Mentoring Experiences: A case of one faculty member and one graduate student in a College of Education

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Hagenson, L. (2005). Mentoring Experiences: A case of one faculty member and one graduate student in a College of Education. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2005 (pp. 3205-3210). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/19617.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2005
Phoenix, AZ, USA
2005
ISBN 1-880094-55-X
  Caroline Crawford, Roger Carlsen, Ian Gibson, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Lara Hagenson, Iowa State University, USA

Abstract

Technology mentoring is an effective strategy to support the continuing need to update teacher education. Faculty can become better prepared to help teachers integrate technology into their teaching before they step in their own classroom. This article promotes a case study of one mentoring experience between one faculty member and one graduate student. Evidence from the mentoring experience were gathered through observation, discussions, and journaling. Three main themes emerged, which were: Time for Learning, Content Knowledge, and the Need for Faculty Growth and Development. This case study replicates themes in Thompson, Schmidt, and Chuang, (2003) and concludes with implications for practice.

Keywords

• Faculty
• Teachers
• Educational Technology
• Mentoring

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