Abstract/Details

Technology mentorship: A staff development opportunity for educators

Brown, Barbara Anna. 
 University of Alberta (Canada) ProQuest Dissertations Publishing,  2000. MQ60070.

Abstract (summary)

The purpose of this study is to examine the experiences of teachers participating in the Technology Mentorship Program, a program designed to empower lead teachers to share their knowledge and expertise in integrating technology in the curriculum. Subjects in this study were participants in a Technology Mentorship Program offered by a large urban school division. Through examination of the experiences of the technology mentors, the school division will be able to define the role of the technology mentor specifically in the areas of planning, implementing and supporting staff development.

This case study research employed three data collection techniques: (1) Questionnaires that were completed by participants in the program, (2) Semi-structured interviews at three school sites, and (3) Journal reflections with documentation of the program and observations.

The data analysis helped develop a clearer identification of the characteristics and role of the technology mentor. It is believed that with a better understanding of the technology mentor's role, the school division will be able to plan a more effective Technology Mentorship Program.

Indexing (details)


Subject
Teacher education;
Educational technology
Classification
0530: Teacher education
0710: Educational technology
Identifier / keyword
Education
Title
Technology mentorship: A staff development opportunity for educators
Author
Brown, Barbara Anna
Number of pages
113
Degree date
2000
School code
0351
Source
MAI 40/01M, Masters Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
978-0-612-60070-6
Advisor
Nocente, Norma
University/institution
University of Alberta (Canada)
University location
Canada
Degree
M.Ed.
Source type
Dissertation or Thesis
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
MQ60070
ProQuest document ID
304645035
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
https://www.proquest.com/docview/304645035