English Version
Traditional understandings of learning to teach typically involve the placement of a novice teacher with a more experienced mentor whose role is to supervise and guide the mentee. However, many mentees are more knowledgeable and skilled in the use of such technologies than their mentors (Dexter & Reidel, 2003). The purpose of the study was to investigate interns’ and partnership teachers’ (mentors) use of technology, beliefs about technology, and obstacles to technology integration. Interns’ use of technology during their internship was examined both in relation to the mentoring they received as well as to the broader implications for instructional practice. Interns on average rated their skills with using technology higher than that of their partnership teachers. Interns viewed the barriers to technology as being less substantial than their partnership teachers; however there were few differences between partnership teachers and interns in their beliefs about the value of technology integration. The findings of the study raise some important issues about interns’ use of technology in teaching and learning and the problems of providing appropriate mentors.
Overview and Perspectives
Traditional age college seniors who were student teachers this spring have never known a time when there were not personal computers. Born in 1981, they grew up manipulating a mouse, typing term papers with a PC, burning music to compact discs, and surfing the internet. Often these students are more familiar with and knowledgeable about emerging technologies than their parents, teachers, and professors. Classroom teachers often find ways to use the knowledge and skills of their more technologically savvy students to help them keep pace with their own use of technology. This reality raises interesting questions in relation to preservice teachers’ use of new technologies. Specifically, how are preservice teachers guided to use technology in instruction, and does such use offer the potential to change teaching practices?
Traditional understandings of learning to teach typically involve the placement of a novice teacher with a more experienced mentor whose role is to supervise and guide the mentee. However, many mentees are more knowledgeable and skilled in the use of such technologies than their mentors (Dexter & Reidel, 2003). Preservice teachers’ level of comfort and skill in using technology has been seen as leading to an increased use of computers in instruction (U.S.Department of Education, 2000) and, thus, as a possible catalyst for changing instruction (Pedretti, Smith-Mayer, & Woodrow, 1999). However, others have argued that future teachers need to have more experience with technology and receive more guidance in the use of technology (Lemke & Coughlin, 1999).
Journals for full download on the link below
Traditional age college seniors who were student teachers this spring have never known a time when there were not personal computers. Born in 1981, they grew up manipulating a mouse, typing term papers with a PC, burning music to compact discs, and surfing the internet. Often these students are more familiar with and knowledgeable about emerging technologies than their parents, teachers, and professors. Classroom teachers often find ways to use the knowledge and skills of their more technologically savvy students to help them keep pace with their own use of technology. This reality raises interesting questions in relation to preservice teachers’ use of new technologies. Specifically, how are preservice teachers guided to use technology in instruction, and does such use offer the potential to change teaching practices?
Traditional understandings of learning to teach typically involve the placement of a novice teacher with a more experienced mentor whose role is to supervise and guide the mentee. However, many mentees are more knowledgeable and skilled in the use of such technologies than their mentors (Dexter & Reidel, 2003). Preservice teachers’ level of comfort and skill in using technology has been seen as leading to an increased use of computers in instruction (U.S.Department of Education, 2000) and, thus, as a possible catalyst for changing instruction (Pedretti, Smith-Mayer, & Woodrow, 1999). However, others have argued that future teachers need to have more experience with technology and receive more guidance in the use of technology (Lemke & Coughlin, 1999).
Journals for full download on the link below
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