Technology Mentoring: Research Results across Seven Campuses

摘要

Representatives from seven community college campuses throughout Hawaii were designated to coordinate the creation of Technology Intensive (TI) courses using a model developed at the University of Hawaii at Manoa. Data collection focused on qualitative measures: written narratives, pre and post surveys, and samples of technology products and curriculum changes. This approach allowed for the detection of subtle changes in faculty growth with regard to technology. Findings suggest that a strong mentoring program promoted substantial progress among study participants to model technology for students. Many faculty members quickly incorporated technologies into courses and promoted student use of technology in a short period of time. Participants transferred the technologies they learned with their mentor into classroom instruction and modeled the use of these technologies for their students. Technology mentoring transformed faculty into able technology users, diversifying their use of technology to accomplish specific teaching objectives.