Developing a Virtual Learning and Mentoring Community for Preschool Teachers
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Lamorey, S. (2005). Developing a Virtual Learning and Mentoring Community for Preschool Teachers. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2005 (p. 2285). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/19416.
Society for Information Technology & Teacher Education International Conference (SITE) 2005
Phoenix, AZ, USA
Caroline Crawford, Roger Carlsen, Ian Gibson, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
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Table of Contents
The federal "No Child Left Behind" legislation requires that thousands of preschool teachers must complete an associate degree. In order to address the professional development needs of preschool teachers, Arizona has implemented a training system across community colleges that involves coursework and mentoring. This poster highlights the development and outcomes of the virtual mentoring and support community that has been implemented across the state as a cornerstone of this project.
- Beliefs, Attitudes, and Practices of Technology-Using Teachers
- A Multicultural Perspective: Teaching and Learning Mathematics with Technology
- An Online Professional Development Model for Pre-service Teacher Education
- An Assessment of Preservice Teachers’ Multicultural Perspectives and Technology
- Examining Preservice Teachers’ Reflective Practice using Digital Video and Critical Incident Analysis
- Preservice and Inservice Teachers Collaborating with Technology in K-8 Multicultural Classrooms: Year 2
- The Impact of Integrated Field-Based Technology Courses on Preservice Teachers’ Beliefs, Competence, and Practice
- Multicultural Education and the Internet
- Double Infusion: Toward a Process of Articulation Between Critical Multicultural Education and Technology Education in a Teacher Preparation Program
- Educational Beliefs of Teachers Who Integrate Technology
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