Partners for Change

Abstract

A B S T R AC T Numerous challenges face teaching staff in a postsecondary institution who wish to explore their options and integrate technology into their teaching practice. The Arts Technologies for Learning Centre (Arts TLC) at the University of Alberta has adopted a model that enables students to support teaching staff by taking the role of technology mentors to them.The student mentors guide, advise and teach the teaching staff about the appropriate use of technology. The emphasis is less on the production of materials, and more on the development of self-sufficiency for the teaching staff member. The successes, challenges and prospects of this approach are discussed. K E Y WO R D S : mentoring, professional development, technolo gy integration, technolo gy training active learning in higher education

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

“…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).…”

“…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.…”