Login or register for free to remove ads.
You are here:

Technologically-Based Mentoring Provided to Teachers: A Synthesis of the Literature Article

, , , The University of Texas at Austin, United States

Journal of Technology and Teacher Education Volume 16, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Instructional coaching or mentoring, as a form of professional development for teachers, has gained importance as educational policy has called for the implementation of research-validated instructional practices by highly qualified teachers. Technology-mediated mentoring has strong potential for overcoming barriers of accessibility and cost-effectiveness associated with traditional on-site mentoring. The purpose of this article is to synthesize existing peer-reviewed empirical studies on technology-mediated mentoring for inservice teachers. Three mediums for technology-based mentoring were explored: technology-enhanced professional development coupled with access to a mentor, electronic mail, and online discussion forums. The synthesized studies primarily incorporated mixed-methodologies or were qualitative. Results suggest that, although usage of some technology-based mentoring implementations was low or variable, those who accessed the resources generally reported having a positive experience, reporting shifts in their attitudes towards instruction and changes in instructional practices; however, few studies substantiated teacher self-reported improvement in knowledge and practice through direct observation. While existing research is both informative and encouraging, more rigorous qualitative and quantitative research, particularly quasi-experimental and experimental studies, is needed. As no located studies addressed the impact of the technology-based mentoring of teachers on the outcomes of students, particular attention should be paid to this significant outcome variable in future research.

Citation

Gentry, L.B., Denton, C.A. & Kurz, T. (2008). Technologically-Based Mentoring Provided to Teachers: A Synthesis of the Literature. Journal of Technology and Teacher Education, 16(3), 339-373. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved September 26, 2017 from .

Keywords

References

  1. Annenberg Ins t i tu te for Schoo l Reform (2004) . Ins truc t iona l coach ing: Pro fess iona l deve lopmen t s tra teg ies tha t improve ins truc t ion . Providence , RI : Brown University .
  2. Egan , G . (2002) . The sk i l led he lper: A prob lem-managemen t and oppor tu- n i ty-deve lopmen t approach to he lp ing (7 th ed .) . Bos ton : Thompson / Wadswor th .
  3. Hawkes , M . (2001) . Var iab les of in teres t in exp lor ing the ref lec t ive ou tcomes of ne twork-based commun ica t ion . Journa l o f Research on Computing in Education, 33 (3), 299-315.
  4. Idol , L . (1992) . The spec ia l educa tor’s consu l ta t ion handbook. Aus t in , TX : Pro-Ed .
  5. In terna t iona l Read ing Assoc ia t ion (2004) . The ro le and qua l i f ica t ions o f the read ing coach in the Un i ted S ta tes: A pos i t ion s ta temen t o f the Interna t iona l Read ing Assoc ia t ion . Newark , DE : Au thor . Re tr ieved March 1 , 2006 ,

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.