Factors That Influence Mentor and Teacher Interactions During Technology Integration Collaborative Apprenticeships
Purchase or Subscription required for access
Purchase individual articles and papers
Subscribe for faster access!
Subscribe and receive access to 100,000+ documents, for only $19/month (or $150/year).
Already have access?
Institutional Subscription
You don't appear to be accessing the site through a subscribing institution (your IP address is 100.25.40.11).
If your university, college, or library subscribes to LearnTechLib, you may be able access full text articles through a login page.
You can search for your instition by name or by location.
Authors
JTATE Volume 16, Number 1, 2008 ISSN 1059-7069
Abstract
This study examined factors that influence teachers' technology integration during Collaborative Apprenticeships designed to provide onsite, ongoing, and just-in-time peer mentoring to create technology-enhanced materials. Results indicate that teachers who were successful in designing technology-enhanced lessons tended to interact differently from their peers. Rapidly developing teachers assumed greater ownership in their learning and interacted more frequently to obtain support and advance their development. Further, when their primary motivation was to improve student learning, successful teachers were more likely to overcome obstacles. Peer mentoring also influenced both the interactions among peers and quality of teacher growth in the community. Generally, mentors resisted interactions perceived as potentially jeopardizing collegial and interpersonal relationships, even when peers failed to demonstrate growth.
Citation
Glazer, E. & Hannafin, M. (2008). Factors That Influence Mentor and Teacher Interactions During Technology Integration Collaborative Apprenticeships. Journal of Technology and Teacher Education, 16(1), 35-61. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 19, 2024 from https://www.learntechlib.org/p/22797.
© 2008 SITE