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Assessing Mentoring Teacher's Technology Proficiency: What Do They Have to Say?
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, , George Mason 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

Abstract

This paper focuses on one teacher preparation program's efforts to address a lack of congruence between modeling the effective use of technology in university coursework and appropriate use of technology during the teacher candidates' field experiences (Strudler, McKinney, & Jones, 1998). Questionnaires were administered on technology proficiency and different uses of technology to 54 elementary mentor teachers who participated in a "clinical faculty" class designed to strengthen their mentoring of pre-service teachers. The mentor teachers' responses indicated self-perceptions of proficiency, areas of need for further training, and contradictions related to the teachers' self-perceptions of their skills and abilities

Citation

Sprague, D. & White, S. (2002). Assessing Mentoring Teacher's Technology Proficiency: What Do They Have to Say?. In D. Willis, J. Price & N. Davis (Eds.), Proceedings of SITE 2002--Society for Information Technology & Teacher Education International Conference (pp. 1476-1477). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 20, 2019 from .

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