Year End Research Report

Year End Research Report Year 1 PT3 Grant

Submitted by Maryanne Murach August 29, 2001

Problem Statement and Research Question The purpose of this study was to determine whether electronic mentoring by supervisors and peers improves the practicum experience of mid-life, career change, mature learners during their pre-service teacher training. QUESTION: Does electronic mentoring provide greater collegial support and guided reflection for interns who spend the majority of their time isolated from their peers, their supervisors, and their faculty? 2

Review of Literature Overview The review of literature will focus on topics related to mentoring adult learners, collegial and peer support, computer mediated communication, and isolation as it relates to pre-service teachers. Current practices and thinking in all of these areas will be thoroughly researched and the findings evaluated and interpreted with respect to the current study. Computer mediated communication (CMC) will be examined, with particular attention given to the areas of mentoring and support as a method to alleviate some of the isolation experienced by pre-service teachers in different geographical locations. Special attention will be paid to the needs of adult learners regarding the use of technology in place of face-to-face communication. The literature review is divided into the following four sections: 1. Computer-mediated Communication and E-mail 2. Teacher Isolation and Adult Learning 3. Mentoring Pre-service Teachers Computer-mediated Communication and E-mail Institutes of higher education have been using the Internet for many years as an informal research tool. According to Gresham (1994), the invisible college is a social network that operates informally through traditional methods of telephone conversations, postal mail, and print within an area of specialization, with contacts made through conferences and other forums. The informal network provides a forum for sharing new ideas and research through discussion and feedback. As a result of delays caused by publication processes in the formal presentation of ideas, these invisible colleges are frequently on the cutting edge of information in a given area of specialization. With the emergence of computers and the ease-of-networking, the invisible college moved to cyberspace through computer-mediated communication.

