A Social Learning Theory Perspective On Technology Mentoring Program Experiences

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Karabulut, A. (2008). A Social Learning Theory Perspective On Technology Mentoring Program Experiences. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 1446-1451). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/27395.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2008
Las Vegas, Nevada, USA
March 3, 2008
ISBN 1-880094-64-9
  Karen McFerrin, Roberta Weber, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Aliye Karabulut, Iowa State University, United States

Abstract

This case study explores and describes two cases of mutual learning experience in a one-semester technology mentoring program, in which a graduate student mentored two faculty members about available technologies and their integration to teacher education classes. As opposed to the common perception of mentoring as an adult supporting and guiding a youth, the technology mentoring program in this department shifts the roles of participants. The mentoring experiences were analyzed in the light of Bandura's (1977) Social Learning Theory of which basic premise is that learning occurs in a social context, and people learn from each other by observing, modeling and reproducing. The results show that one-on-one, needs based mentoring relationship has provided mutual benefits for the participants in terms of technology and pedagogy skills and tremendous opportunities for technology enhanced teacher education programs.

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