A systems-based approach to technology integration using mentoring and communities of practice

Abstract

The purpose of this article is to present a systems-based mentoring model of technology integration that follows a research-based path. The model moves teachers through four specific stages of technology adoption toward using technology to support learning in more student-centered ways. The model describes how a mentor can negotiate the interplay of multiple barriers (time, beliefs, access, professional development, culture) on teachers who are learning to integrate technology and suggests a number of strategies for integrating technology, such as establishing a culture of technology integration, modeling technology use, and creating teacher leaders. Unlike previous mentoring approaches to integrating technology into the classroom, this model culminates with the establishment of a teacher-led community of practice that uses the resources currently available at a school to support and sustain the implementation of the system. Suggestions for implementing the model in a variety of K-12 and higher education settings are discussed.

Influences on the Adoption of Mobile Learning in Saudi Women Teachers in Higher Education

“…Because the blending of m-learning in higher education is mainly dependent on educator acceptance of this type of learning, educator resistance to change clearly has an influence on learner outcomes. In student-centered learning environments, the blending and integration of technology into learning environments could play a key role in enhancing learning effectiveness and efficiency, with several studies indicating that there is a positive correlation between students' academic achievements and the deployment of technology into learning settings [23]. According to Cruz et al (2012) [24], although participants (educators) perceived m-learning to have the capacity to enhance communication with students, as well as the resources and speed of feedback available to them, they identified technological, institutional, pedagogical and individual obstacles to the use of m-learning in academic contexts which had potentially negative influence on mobile learning acceptance.…”

Examining the factors of a technology professional development intervention

“…(Ertmer et al, 2007;Kopcha, 2010;Macdonald, 2008), and (d) engaging learning and evaluation activities. Kopcha's (2010) study of collaborative environment included the use of a mentor to assist teachers: (a) moving through the levels of technology integration, (b) overcoming barriers, and (c) establishing a culture of technology integration.…”

Percepciones de los estudiantes universitarios sobre las plataformas de formación. Estudio de caso

“…En consecuencia, si docentes e investigadores la entienden como un elemento facilitador del proceso de enseñanza-aprendizaje (Revuelta y Pérez, 2009;Kopcha, 2010;Danciu y Grosseck, 2011), cabe preguntarse qué papel juega para el estudiante. Teniendo en cuenta, que en estos momentos, el discente universitario se encuentra vinculado al logro de lo que se ha venido a llamar competencia digital para la obtención de su título superior.…”