Technology's role in fostering transformational educator mentoring

Abstract

Purpose -The purpose of this paper is to expand the current conversation on and research into the potential use of technology as a means of transforming mentoring processes and those engaged in them. The authors examine the manner in which technology is being integrated into mentoring endeavors and the advantages and disadvantages of this tool, arguing that the particular attributes of e-mentoring make it an ideal platform for enhancing mentoring processes and outcomes through the use of new mentoring perspectives. They describe a specific mentoring perspective that could be adopted as a means of critically examining some of the opportunities and challenges of using technology as a tool for transformational mentoring, with an emphasis on mentoring in educational environments. Design/methodology/approach -This conceptual paper uses a constructionist perspective to mentoring as a lens to examine how technology influences the mentoring process and investigates the implications of transformational e-mentoring for educational professionals. Findings -The paper contends that e-mentoring may extend mentoring's horizons to include increasingly broad and diverse constellations of mentors for protégés. With proper guidance, the relationships made possible through e-mentoring can fulfill many mentoring functions and transform both mentors and protégés as they learn from one other. Research limitations/implications -Other than descriptions of mentoring programs that use technological tools, very little research on the outcomes of e-mentoring is available. The paper calls for a greater focus on the outcomes of e-mentoring in future research. Practical implications -The paper discusses the advantages and disadvantages of e-mentoring, presents recommendations for using new technologies to enhance mentoring programs in education and argues for the need to reconsider the purposes and structures of such programs. Originality/value -The paper lays the groundwork for a better understanding of technology's role in mentoring in today's complex, rapidly changing knowledge society.

Mentoring for educators’ professional learning and development

“…Additionally, Butler et al (2013) present a transformational mentoring model that uses a social constructionist framework in which both the mentor and the mentee learn and develop their skills (Butler et al, 2013). Their approach is close to what Dominguez and Hager (2013) In their model, Nahmad-Williams and Taylor (2015) developed the "i-thou" relationship between mentor and mentee, giving focus to the other as a human being that is learning and developing.…”

Partnerships Enhancing Practice

“…By being provided with technology and the partnership to bridge the distance and resources gap, the participants were able to have support, share resources, and collaborate in their content area to enhance their teaching and research practices (Jenkins, 1996), in turn building their professional network (Higgins & Kram, 2001; Muller, 2009). Additionally, the distance between the participants may have provided more objective feedback (Butler et al, 2013; Hammersley-Fletcher & Orsmond, 2005).…”

“…Technology may serve as an important avenue for engaging in mentoring endeavors when face-to-face interactions are not available, feasible, or appropriate (Single & Single, 2005). Other benefits to using technology to support the mentoring process are the flexibility of technology-based mentoring, the ability to build a professional network despite geographical barriers especially for faculty from smaller programs, and in some cases, the continual communication upon completion of the mentoring process (Butler, Whiteman, & Crow, 2013; Knowlton et al, 2015).…”

E-Mentoring in Higher Education: A Structured Literature Review and Implications for Future Research

“…Article • To contribute to raising the quality of the mentoring process in the academic field [13,15,43] Conference papers • To foster positive mentor-student relationships through communication [14,34] Book chapters • To offer the mentees individualized support through of specific tools [38,39] Terminology Article • Mentor-mentee [7][8][9]12,13,15,16,32,41,42,44].…”

“…Conference papers • Mentor-mentee [14,[33][34][35][36] Book chapters • Mentor-student (teacher-student) [37][38][39] Future of mentoring Article • Identification and improvement of learning difficulties, thus promoting good academic performance [15,16,32,42].…”