Technologically-Based Mentoring Provided to Teachers: A Synthesis of the Literature

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Gentry, L.B., Denton, C.A. & Kurz, T. (2008). Technologically-Based Mentoring Provided to Teachers: A Synthesis of the Literature. Journal of Technology and Teacher Education, 16(3), 339-373. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/24347.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 16, Issue 3, July 2008
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JTATE

Authors

Lauren B. Gentry, Carolyn A. Denton, Terri Kurz, The University of Texas at Austin, USA

Abstract

Instructional coaching or mentoring, as a form of professional development for teachers, has gained importance as educational policy has called for the implementation of research-validated instructional practices by highly qualified teachers. Technology-mediated mentoring has strong potential for overcoming barriers of accessibility and cost-effectiveness associated with traditional on-site mentoring. The purpose of this article is to synthesize existing peer-reviewed empirical studies on technology-mediated mentoring for inservice teachers. Three mediums for technology-based mentoring were explored: technology-enhanced professional development coupled with access to a mentor, electronic mail, and online discussion forums. The synthesized studies primarily incorporated mixed-methodologies or were qualitative. Results suggest that, although usage of some technology-based mentoring implementations was low or variable, those who accessed the resources generally reported having a positive experience, reporting shifts in their attitudes towards instruction and changes in instructional practices; however, few studies substantiated teacher self-reported improvement in knowledge and practice through direct observation. While existing research is both informative and encouraging, more rigorous qualitative and quantitative research, particularly quasi-experimental and experimental studies, is needed. As no located studies addressed the impact of the technology-based mentoring of teachers on the outcomes of students, particular attention should be paid to this significant outcome variable in future research.

Keywords

• Teachers
• Mentoring
• Professional Development
• Information Communication Technologies
• Internet
• Networking Technologies

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