The difference: 1. Small group and one-on-one professional
development sessions were reported as very helpful to teachers in learning
how to use various software applications.
2. We did not see a significant
shift in the amount of time that teachers spent using technology with
students after participating in this project.
Mentors also reported that it was difficult to spend time discussing
the integration of technology into lessons with teachers who were not
confident in their technological abilities.
3. We found that although many
teachers did not increase the frequency of the use of technology, they
reported that they were already making use of
technology tools in their classrooms (frequency varied greatly). 4.
The requirement for schools to implement digital portfolios has
created a great deal of anxiety for teachers as well as an increased demand
for professional development. We
solicited anecdotal data from teachers, mentors, and administrators which
confirmed that this project has helped teachers to improve their use of
technology in the classroom.
Discussions about this project also confirmed that teachers are
concerned about the mandate to implement digital portfolios. Topics of concern include: time,
professional development, and having sufficient technological resources for
the creation of artifacts.
conditions: The essential conditions
included support from all administrators, funding (both grant and local), and
the recruitment of mentors who were technologically proficient and understood
how technology could be used in the classroom.
for the future: 1. More emphasis on helping mentors to assist
teachers with designing lessons that integrate the use of appropriate
technology tools. 2. Additional time for mentors to meet and
discuss challenges and successes would be help mentors to continue their
development. 3. We would also use an online survey tool to
gather data from participants on a regular basis so that we could make
changes to the program, as needed, to meet the needs of teachers. 1. We would
redesign the instrument to elicit feedback on why teachers are, or are not,
using technology in the classroom.
Additionally, we would ask how mentors could best assist teachers with
their professional growth. 2. In addition to the pre and post
intervention data we would collect more "stories from the field" to
enhance the collected data. We would
collect this data on video to use as a teaching and recruiting tool for
future participants. 3. We would also use an online survey tool to
gather data from participants on a regular basis so that we could make changes
to the program, as needed, to meet the needs of teachers (this answer also
applies to question #20). 4. In order to gauge the true impact of this
project we will need additional time for implementation and for re-assessment
Recommendations: Administrative support and continued funding are
essential. Administrators have
supported this program by helping to recruit mentors, providing substitutes
for teachers and mentors, and by providing mentors with the time to discuss
this project during staff meetings.
Although grant funding was important in initiating this project,
ongoing funding for the mentor positions is important if the project is to
have lasting impact.
our story: The impact of this project has
been shared with administrators, technology coordinators, and school board
to share: All of our resources are available within a Moodle
course. We would he happy to share these resources with anyone who is