Mid-South Instructional Technology Conference
Teaching, Learning, & Technology
The Connected Classroom
April 7-9, 2002
It Takes a Village: Considerations for Effective Mentoring Relationships in Technology
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By: Barbara Beauchamp, Rebecca Burleson, Steve Cockerham |
Abstract
Faculty and administration at East Tennessee State University have embarked on a concerted effort to integrate technology into instruction through creative and intensive mentoring projects. Faculty from all departments take two consecutive 3 credit hour courses in technology leadership as well as utilize a faculty mentoring center that is staffed to facilitate use of technology in teaching. As a result, utilization has grown exponentially, enhancing quality of instruction across campus as well as impacting nearby school systems with teacher training in technology.
Description
This presentation will address issues related to the mentoring of higher education faculty in the integration of technology into teaching, learning, and other professional activities. Participants will gain an understanding of the mentoring process as it relates to the acquisition of technology knowledge and skills.
The presentation will include three major components: (1) An introduction to technology mentoring; (2) Approaches to technology mentoring; and (3) Suggested evaluation techniques for technology mentoring programs. A question and answer period will follow these segments.
In the first part of the session, presenters will provide an overview of effective mentoring strategies, with a particular focus on guiding and supporting "early technology users." They will highlight a sampling of teaching and learning theories that influence mentoring and the acquisition of technology knowledge and skills.
The second part of the presentation will provide participants with examples of extant technology mentoring programs. Presenters will share information about model demonstration projects that focus on the development of technology mentors.
The third segment of the presentation will focus on discussing a basic program evaluation protocol for assessing the effectiveness of the mentoring experience. This protocol will include suggestions for both quantitative and qualitative assessment strategies.
The final portion of the program will be a question and answer session. During this time participants will be invited to ask questions about the presentation. They will be encouraged to share their experiences with technology mentoring, as well as other issues related to adopting technology solutions in higher education.
Proceeding