involved in the student teaching experience over the course of a semester. Descriptive statistics and qualitative methods were used for data collection. The technology context and conceptual perspectives of the cooperating teacher were examined. Descriptions of technology mentoring practice are presented from both the cooperating teacher and student teacher perspective. Cooperating teacher mentoring practices included one-on-one tutoring with software, modeling technology-integrated lessons, connecting technology use to the curriculum, sharing digital resources and templates, and providing support during technology-integrated lessons.
Grove, K., Strudler, N. & Odell, S. (2005). Mentoring for Technology Use: An Elementary StudentTeaching Case Study. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 2613-2618). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE).
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David Whittier, Boston University School of Education, United States
Contemporary Issues in Technology and Teacher Education Vol. 7, No. 3 (September 2007) pp. 227–244
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