Access and Advancement: Teacher Transformation and Student Empowerment through Technology Mentoring
Document Type
Book Chapter
Publication Date
2011
Digital Object Identifier (DOI)
https://doi.org/10.4018/978-1-61692-854-4.ch021
Abstract
This research studied a professional development technology mentoring program serving approximately 500 K-12 teachers in New York City. The teacher training model, designed to improve student outcomes through the integration of technology into instruction, employed school visits by professional development technology mentors, training workshops and an online collaboration environment for participants. With a theoretical basis in transformative learning, the model focused on developing relationships of trust between teachers and professional developers. Findings in the paper discuss how to improve student performance in mathematics and English Language Arts through technology integration and teacher competence in teaching with technology, and they provide new insights into the potential for professional development initiatives incorporating similar perspectives and practices.
Was this content written or created while at USF?
No
Citation / Publisher Attribution
Access and Advancement: Teacher Transformation and Student Empowerment through Technology Mentoring, in S. D'Augustino (Ed.), Adaptation, Resistance and Access to Instructional Technologies: Assessing Future Trends In Education, IGI Publishing, p. 362-380
Scholar Commons Citation
D’Agustino, Steven and King, Kahtleen P., "Access and Advancement: Teacher Transformation and Student Empowerment through Technology Mentoring" (2011). Leadership, Counseling, Adult, Career and Higher Education Faculty Publications. 99.
https://digitalcommons.usf.edu/ehe_facpub/99
