Integrating Technology into Teacher Preparation and Practice: A Two-way Mentoring Model

Please use this identifier to cite or link to this item: http://dspace.mediu.edu.my:8181/xmlui/handle/123456789/4950

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DC Field	Value	Language
dc.creator	Howard Slepkov	-
dc.creator	Jim Kerr	-
dc.date	2004	-
dc.date.accessioned	2013-05-30T12:00:51Z	-
dc.date.available	2013-05-30T12:00:51Z	-
dc.date.issued	2013-05-30	-
dc.identifier	http://www.ed.brocku.ca/ojs/index.php/brocked/article/download/53/53	-
dc.identifier	http://www.doaj.org/doaj?func=openurl&genre=article&issn=11831189&date=2004&volume=14&issue=1&spage=	-
dc.identifier.uri	http://koha.mediu.edu.my:8181/jspui/handle/123456789/4950	-
dc.description	This article reports on a pilot case study exploring the opportunity for authentic professional development in the use of technology. Self-selected pre-service and in- service teachers were paired so as to reinforce and enhance, firstly, their computer skill development and, secondly, their ability to integrate these same skills into classroom teaching practices. It was proposed that both groups of participants would derive benefit from these pairings. Results overwhelming support this and suggest (a) a model for better preparing teacher candidates to be able to integrate computer skills into classroom programming and (b) a new, perhaps more efficient, method of professional development for busy, dedicated classroom teachers.	-
dc.publisher	Brock University	-
dc.source	Brock Education : a Journal of Educational Research and Practice	-
dc.title	Integrating Technology into Teacher Preparation and Practice: A Two-way Mentoring Model	-
Appears in Collections:	Social Sciences

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