Teachers mentored by students in using ICT

Thesis


Gronn, Donna. (2008) Teachers mentored by students in using ICT [Thesis]. https://doi.org/10.4226/66/5a95df5ec67e9
AuthorsGronn, Donna
Qualification nameDoctor of Education (EdD)
Abstract

Despite considerable expenditure by school systems on ICT in terms of hardware, software, and related professional development programs, the impact on classroom practice remains disappointing to many. Current models of teacher professional learning in ICT appear to have had minimal impact. Based in the interpretative paradigm, this thesis describes the experience of the participants in a unique professional development program in which students in Grades 3 and 4 mentored teachers in their school in the use of ICT. The study was undertaken in two schools in Melbourne, Australia, and involved the professional development of teachers in the use of digital cameras and related software. Following their initial training with the researcher in one school and a focus teacher in another, the children worked in pairs to conduct three semi-structured sessions with a teacher, mentoring them in the use of the technology. The children were also available to the teachers for further consultation or assistance. It was intended that the mentoring program would enhance teachers' knowledge of the technology and also their classroom practice. This thesis reports the benefits of student mentors in ICT as seen by teacher mentees involved in the project. In particular, the focus of this study is on the teachers' perceived effect of the student mentoring approach to professional development in relation to their skills and confidence with ICT, their classroom practice with ICT and their recognition of other values inherent in the program. Data were collected throughout the project in the form of surveys, interviews, observations and student and teacher journals. Using NVivo, these data were analysed into themes to ascertain teachers' reported benefits of the program in relation to their skills, confidence and classroom practice with ICT.;Findings of the project included the improvement in teachers' skills and confidence and an impact on their thinking and practices with technology in the classroom. As well as these intended outcomes, teachers also reported a greater knowledge of their personal learning preferences, which influenced the way they saw the children's learning and therefore their classroom practice. Child mentors flourished in the mentoring relationships, showing their prowess in mentoring teachers with ICT, with several surprising their teachers with their capabilities. Overall, the teachers were very positive about the mentoring experience and the influence it had on their confidence, skills and classroom practice. This study showed the potential impact of children as mentors of teachers in ICT, and offers a model for consideration by schools and school systems in the way in which they approach professional learning in ICT of their teachers.

Year2008
PublisherACU Research Bank
Digital Object Identifier (DOI)https://doi.org/10.4226/66/5a95df5ec67e9
Research GroupSchool of Education
Final version
Publication dates01 Jan 2008
Permalink -

https://acuresearchbank.acu.edu.au/item/87z75/teachers-mentored-by-students-in-using-ict

Download files

  • 4
    total views
  • 4
    total downloads
  • 0
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Digital disconnect or digital difference? A socio-ecological perspective on young children's technology use in the home and the early childhood centre
Edwards, Susan, Henderson, Michael, Gronn, Donna, Scott, Anne and Mirkhil, Moska. (2017) Digital disconnect or digital difference? A socio-ecological perspective on young children's technology use in the home and the early childhood centre. Technology, Pedagogy and Education. 26(1), pp. 1 - 17. https://doi.org/10.1080/1475939X.2016.1152291
'Technological me': Young children's use of technology across their home and school contexts
Gronn, Donna, Scott, Anne, Edwards, Susan and Henderson, Michael. (2014) 'Technological me': Young children's use of technology across their home and school contexts. Technology, Pedagogy and Education. 23(4), pp. 439 - 454. https://doi.org/10.1080/1475939X.2013.813406
Technology in a mathematics measurement lesson about capacity: It's not just about engagement
Scott, Anne, Gronn, Donna and Downton, Ann. (2013) Technology in a mathematics measurement lesson about capacity: It's not just about engagement. Learning and Teaching. 6(1), pp. 29 - 50. https://doi.org/10.7459/lt/6.1.04
Web conferencing of pre-service teachers' practicum in remote schools
Gronn, Donna, Romeo, Geoffrey, McNamara, Sue and Teo, Yiong Hwee. (2013) Web conferencing of pre-service teachers' practicum in remote schools. Journal of Technology and Teacher Education. 21(2), pp. 247 - 271.
Facilitating practice teaching using pocket camcorder and web conferencing
Romeo, Geoff, Gronn, Donna, Teo, Yiong Hwee and McNamara, Sue. (2013) Facilitating practice teaching using pocket camcorder and web conferencing. In N. Reynolds and M. Webb (Ed.). Learning while we are connected. Poland: Nicolaus Copernicus University Press. pp. 152 - 161
TTF @ ACU our story
Gronn, Donna, Romeo, Geoff and Sheely, Stephen. (2012) TTF @ ACU our story. In P Newhouse and J Pagram (Ed.). Australian Computers in Education Conference 2012. Australia: Australian Computers in Education Conference. pp. 1 - 6
Windows into classrooms: Using ICT to facilitate regional, rural and remote practicum and teacher professional learning
Romeo, Geoffrey, Gronn, Donna, McNamara, Susannah and Teo, Yiong Hwee. (2012) Windows into classrooms: Using ICT to facilitate regional, rural and remote practicum and teacher professional learning. Australian Educational Computing. 27(2), pp. 46 - 50.
ACCE study tour to Iste2011 (San Francisco, New York, Washington, Philadelphia)
Gronn, Donna Therese and Romeo, Geoffrey Ian. (2011) ACCE study tour to Iste2011 (San Francisco, New York, Washington, Philadelphia). Australian Educational Computing. 26(1), pp. 5 - 9.
Windows into the classroom: Using video technology in pre-service teacher practicum
Romeo, Geoff, McNamara, Sue Elizabeth and Gronn, Donna Therese. (2010) Windows into the classroom: Using video technology in pre-service teacher practicum. IODL & ICEM 2010 Joint Conference and Media Days Proceedings. Turkey: International Council for Educational Media. pp. 781 - 789
Engagement versus deep mathematical understanding :An early career teacher's use of ICT in a lesson
Gronn, Donna Therese, Staples, Adam John, Downton, Ann Patricia and Scott, Anne Lia. (2008) Engagement versus deep mathematical understanding :An early career teacher's use of ICT in a lesson. In Merrilyn Goos, Ray Brown and Katie Makar (Ed.). Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia. Brisbane, Australia: Mathematics Education Research Group of Australasia. pp. 437 - 445
Benefits of children as mentors to teachers in Australia :ICT, teachers & children
Gronn, Donna Therese. (2007) Benefits of children as mentors to teachers in Australia :ICT, teachers & children. WG 3.1 & 3.5 Joint Working Conference CD proceedings. Massachusetts,United States: College of Computer and Information Sciences, Northeastern University. pp. 1 - 10
Using the learning federation's learning objects in the classroom
Gronn, Donna, Clarke, Olivia and Lewis, Gerard. (2006) Using the learning federation's learning objects in the classroom. Australian Primary Mathematics Classroom. 11(2), pp. 4 - 7.
Children mentoring teachers in ICT: Does it work?
Gronn, Donna Therese. (2005) Children mentoring teachers in ICT: Does it work? In Brian Samways (Ed.). WCCE2005 8th IFIP World Conference on Computers in Education. Cape Town, South Africa: International Federation for Information Processing. pp. 1 - 7