Merits of Mentoring and Modeling in Internet Technology Integration: Overcoming Operational Obstacles
Elizabeth Rossi, Rosemary Mullick, SUNY Institute of Technology at Utica/Rome, United States ; Deborah Y Bauder, Rome City School District, United States
Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-37-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
While most Internet inservice workshops include hands-on activities and opportunities for exploration, not all also offer the support found by modeling techniques and mentoring new users. The Targeted Instructional Staff Development Project was designed as a professional development project to facilitate the integration of instructional technology in the classroom. While the project consisted of nine separate workshop modules, the Internet modules focused on Web search strategies, Web page design, and instant messaging. In addition to teaching these skills to teachers, the Web design module also included a session with students and teachers so that teaching strategies could be modeled. Although the modules were designed with careful scope and sequencing, unforeseen difficulties presented challenges to success. In spite of the difficulties, the teacher participants reported increased comfort and interest in using Internet tools in the classroom. Materials provided by the instructors and modeling of techniques, particularly when teaching student/teacher teams, both were seen as important steps to success.
Rossi, E., Mullick, R. & Bauder, D.Y. (2000). Merits of Mentoring and Modeling in Internet Technology Integration: Overcoming Operational Obstacles. In D. Willis, J. Price & J. Willis (Eds.), Proceedings of SITE 2000--Society for Information Technology & Teacher Education International Conference (pp. 575-580). Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
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Rosemary Mullick, SUNY Inst. of Technology at Utica/Rome, United States; Ron Sarner, SUNY Inst. Of Technology at Utica/Rome, United States
Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 953–958
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