Doctor of Education (EdD)
Curriculum and Instruction
First Committee Member
Second Committee Member
Number of Pages
This study investigated the practices of cooperating teachers as they prepared student teachers to integrate technology into teaching and learning activities. Descriptive statistics and qualitative methods were used in this study; Participants included 16 cooperating teachers from grades K--12 and seven of their student teachers. The cooperating teachers attended a series of monthly full-day workshops during the semester long project. The school district and the university jointly sponsored the workshops. Seven of the cooperating teachers and their student teachers were selected for case studies; Data sources included electronic transcripts from discussion forums, transcripts of workshop discussions among the cooperating teachers, artifacts created during workshops, field notes, data from a final questionnaire, transcripts of semi-structured interviews with cooperating teachers and student teachers, and data from cooperating teachers and student teachers on a self-evaluation rubric assessing technology skills. Mentoring literature was used to frame the data. Findings describe the practices of cooperating teachers in mentoring student teachers toward technology use in six areas: system information practices, resources and materials practices, instructional practices, productivity practices, modeling practices, and support and challenge practices. Although findings are limited to one setting, a complex variety of contextual factors influencing the integration of technology into student teaching experiences are described. Recommendations for other school district/university partnerships attempting to integrate technology in field experiences are included.
Cooperating; Cooperating Teacher; Mentoring; Practices; Preparing; Students; Student Teachers; Teachers; Technology
Educational technology; Teachers--Training of; Curriculum planning
University of Nevada, Las Vegas
If you are the rightful copyright holder of this dissertation or thesis and wish to have the full text removed from Digital Scholarship@UNLV, please submit a request to email@example.com and include clear identification of the work, preferably with URL.
Grove, Karen Jane, "Mentoring toward technology use: Cooperating teacher practice in preparing student teachers" (2001). UNLV Retrospective Theses & Dissertations. 2496.
IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/