One-on-one technology mentoring for in-service teachers: The experiences of future ICT coordinators

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dc.authorid0000-0001-7175-8677en_US
dc.authorid0000-0002-2627-7847en_US
dc.authorid0000-0002-2006-8737en_US
dc.authorid0000-0002-9865-2546en_US
dc.authorid0000-0001-6044-4293en_US
dc.contributor.authorTop, Ercan
dc.contributor.authorGürer, Melih Derya
dc.contributor.authorBaşer, Derya
dc.contributor.authorAkayoğlu, Sedat
dc.contributor.authorAkkuş, Recai
dc.date.accessioned2023-05-29T05:47:05Z
dc.date.available2023-05-29T05:47:05Z
dc.date.issued2021en_US
dc.departmentBAİBÜ, Eğitim Fakültesi, Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümüen_US
dc.description.abstractWith the increasing demands of technology integration by the institutions, educators felt the need to develop themselves professionally. In this study, as a way of professional development, we focused on one-on-one technology mentoring for in-service teachers because the experiences of mentors would shed light on professional development programs in the context of both mentors' progress and mentoring in-service teachers. Mentors for teachers were assigned to facilitate teachers' ICT usage and ICT integration skills. The mentorship implementation lasted two semesters with 42 mentors' participation. The determination of the content of the mentoring process was completely based on the needs and interests of the teachers. After the implementation, the perceptions and experiences of the mentors were asked and coded through content analysis. According to the analysis, the responses of the mentors were grouped into five main categories; (a) affordances of the technology mentoring process, (b) the contribution of the project to the teachers, (c) the contribution of the project to the mentors, (d) the challenges experienced by the mentors, and (e) the weaknesses of and the suggestions for the mentoring process. The findings of this study indicated that future ICT coordinators believed that one-on-one technology mentoring in real school settings is an effective way not only for training in-service teachers but also for creating awareness of being an ICT coordinator and developing ICT mentoring skills.en_US
dc.identifier.citationTop, E., Gurer, M. D., Baser, D., Akayoglu, S., & Akkus, R. (2021). One-on-One Technology Mentoring for In-Service Teachers: The Experiences of Future ICT Coordinators. International Journal of Technology in Education, 4(4), 847-869.en_US
dc.identifier.doi10.46328/ijte.104
dc.identifier.endpage869en_US
dc.identifier.issn2689-2758
dc.identifier.issue4en_US
dc.identifier.startpage847en_US
dc.identifier.urihttp://dx.doi.org/10.46328/ijte.104
dc.identifier.urihttps://hdl.handle.net/20.500.12491/10981
dc.identifier.volume4en_US
dc.identifier.wosWOS:000886167800014en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.institutionauthorTop, Ercan
dc.institutionauthorGürer, Melih Derya
dc.institutionauthorBaşer, Derya
dc.institutionauthorAkayoğlu, Sedat
dc.institutionauthorAkkuş, Recai
dc.language.isoenen_US
dc.publisherInternational Society for Technology, Education and Scienceen_US
dc.relation.ispartofInt Soc Technology Education & Science-ISTESen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectTeacher Professional Developmenten_US
dc.subjectSecondary Educationen_US
dc.subjectImproving Classroom Teachingen_US
dc.subjectOne-On-One Technology Mentoringen_US
dc.titleOne-on-one technology mentoring for in-service teachers: The experiences of future ICT coordinatorsen_US
dc.typeArticleen_US

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