Online Collaborative Mentoring for Technology Integration in Pre-Service Teacher Education
- 625 Downloads
The Mentored Innovation Model is an online collaborative mentoring model developed in Hungary to help teachers integrate technology in their classrooms in meaningful ways. It combines an online modular approach of formal pedagogical ICT training with an informal online community experience of sharing, developing and critiquing of shared learning resources during teacher education coursework. In this article we describe its implementation with pre-service teachers to support them with technology integration in their teaching. We then discuss the usefulness of the model for teacher education based on the results of a technology self-efficacy and mentoring satisfaction survey with 116 pre-service teachers.
KeywordsCollaborative mentoring Pre-service teacher education Technology integration
- Aust, R., Newberry, B., O’Brien, J., & Thomas, J. (2005). Learning generation: Fostering innovation with tomorrow’s teachers and technology. Journal of Technology and Teacher Education, 13(2), 167–195.Google Scholar
- Bai, H., & Ertmer, P. A. (2008). Teacher educators’ beliefs and technology uses as predictors of pre-service teachers’ beliefs and technology attitudes. Journal of Technology and Teacher Education, 16(1), 93–112.Google Scholar
- Bolliger, D. U. (2004). Key factors for determining student satisfaction in online courses. International Journal on E-Learning, 3(1), 61. ERIC Document Reproduction Service ID EJ723807.Google Scholar
- Bullock, D. (2004). Moving from theory to practice; An examination of the factors that preservice teachers encounter as the attempt to gain experience teaching with technology during field placement experiences. Journal of Technology and Teacher Education, 12(2), 211–237.Google Scholar
- Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge: Harvard University Press.Google Scholar
- Csordas, I., Fozo, A., Levaine-Muller, K., Toth-Mozer, Sz., & Viniczai, V. (2013). Country Report on ICT in Education. Brussels: European Schoolnet. Retrieved March 13, 2015 from http://www.eun.org/c/document_library/get_file?uuid=f8ff53ba-37a8-41fe-b6c3-adb59f4760c8&groupId=43887.
- Dorner, H., & Karpati, A. (2010). Mentoring for innovation: Key factors affecting participant satisfaction in the process of collaborative knowledge construction in teacher training. Journal of Asynchronous Learning Networks, 14(3), 63–77.Google Scholar
- Hargrave, D., & Hsu, Y. (2000). Survey of instructional courses for preservice teachers. Journal of Technology and Teacher Education, 8(4), 3030–3314.Google Scholar
- Karpati A., & Blamire R. (2008). Evaluation and validation of the first European Learning Resource Exchange. (Final Validation Report of the CALIBRATE project) Retrieved July 25, 2014 from http://calibrate.eun.org/shared/data/calibrate/deliverables/D4_2_Final_Validation_ReportFinal.pdf.
- Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.Google Scholar
- Liu, S. H. (2012). A multivariate model of factors influencing technology use by pre-service teachers during practice teaching. Educational Technology & Society, 15(4), 137–149.Google Scholar
- Mullen, C. A. (Ed.). (2009). The handbook of leadership and professional learning communities. New York: Palgrave Macmillan.Google Scholar
- Rice, W. H. (2007). Moodle teaching techniques. Birmingham: Packt Publishing.Google Scholar
- United Nations Educational, Scientific and Cultural Organization (2008). ICT competency standards for teachers. Competency standards modules. Paris: UNESCO. Retrieved July 6, 2014, from http://cst.unesco-ci.org/sites/projects/cst/The%20Standards/ICT-CST-Competency%20Standards%20Modules.pdf.
- United Nations Educational, Scientific and Cultural Organization (2011). UNESCO ICT competency framework for teachers. Paris: UNESCO. Retrieved July 6, 2014, from http://unesdoc.unesco.org/images/0021/002134/213475e.pdf.