A Descriptive Study of Mentoring and Technology Integration among Teacher Education Faculty

Abstract

This study examines the effectiveness of a mentoring programme designed to help faculty integrate technology into teacher education courses. Effective strategies for implementing a technology integration programme were considered from the perceptions of six teacher education faculty mentees who received technology integration mentoring from educational technology faculty. The main findings are that: (a) no matter what their technology integration skill level, the mentees agreed that most helpful aspect of mentoring was the one-on-one coaching; (b) mentees seem to prefer mentors who can gauge the level of their mentee’s technology expertise, and then provide individualized learning experiences with the appropriate degree of challenge and guidance; and (c) mentees found that having a personal relationship with their mentors was a valuable component of the mentoring.