1. Mentoring Interns in Using Technology Dr. Robert Smith, University of North Carolina, Wilmington smithrw@uncw.edu Dr. Dennis Kubasko, University of North Carolina, Wilmington kubaskod@uncw.edu

2. National Emphasis on Including Technology □ National Educational Technology Standards for Teachers (NETS-T): Six standards for inclusion of technology in all teacher education programs. □ Overall goal: Standard 3 Teachers use methods and strategies for applying technology to maximize student learning.

3. Importance of Qualified Mentor NETS T Standards call for: □ Provision of an experienced and knowledgeable mentor/partnership teacher; □ Role model for technology use □ Guide and continuously evaluate mentee’s teaching

4. Conceptualizing technology use in teaching and learning 1. Technology specific influences Larger societal context of national and state standards and policies relating to technology Local or school context, including the school district and individual school and policies relating to technology use, access and support Individual teacher’s knowledge, skills and interest in technology. 2. Discipline specific content pedagogy

6. Conceptualizing technology use in teaching and learning □Teachers as mediators: - have considerable latitude in interpreting and implementing policies developed at higher levels (Means, 2003) □Teaching based more on craft knowledge rather than research knowledge: each teacher is left to invent his or her knowledge base – unexamined, untested, idiosyncratic and potentially at odds….(Burney, 2004)

7. Technology and Change □ Cuban et al (2001) without fundamental changes in how schools are structured “only modest peripheral modifications will occur in schooling teaching and learning.” Social Studies: Positive views Conceptualization of technology evolved from atheoretical collection of tools to a constructivist orientation.. Berson (2004). Support for promoting active learning involving project based learning. Negative views In relation to historical inquiry, Approaches are still few in number – (Hartzler-Miller, 2001) Technology enhanced traditionalism (Dewitt, 2005)

8. Research Questions This study sought to answer the following questions: □ How and why are interns using technology in teaching and learning? □ What mentoring does the partnership teacher provide to the intern in their use of technology? □ How does the mentoring affect the interns’ use of technology?

9. Technology Use and Mentoring □ Mentoring in the use of technology was conceptualized in three ways. The partnership teacher: Modeled the use of emerging or emerged technology Provided general feedback support to the intern on technology use Provided specific guidance on technology use. □ Technology use: 1)by teacher and 2)by students

10. Methods Participants: Eighty one secondary interns of various disciplines. □ Surveyed about their use of technology and the mentoring provided by their partnership teacher Case Studies with 3 Social Studies interns and their mentors □ Individual interviews with intern and partnership teacher at the beginning and end of internship □ Weekly log of intern’s technology use during 2 week period □ Observations: Each intern was observed 4 times teaching a 90 minute lesson

11. Findings: Technology Use □ Interns described their skills with using technology in teaching and learning as: □ 70% advanced □ 24% intermediate □ 5% expert □ 1% novice

12. Mentoring Interns in Using Technology Findings □ In terms of their uses of technology: □ 100% word processing and email □ 96% internet searches □ 83% presentation software □ 50% developed a teacher webpage □ 48% LCD projector □ 15% handheld computers

13. Main source of support for technology integration: □ 35% of interns indicated partnership teacher □ 65% indicated other main sources: □ 26% other interns □ 25% university supervisor □ 9% other teachers □ 6% school technology coordinator

14. Range in use of technology and mentoring Range in use of technology and mentoring Three models of mentoring: Model 1: Intern models Mentor’s full teaching practice Amber and her mentor Mandy □“We sat down together and pretty much did our presentations together and made sure that we presented the same knowledge. And so we would work together to use the same technology. We showed a lot of the same movies.” □“She modeled and supported my use of technology. She is a digital goddess”

15. Intern Modifies Mentor’s Practice “He is an awesome lecturer, not lecturer, he doesn’t stand back there but he gets the class involved by talking to them. He likes worksheets a lot and I can’t lecture for an hour and thirty minutes” He had to teach me how to do everything. He provided guidance with PowerPoint, and showed me good websites. But the computer lab, I kind of did on my own.

16. Intern Models Mentor’s General Pedagogy □We both would lecture and then have students complete worksheets. I used PowerPoint a lot in all my lectures. □That’s probably the biggest weakness in my internship. He didn’t use it. I don’t think it was because he didn’t want to use it. I don’t think he was really familiar with the resources that were available to him.

17. Discussion Use of technology Variation even in classrooms in the same school and discipline Social Studies – technology largely used for teacher use Mentoring: Variation in the quality of mentoring in technology Mentors – one of many sources

18. Conclusion While there are policies and standards at state and national level about technology use, at level of individual classroom teacher, wide variation in technology use a “Do it yourself approach.” Mentoring in technology use is likewise a random occurrence. If change is to occur, much more thoughtful, coordinated approach to teaching, involving move from craft knowledge to research based