Examining the Instructional Design of a Technology Enhanced Course for New Mentor Teachers
Rebecca M. Schneider, University of Toledo, United States
Journal of Technology and Teacher Education Volume 17, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
To be effective, teacher education programs need to engage teachers in learning as professionals. This includes learning experiences grounded in classroom practice and guidance to develop as professionals so teachers can take on roles of leaders and mentors in their classrooms and in partnerships with universities. New web-based communication tools such as real-time video conferencing and blogs have the potential to improve the connection between universities and classrooms in ways not possible previously. An innovative course for new mentor teachers was designed to guide teacher learning, encourage collaboration, and support partnerships. A total of 23 teachers participated across 2 semesters. Analysis examined instructional design based on constructs for teacher learning and features of web-based tools. Analysis indicates tools were used in ways that would give teachers control of timing, content, and audience and teachers needed transitional structure and guidance to fully and thoughtfully participate in these types of tasks.
Schneider, R.M. (2009). Examining the Instructional Design of a Technology Enhanced Course for New Mentor Teachers. Journal of Technology and Teacher Education, 17(1), 85-107. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2009 Society for Information Technology & Teacher Education