Skip to main content
Disciplines
Automotive Business IT + Informatics Construction + Real Estate Electrical Engineering + Electronics Energy + Sustainability Insurance + Risk Finance + Banking Management + Leadership Marketing + Sales Mechanical Engineering + Materials
Events
DE
EN
Books
Journals
Topic Page
Marketing
Start single access now
Access for companies
EXTENDED SEARCH
Log in
Top
TechTrends
Published in: TechTrends 1/2016

01-01-2016 | Original Paper

Online Collaborative Mentoring for Technology Integration in Pre-Service Teacher Education

Authors: Helga Dorner, Swapna Kumar

Published in: TechTrends | Issue 1/2016

Login to get access

Activate our intelligent search to find suitable subject content or patents.

search-config
loading …

Abstract

The Mentored Innovation Model is an online collaborative mentoring model developed in Hungary to help teachers integrate technology in their classrooms in meaningful ways. It combines an online modular approach of formal pedagogical ICT training with an informal online community experience of sharing, developing and critiquing of shared learning resources during teacher education coursework. In this article we describe its implementation with pre-service teachers to support them with technology integration in their teaching. We then discuss the usefulness of the model for teacher education based on the results of a technology self-efficacy and mentoring satisfaction survey with 116 pre-service teachers.
previous article Preparing Teachers for Online Instruction with a Graduate Certificate Program
next article Iterative and Event-Based Frameworks for University and School District Technology Professional Development Partnerships
Literature
Abbitt, J. T. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among pre-service teachers. Journal of Digital Learning, 27(4), 134–142.CrossRef
Aust, R., Newberry, B., O’Brien, J., & Thomas, J. (2005). Learning generation: Fostering innovation with tomorrow’s teachers and technology. Journal of Technology and Teacher Education, 13(2), 167–195.
Bai, H., & Ertmer, P. A. (2008). Teacher educators’ beliefs and technology uses as predictors of pre-service teachers’ beliefs and technology attitudes. Journal of Technology and Teacher Education, 16(1), 93–112.
Bolliger, D. U. (2004). Key factors for determining student satisfaction in online courses. International Journal on E-Learning, 3(1), 61. ERIC Document Reproduction Service ID EJ723807.
Bullock, D. (2004). Moving from theory to practice; An examination of the factors that preservice teachers encounter as the attempt to gain experience teaching with technology during field placement experiences. Journal of Technology and Teacher Education, 12(2), 211–237.
Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge: Harvard University Press.
Doering, A., Hughes, J., & Huffman, D. (2003). Preservice teachers: Are we thinking with technology? Journal of Research on Technology in Education, 35(3), 342–361.CrossRef
Dorner, H., & Karpati, A. (2010). Mentoring for innovation: Key factors affecting participant satisfaction in the process of collaborative knowledge construction in teacher training. Journal of Asynchronous Learning Networks, 14(3), 63–77.
Dorner, H. (2012a). Mentoring innovation through online communications in a digital culture. In S. Fletcher & C. Mullen (Eds.), Handbook of mentoring and coaching in education (pp. 169–183). London: Sage.CrossRef
Dorner, H. (2012b). Effects with online mentoring in CSCL environments: mentor presence and cognitive engagement. American Journal of Distance Education, 26(3), 157–171.CrossRef
Feiman-Nemser, S. (1998). Teachers as teacher educators. European Journal of Teacher Education, 21(1), 63–74.CrossRef
Grove, K., Strudler, N., & Odell, S. (2004). Mentoring toward technology use: Cooperating teacher practice in supporting student teachers. Journal of Research on Technology in Education, 37(1), 85–110.CrossRef
Hargrave, D., & Hsu, Y. (2000). Survey of instructional courses for preservice teachers. Journal of Technology and Teacher Education, 8(4), 3030–3314.
Haydn, T. A., & Barton, R. (2007). Common needs and different agendas: How trainee teachers make progress in their ability to use ICT in subject teaching. Some lessons from the UK. Computers & Education, 49(4), 1018–1036.CrossRef
Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25, 207–216.CrossRef
Johnson, R. D., Hornik, S., & Salas, E. (2008). An empirical investigation of factors contributing to the creation of successful e-learning environments. International Journal of Human-Computer Studies, 66, 356–369.CrossRef
Judge, S., & O’Bannon, B. (2007). Integrating technology into field-based experiences: A model that fosters change. Computers in Human Behavior, 23(1), 286–302.CrossRef
