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Facilitating changes in perception a...

Rudnesky, Frank.

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Facilitating changes in perception and classroom strategy through mentoring: A case study of technology and its integration with classroom instruction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Facilitating changes in perception and classroom strategy through mentoring: A case study of technology and its integration with classroom instruction./
作者:	Rudnesky, Frank.
面頁冊數:	168 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0401.
Contained By:	Dissertation Abstracts International65-02A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3120735

Facilitating changes in perception and classroom strategy through mentoring: A case study of technology and its integration with classroom instruction.
Rudnesky, Frank.

Facilitating changes in perception and classroom strategy through mentoring: A case study of technology and its integration with classroom instruction. - 168 p.

Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0401.

Thesis (Ed.D.)--Widener University, 2004.

Because our global landscape is ever-changing, technology plays an important role in the education of our children. Likewise, the ubiquitous nature of technology in our schools requires teachers to use it. By properly training teachers to integrate technology, schools will naturally prepare our students for standardized assessment, academic endeavors, and the workplace. Teachers will facilitate and students will investigate rather than memorize, evaluate rather than copy, communicate rather than stagnate.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Facilitating changes in perception and classroom strategy through mentoring: A case study of technology and its integration with classroom instruction.
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245 1 0 $a Facilitating changes in perception and classroom strategy through mentoring: A case study of technology and its integration with classroom instruction.
300 $a 168 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0401.
500 $a Adviser: Shelley Wedner.
502 $a Thesis (Ed.D.)--Widener University, 2004.
520 $a Because our global landscape is ever-changing, technology plays an important role in the education of our children. Likewise, the ubiquitous nature of technology in our schools requires teachers to use it. By properly training teachers to integrate technology, schools will naturally prepare our students for standardized assessment, academic endeavors, and the workplace. Teachers will facilitate and students will investigate rather than memorize, evaluate rather than copy, communicate rather than stagnate.
520 $a High quality professional development contains multiple methods of training. Peer mentoring could be the key ingredient to technology professional development that removes barriers and allows teachers to feel confident about using technology in the classroom. Peer mentoring offers enormous training opportunities for teachers that are hesitant to integrate technology in their lessons.
520 $a The overall purpose of this case study was to examine how peer mentoring facilitated changes in perceptions and classroom strategies of two teachers as they integrated technology into classroom instruction. In analyzing the data from these peer mentoring relationships, three themes emerged: peer mentoring promotes collegiality, peer mentoring breaks down barriers, and peer mentoring motivates teachers to use technology in the classroom.
520 $a Because peer mentoring promoted collegiality in a trusting, supportive environment, teachers in this case study were able to overcome barriers and acquire necessary skills to integrate technology. Peer mentoring facilitated changes in perceptions because as teachers used more technology, they appreciated this new teaching tool more, they became comfortable using technology, and they witnessed student success. Because the teachers integrated and engaged students with technology, peer mentoring facilitated changes in classroom strategies that included more project based assessment.
520 $a The researcher used nine sources of data in four of the six categories as described by Yin (1994): documentation, direct observation, physical artifacts, and survey/interview. Documentation included LIT 3 Self-Check Lists, lesson plans, reflective journals, and meeting logs. Direct observations occurred when the researcher visited the classrooms of the mentee teachers. Physical artifacts came in the form of teacher web pages and student projects. Surveys/interviews included pre and post surveys and exit interviews.
520 $a This case study suggests that properly implemented, peer mentoring can achieve measurable gains for teachers moving along a technology integration professional development continuum. This study also validates that one-to-one training offered advantages over other types of professional development for the teachers that participated in this case study. This research implies that when teachers experience confidence to technology integration it allows them to take creative risks in the classroom and experience success.
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650 4 $a Education, Teacher Training. $3 783747
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710 2 0 $a Widener University. $3 1019206
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