Examining the Instructional Design of a Technology Enhanced Course for New Mentor Teachers

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Schneider, R.M. (2009). Examining the Instructional Design of a Technology Enhanced Course for New Mentor Teachers. Journal of Technology and Teacher Education, 17(1), 85-107. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/26111.

Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 17, Issue 1, January 2009
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JTATE

Author

Rebecca M. Schneider, University of Toledo, USA

Abstract

To be effective, teacher education programs need to engage teachers in learning as professionals. This includes learning experiences grounded in classroom practice and guidance to develop as professionals so teachers can take on roles of leaders and mentors in their classrooms and in partnerships with universities. New web-based communication tools such as real-time video conferencing and blogs have the potential to improve the connection between universities and classrooms in ways not possible previously. An innovative course for new mentor teachers was designed to guide teacher learning, encourage collaboration, and support partnerships. A total of 23 teachers participated across 2 semesters. Analysis examined instructional design based on constructs for teacher learning and features of web-based tools. Analysis indicates tools were used in ways that would give teachers control of timing, content, and audience and teachers needed transitional structure and guidance to fully and thoughtfully participate in these types of tasks.

Keywords

• Classrooms
• Communication
• Distance Education
• Instructional Design
• Mentoring
• Professional Development

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