Faculty Technology Mentoring Programs

Abstract

This paper provides a review of the literature that documents technology mentoring models used in higher education and K–12 schools. Various mentoring models from teacher education programs and K–12 schools are described. After summarizing the mentoring models, a description of commonalties found among these mentoring programs is shared. Despite the variety of technology mentoring models, effective programs include common elements. These elements include providing visions for technology use, individualizing technology support, breaking down hierarchical structure, establishing learning communities, and providing mutual benefits for mentors and mentees.

Additional information

Notes on contributors

Hsueh-Hua Chuang

Hsueh-Hua Chuang is a doctoral candidate in Curriculum and Instructional Technology at Iowa State University. She has been involved in the faculty technology mentoring program in the Department of Curriculum and Instruction and has worked with faculty through the Tech Scholars’ program, funded by a Preparing Tomorrow’s Teachers to Use Technology (PT³) grant.

Ann Thompson

Ann Thompson, PhD, is the founding Director of the Center for Technology in Learning and Teaching at Iowa State University. Her research interests include faculty development in technology, technology collaboratives between teacher education and K–12 schools, and assessing the effects of technology experiences on student learning.

Denise Schmidt

Denise A. Schmidt, PhD, is the associate director of the Center for Technology in Learning and Teaching at Iowa State University. Her research focuses on the impact of technology use in both teacher education and K–12 schools.