Supporting Science Teachers' Learner-Centered Technology Integration through Situated Mentoring

Autor/inn/en	Rosenberg, Marian G.; An, Yunjo
Titel	Supporting Science Teachers' Learner-Centered Technology Integration through Situated Mentoring
Quelle	In: Educational Process: International Journal, 8 (2019) 4, S.248-263 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-0901
Schlagwörter	Science Teachers; Student Centered Learning; Technology Integration; Mentors; Situated Learning; Program Effectiveness; Teacher Attitudes; Attitude Change; Professional Development; Individualized Instruction; Barriers; Private Schools; High Schools + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Individualisierender Unterricht; Private school; Privatschule; High school; Oberschule
Abstract	Learner-centered technology integration is a challenging task for many teachers. In an attempt to support science teachers' learner-centered technology integration efforts, this study developed a situated mentoring program and examined its impact on teachers' attitudes, technology integration practices, and perceived barriers. Further, the study explored ways to improve the situated mentoring program. Qualitative data were collected from pre-mentoring interviews, observations, and post-mentoring interviews. The results revealed that most participants were teacher-centered and somewhat skeptical about the value of technology for learning prior to the mentoring program. The situated mentoring program had a positive effect on the participants' attitudes toward learner-centered technology integration. However, in terms of changes in technology integration practices, the results were mixed and varied from teacher to teacher. The personalized professional development and support appeared to be one of the major strengths of the situated mentoring program. Findings from the participants' program evaluation data provide useful insights into professional development for learner-centered technology integration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01