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Lessons Learned from Service Learning and Reverse Mentoring in Faculty Development: A Case Study in Technology Training
Article

, California State University San Bernardino, United States

Journal of Technology and Teacher Education Volume 13, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This article introduces technology training designed for university professors who work with preservice and emergency teachers at a College of Education of a state university. The technology training was delivered in multiple ways: (a) large group workshops, (b) small group meetings, (c) individual mentoring, and (d) just-in-time training. Service learning and reverse mentoring were the highlights of the project; they were used in individual training during which graduate students in the Instructional Technology (IT) program served as mentors to the university professors. Formative evaluation was conducted, and the results were positive. Such training worked well in this Teacher Education program and may benefit other higher education institutions or K-12 schools.

Citation

Leh, A.S.C. (2005). Lessons Learned from Service Learning and Reverse Mentoring in Faculty Development: A Case Study in Technology Training. Journal of Technology and Teacher Education, 13(1), 25-41. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved July 22, 2019 from .

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