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Online mentoring - to developing teachers' online pedagogy expertise in content producing teams
PROCEEDINGS

, Central Ostrobothnia University of Applied Sciences, Finland ; , Hame University of Applied Sciences, Finland

Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

A teacher's further development into an online teacher often begins through content production, which presents special challenges in organising content producing support. The online mentoring model at Virtual Polytechnic seeks to support the creation of pedagogically high quality material by production teams composed of polytechnic teachers. This paper examines how production team coordinators and mentors view the process of mentoring at the start of the project. Mentors emphasise a reciprocal relationship and constructive discussion. While mentors see their role more as being part of a process, some coordinators expect readymade instructions as well as feedback on completed productions as they feel there is a lack of space for dialogue. From a teacher's perspective, the content producing process necessitates pedagogical discussion, and collaborative development of expertise. At its best, online mentoring will assist in the creation of a new educational culture where the meaning of expertise in enriching innovative virtual work will become clear and its uses developed.

Citation

Leppisaari, I. & Vainio, L. (2006). Online mentoring - to developing teachers' online pedagogy expertise in content producing teams. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 2314-2321). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 19, 2019 from .

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