A dissertation completed at
The Center for Education, Widener University,
One University Place, Chester, PA 19013 		 
INTEGRATING TECHNOLOGY WITH INSTRUCTION: A CASE STUDY OF MENTORS AND PROTEGES
Marie T. Slobojan, Ed. D.
December 1997

RETURN
edited 12/20/00

 


ABSTRACT

Unprecedented technological changes in the latter half of the twentieth century challenge professional educators to reconfigure their instructional skills and to reformat their instructional delivery as they assist students in integrating the tools of technology with learning. Equipping teachers with the skills to promote the effective use of these tools constitutes the first step in achieving this reconfiguration. Research in adult learning indicates that school cultures which eliminate sanctions for taking risks, promote experimentation, and dedicate resources for professional support are more likely to transform instructional practices than those that do not. Mentoring programs dedicate resources for professional support, promote the transfer of instructional skills, and possess high visibility in the culture. This study investigated the effectiveness of a mentoring program in assisting experienced teachers to acquire technological skills. Additionally, the study identified skills essential to technology mentors and the effects of the program on the building culture.

The school district in which the study took place designed and solely supported the program. No grants, partnerships or gifts were involved in the implementation of this program. Case study methodology was employed as the primary means of data collection and analysis. The Technology Partners Program, the unit of analysis under study, included 11 mentors and 33 proteges from the eight schools within the district. Data from pre- and post-interviews, data entry logs and portfolios of the 33 prot6g6s provided the measure of individual growth. Mentor journals were coded to identify essential skills for technology mentors. Data from all sources served as -the basis for semi- structured interview questions with prot6g6s, mentors and building principals.

Findings from the study indicate that mentoring is an effective strategy for acquiring technological competence. Protocols of the Technology Partners Program provide indicators of the protege's growth. Although technological competence represents an important characteristic of the Mentor, the interpersonal skill of the mentor is essential to the effectiveness of the partners' relationship. The Technology Partners Program served as a signal to the culture of the expectation for professional technological competence.

This study suggests that the Technology Partners Program, a mentoring program designed to address the individual needs of each protege, will be successful in assisting teachers to gain technological competence. To illustrate the appropriate application of protocols, the study provides several examples. Recommendations for future study are included.

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