High Tech Mentoring: Assessing the Effectiveness of a PT3 Project
Debra Sprague, George Mason University, United States ; Jane Cooper, Rockman, Et Al, United States ; Natalie Milman, George Washington University, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-44-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper presents the first year findings of a mixed-method study of the High Touch Mentoring for High Tech Integration project at a suburban state-supported university. This three-year project was funded in part by the Preparing Tomorrow's Teachers to Use Technology (PT3) Federal grant program. Participants were teacher education faculty (faculty partners), K-12 technology proficient teachers (teacher partners) and preservice teacher education candidates. The purpose of the study was to: gather baseline data about faculty members', teacher mentors', and preservice teachers' backgrounds and usage of technology; examine how well the faculty-teacher partnerships were working; determine how the faculty-teacher partnerships affected the integration and use of technology in faculty partner teacher education courses; and provide feedback for formative and summative improvement of the project.
Sprague, D., Cooper, J. & Milman, N. (2002). High Tech Mentoring: Assessing the Effectiveness of a PT3 Project. In D. Willis, J. Price & N. Davis (Eds.), Proceedings of SITE 2002--Society for Information Technology & Teacher Education International Conference (pp. 1777-1778). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).