Mentoring african american educational media and technology students

Jones, Toni Stokes

doi:10.1007/bf02772069

Cited by 2 publications

(3 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Literature review states that technology mentoring programs provide mutual benefits for both mentors and mentees, provide benefits for the colleagues of the mentees, increase the communication between the mentor and the mentee and bring benefits not just for the faculty but in the wider community (Butler & Chao, 2001;Chuang & Schmidt, 2006;Jones, 2002;Pamuk & Thompson, 2009;Sahin, 2006;Tatistcheff, Church & Carberry, 2008;Thompson, 2006b;Tracy et al, 2004).…”

Section: Discussionmentioning

confidence: 99%

“…There are models in which mentoring programs are undertaken in different combinations. While there are implementations where undergraduates are mentees and graduates are mentors or where students are mentees and adults or faculty members are mentors, there are teacher-to-teacher or student-to-student programs as well (Brightman, 2006;Butler & Chao, 2001;Chuang & Schmidt, 2006;Jones, 2002;Kratcoski, Swan & Mazzer, 2007;Smith, 2000). Figure 1.…”

mentioning

confidence: 99%

“…Figure 1. The structure of one-to-one mentoring for professional development in ICT (Source: Kabakci, Odabasi, & Kilicer, 2010) Literature states that TMP presents participants and stakeholders with such benefits as diffusion of innovations and adoption and diffusion of instructional technologies (Corso & Devine, 2013;Jones, 2002;Sahin, 2006;Tracy, Jagsi, Starr & Tarbell, 2004). Also, a successful TMP ensures benefits such as providing visions for technology use, increasing technological competencies, breaking down hierarchical structure, establishing open dialogue and collaborative relationships, providing mutual benefit for mentors and mentees and establishing learning communities (Ballantyne & Mylonas, 2001;Chuang & Schmidt, 2006;Corso & Devine, 2013;Pamuk, 2008;Smith & O'Bannon, 1999).…”

mentioning

confidence: 99%

See 2 more Smart Citations

Implementation and Evaluation of Technology Mentoring Program Developed for Teacher Educators: A 6M-Framework

Günüç

2015

QRE

View full text Add to dashboard Cite

<p><span style="font-size: 11.0pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: ES; mso-fareast-language: ES; mso-bidi-language: AR-SA;">The purpose of this basic research is to determine the problems experienced in the Technology Mentoring Program (TMP), and the study discusses how these problems affect the process in general. The implementation was carried out with teacher educators in the education faculty. 8 doctorate students (mentors) provided technology mentoring implementation for one academic term to 9 teacher educators (mentees) employed in the Education Faculty. The data were collected via the mentee and the mentor interview form, mentor reflections and organization meeting reflections. As a result, the problems based on the mentor, on the mentee and on the organization/institution were determined. In order to carry out TMP more effectively and successfully, a 6M-framework (Modifying, Meeting, Matching, Managing, Mentoring - Monitoring) was suggested within the scope of this study. It could be stated that fewer problems will be encountered and that the process will be carried out more effectively and successfully when the structure in this framework is taken into consideration.</span></p>

show abstract

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Implementation and Evaluation of Technology Mentoring Program Developed for Teacher Educators: A 6M-Framework

Günüç

2015

QRE

View full text Add to dashboard Cite

show abstract

Service-Learning in Physical Education Teacher Training. Physical Education in the Modelo Prison, Barcelona

Arribas

Ríos

2015

QRE

View full text Add to dashboard Cite

In the Psychiatric Unit of the Modelo Prison, Barcelona, a physical education programme is carried out annually with the participation of University of Barcelona (UB) students. In this context, we carried out a study based on service-learning parameters. The aim of the study was twofold: to determine the impact on inmates of the physical education programme that was undertaken with university students; and to assess what university students' learnt in the prison-based socio-educational intervention programme. This paper describes the context of the research and the methodological basis of service learning. The qualitative tools to gather the information were: two focus group; a semi-structured interview with a representative of the unit's guards; and the students' field dairy. We present results that demonstrate the impact of the physical, sports activity on the socialisation of inmates, in terms of aspects such as communication and personal skills. The results also show the effect of the programme on the university students' learning processes, particularly with regard to the contextualisation of learning. Keywords ResumenEn el Módulo Psiquiátrico del Centro Penitenciario Modelo de Barcelona se realiza, anualmente, un programa de Educación Física en el que intervienen estudiantes de la Universidad de Barcelona. En este contexto hemos realizado una investigación basada en los parámetros metodológicos del Service-learning que pretende, por un lado, determinar el impacto en los internos de un programa de educación física compartido con estudiantes universitarios y, por otro lado, valorar los aprendizajes de los estudiantes universitarios en el programa de intervención socioeducativa en el centro penitenciario. De esta manera el artículo describe el contexto de la investigación y la fundamentación metodológica del Service-learning. Los instrumentos de recogida de datos fueron: dos grupos de discusión, la entrevista semiestructurada a una representante de los funcionarios de vigilancia; y el diario de campo de los estudiantes. Los resultados obtenidos muestran el impacto de la actividad física y deportiva en la socialización de los internos en lo que se refiere a aspectos como la comunicación o las competencias personales. Muestra también la incidencia del programa en los aprendizajes de los estudiantes universitarios, sobre todo en lo que refiere a la contextualización de dichos aprendizajes.Palabras clave: educación física, enseñanza universitaria, aprendizaje-servicio, centro penitenciario, trastorno mental severo 2015 Hipatia Press

show abstract

Mentoring african american educational media and technology students

Cited by 2 publications

References 1 publication

Implementation and Evaluation of Technology Mentoring Program Developed for Teacher Educators: A 6M-Framework

Implementation and Evaluation of Technology Mentoring Program Developed for Teacher Educators: A 6M-Framework

Service-Learning in Physical Education Teacher Training. Physical Education in the Modelo Prison, Barcelona

Contact Info

Product

Resources

About