Kay, R. H. (2006). Evaluating strategies used to incorporate technology into preservice education: A review of the literature. Journal of Research on Technology in Education, 38(4), 383–408.CrossRef
Kember, D., & Kwan, K. P. (2000). Lecturers’ approaches to teaching and their relationship to conceptions of good teaching. Instructional Science, 28, 469–490.CrossRef
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
Koh, J. H. L., & Divaharan, S. (2011). Developing pre-service teachers’ technology integration expertise through the TPACK-developing instructional model. Journal of Educational Computing Research, 44(1), 35–58.CrossRef
Koh, J. H. L., & Frick, T. W. (2009). Instructor and student classroom interactions during technology skills instruction for facilitating preservice teachers’ computer self-efficacy. Journal of Educational Computing Research, 40(2), 207–224.CrossRef
Liaw, S.-S., & Huang, H.-M. (2013). Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments. Computers & Education, 60, 14–24.CrossRef
Liu, S. H. (2012). A multivariate model of factors influencing technology use by pre-service teachers during practice teaching. Educational Technology & Society, 15(4), 137–149.
Mathur, S. R., Gehrke, R., & Kim, S. H. (2013). Impact of a teacher mentorship program on mentors’ and mentees’ perceptions of classroom practices and the mentoring experience. Assessment for Effective Intervention, 38(3), 154–162.CrossRef
Mullen, C. A. (Ed.). (2009). The handbook of leadership and professional learning communities. New York: Palgrave Macmillan.
Nilsson, P., & Driel, J. (2010). Teaching together and learning together: Primary science student teachers’ and their mentors’ joint teaching and learning in the primary classroom. Teaching and Teacher Education, 26(6), 1309–1318.CrossRef
Ottenbreit-Leftwich, A., Glazewski, K., Newby, T., & Ertmer, P. (2010). Teacher value beliefs associated with using technology: addressing professional and student needs. Computers & Education, 55, 1321–1335.CrossRef
Polly, D., Mims, C., Shepherd, C., & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow’s teachers to teach with technology (PT3) grants. Teaching and Teacher Education, 26, 863–870.CrossRef
Rice, W. H. (2007). Moodle teaching techniques. Birmingham: Packt Publishing.
Sahin, M. (2008). Cross-cultural experience in pre-service teacher education. Teaching and Teacher Education, 24(7), 1777–1790.CrossRef
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.CrossRef
Singer, J., & Maher, M. A. (2007). Pre-service teachers and technology integration: Rethinking traditional roles. Journal of Science Teacher Education, 18(6), 955–984.CrossRef
Strijbos, J. W., & Weinberger, A. (2010). Emerging and scripted roles in computer-supported collaborative learning. Computers in Human Behavior, 26, 491–494.CrossRef
Teo, T. (2009). Modelling technology acceptance in education: A study of pre-service teachers. Computers & Education, 52, 302–312.CrossRef
Thomson, A. D., Schmidt, D. A., & Davis, N. E. (2003). Technology collaboratives for simultaneous renewal in teacher education. Educational Technology Research and Developments, 51(1), 73–89.CrossRef
Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59, 134–144.CrossRef
Wang, J. (2001). Contexts of mentoring and opportunities for learning to teach: A comparative study of mentoring practice. Teaching and Teacher Education, 17, 51–73.CrossRef
Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.CrossRef
Wepner, S. B., Ziomek, N., & Tao, L. (2003). Three teacher educators’ perspectives about the shifting responsibilities of infusing technology into the curriculum. Action in Teacher Education, 24(4), 53–63.CrossRef
Metadata
Title
Online Collaborative Mentoring for Technology Integration in Pre-Service Teacher Education
Authors
Helga Dorner
Swapna Kumar
Publication date
01-01-2016
Publisher
Springer US
Published in
TechTrends / Issue 1/2016
Print ISSN: 8756-3894
Electronic ISSN: 1559-7075
DOI
https://doi.org/10.1007/s11528-015-0016-1

Other articles of this Issue 1/2016

TechTrends 1/2016 Go to the issue

Column: AECT President’s Message

From the President

Column: ICT International

Learning and Knowledge Analytics in Open Education: a Brief Overview

Editor’s Notes

Editor’s Notes

Column: Graduate Member Musings

Gaining the Lead: Accelerating the Leadership Position with GSA

Guest Editors’ Notes

Instructional Design and Technology Trends in Teacher Education: An AECT Teacher Education Division Special Issue of TechTrends

ORIGINAL PAPER

Integrating Game-Based Learning Initiative: Increasing the Usage of Game-Based Learning Within K-12 Classrooms Through Professional Learning Groups

Premium Partner

    Image Credits