A Technology Partnership: Lessons Learned by Mentors
Notice bibliographique
Résumé
Mentoring has been shown to provide support for the development of skills and knowledge in many professions. Journalism, law, and medicine, using the mentoring process, place apprentices in real world, clinical situations early in their training. The teaching profession has had a long history of mentoring in which a practicing teacher within a school and a professional from an educational institution provide support and direction to a young teacher in the form of student teaching. This article discusses the lessons learned when instructional technology graduate students act as mentors to elementary teachers in a rural school in Ohio. The transformation of graduate mentors and teacher mentees provides inspiration for mentoring in elementary schools. Elementary teachers continue to positively support the value of students using the computer and their own use of the computer, but report that they are unable to make the connection of how the computer fits into the daily classroom. These same teachers indicate that most of their professional development has focused on computer skills rather than classroom management of computers and integration into lessons used in the classroom (Franklin, 1999). Mentoring has been shown to provide support for the development of skills and knowledge in many professions. Journalism, law, and medicine, using the mentoring process, place apprentices in real world, clinical situations early in their training. The teaching profession has had a long history of mentoring (Evans, 2000; Janas, 1996; Stewart, 1999) in which a practicing teacher within a school and a professional from an educational institution provide support and direction to a young teacher in the form of student teaching. These young teachers learn at the side of a more experienced teacher and are provided opportunities for a one-on-one relationship with a veteran teacher. A mentor can provide role modeling, acceptance, confirmation, counseling, and friendship (McArthur, Pilato, Kercher, Peterson, Malouf, & Jamison, 1995). A mentee can benefit from the experience as he/she learns how technology can transform traditional instruction. The mentor also has an opportunity to reflect on his or her own practice of teaching with technology. As the key focus of professional development, mentoring has the advantage of addressing individual needs, while providing guidance in the planning, implementation, and support for teachers in the classroom (Edutopia, 1999). THE MEMBERS OF THE PARTNERSHIP Mentoring as a professional development model for the integration of technology in an elementary school in rural Appalachia by graduate students in Instructional Technology at a College of Education in Ohio was the focus of this research project. A rural K-6 school with two classes at each grade level in Southeastern Ohio was selected as the study site. Eight teachers and eight Instructional Technology graduate students participated in a 21-week onsite mentoring process in which a technology partnership was established. A team of elementary teachers, the school principal, graduate students enrolled in a university course, and college faculty worked together to determine the organization and implementation of the partnership. The elementary school and its principal were visited each week to assess the project and to make recommendations for change when needed. DATA SOURCES Data was gathered from multiple sources using multiple measures including journals of both teacher mentees and graduate mentors. Weekly meetings were held with the Instructional Technology university faculty and graduate mentors to support the mentoring partnership and determine areas in which the graduate students needed more help than originally anticipated. University faculty members in Instructional Technology acted as the liaisons among the instructional technology mentors and the elementary school mentees. …
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,048 | 0,067 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,011 | 0,008 |
| Communication savante | 0,014 | 0,017 |
| Science ouverte | 0,005 | 0,019 |
| Intégrité de la recherche | 0,007 | 0,015 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,008 | 0,004 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».