Computer mediated communication brings us a step closer to the interactivity of face-to- 3 face communication with the added benefit of permanency through textual communication. Gresham (1994) noted that the textual basis for e-conferencing coupled with the speed and interactivity of electronic communication created a hybrid form of communication known as media communication. E-mail is an asynchronous form of computer conferencing where messages are transmitted instantaneously but each recipient can read and respond to the message at his/her convenience. Of utmost importance to scholars participating in electronic conferences is the content of the discussion, not the networking technology that supports it. Teacher Isolation and Adult Learning Teachers have been the primary information source and the solitary supervisors of their classrooms. For hundreds of years, the school organization has been hierarchical by design. Those at the top of the pyramid are the privileged, with power, prestige and access to information; while those at the bottom, traditionally teachers, have low pay, little prestige, and no formal autonomy. Once they accept a position, teachers are relegated to their classroom where they are expected to conform to directives given by central offices and be content to use the tools of their trade. Common to most classrooms are the blackboard, the overhead projector, and the duplicating machine which help the teacher maintain their position as an information authority while alleviating writing to allow time for class management, arbitration and supervision (Hodas, 1993). Cultural changes are causing changes in classroom practice. Up until recently, there has been little incentive to change. Unlike most bureaucracies, school systems reward time-in-grade and academic credentials rather than performance. Teachers and administrators with a need for authority feel they must appear competent to their students, and in the case of administrators, to their subordinates (Hodas, 1993). The widespread student use of home Personal Computers (PCs) and the Internet is forcing teachers to be interested in the technology. Students who have been weaned on technology expect their teachers to be comfortable using computers, networks, and databases with the same facility as they now use textbooks, chalk and blackboards (Hodas, 1993). Other factors are also operating to bring about this change. 4 In response to national and state initiatives regarding standards and technology integration, the roles of teachers are changing. In order to raise the perception of teacher from nonprofessional, bureaucratic worker to 'professional' status, the teacher is now expected to function as a member of a team (McGee & Boyd, 1995). New behaviors like collaboration and constructivist thinking is required, and a different type of professional development is needed to effect these changes. Additionally, there is much more information that needs to be grasped and shared, and working across disciplines is becoming the norm. Many of these changes require the implementation of technology as an integral part of the teacher's toolkit. However, many entry- level teachers are not comfortable using technology because they fear either their own or their students inability to correct errors (Rein, 1995). Adult learners have different needs and learning styles than children. Malcolm Knowles popularized the term 'androgogy' and presented the basic principles for teaching adults. His model included: 1. Setting the climate so the environment is conducive to learning; 2. Involving the learner in the following tasks: planning the course design and learning activities, diagnosing their own learning needs, formulating their own learning objectives, designing their learning plans, and evaluating their learning (Lee, 1998, p. 47). Knowles felt that the major distinction between adult learners and children was that life experiences, not teachers, were the main resource for learning (Lee, 1998). To elaborate on this view and further define how adults learn, Mezirow (1997) described transformative learning as the process of changing one's frame of reference. In order to achieve that type of transformation, educators must establish objectives that promote critical reflection and provide opportunity for discourse. Experiences that meet those requirements and involve group deliberation and problem-solving are described as "learner-centered, participatory and interactive " (Mezirow, 1997, p.8). Computer technology is conducive to these types of learning and experiences. Research regarding technology use by older learners indicates that first and foremost, they need experiences that will help them build their self-confidence and feel good about the 5 experience (Timmermann, 1998). Some barriers that need to be considered, but are often easily remedied, include computer anxiety, embarrassment, slower response time, dexterity and physical discomfort. Once these hurdles are overcome and the basics have been mastered, the adult learners become empowered, partially because they have conquered a domain thought to belong only to the young (Timmermann, 1998). The opportunity to bridge two wide gaps: intergenerational and geographical distance is a great motivator for older learners to use technology. According to Timmermann (1998), using electronic forms of communication like e- mail allows contact with family and friends as frequently as the older adult learner would like, in their own time and at their own pace, without having to travel or incur large phone bills. Mentoring Pre-service Teachers Mentoring has successfully been used as an organizational and professional development tool to orient people to systems or cultures, provide leadership opportunities and support individual development. The origins of mentoring lie in Greek mythology, when Odysseus left his son's education to a friend and advisor named Mentor. Since that event over three thousand years ago, the concept has grown and flourished within academia (Janas, 1996). Mentoring in the United States has been used for quality improvement in both business and education for many years. Janas (1996) and Luna & Cullen (1995) indicate the all-around benefits that can be derived from successful mentoring programs. Mentors, proteges, staff developers and the organization benefit in many ways, both directly and indirectly, from successful mentoring programs. Key to a program's success is planning, with the overall process resembling the model described by Knowles. According to Janas (1996), the physical environment and scheduling provide the foundation for supporting mentors and reducing isolation, as well as determining formal and informal contacts, identifying common tasks to be worked on and allowing for group interaction. The hallmark of effective mentoring programs is often the emotional and social aspects of the process, with the staff developer serving as the pathfinder on a personal and professional journey of discovery. An example of a successful program is the Peer Assistance 6 and Review (PAR) mentoring program in Columbus, Ohio (Stedman & Stroot, 1998). The program purpose is to help the interns become effective teachers, and all interns are required to participate and pass the one-year program to have their contract renewed. Interns rate the program highly, citing emotional support, teaching guidance and professional development as indicators for the programs success. Through this program, the school district has been able to retain talented, enthusiastic and dedicated teachers (Stedman & Stroot, 1998). Students in teacher preparation courses in many institutions of higher education are now required to integrate technology into their lesson plans, but many faculty members are still not technology literate. Smith & O'Bannon (1999) cite many successful research projects that provided both technology training and mentor support to faculty during and following their training. Sometimes the mentors were faculty members, other times they were graduate students. Common elements of successful programs used the model: multiple session, demonstration, practice, critical feedback. Mentors provided the teachers/interns with ongoing support. Surprisingly, technical competency of the mentors was less important than the regularity of weekly contact and the collaborative environment where software was explored together (Smith & O'Bannon, 1999). Teaching the faculty with a demonstration-practice model provided them competence, self-confidence and an additional tool to use with their students. Mentor teachers must reflect the ways of thinking and acting associated with new kinds of teaching, either leading reform or developing collaborative experiences where mentors and novices can explore new approaches together (Feiman-Nemser, 1996). Mentor teachers as facilitators of learning must have their teaching characterized by practicing reflection, and active learning and inquiry, in order to assist students in becoming active participants in their own intellectual growth (Wigle & White, 1998). According to Evertson & Smithey (2000), mentors need to help new teachers more systematically, through dialogue and reflection, moving beyond merely providing emotional support. When faculty focus on learning outcomes and presenting the learner with many opportunities to practice and improve, then encourage student reflection and self-evaluation, 7 their role changes from coach to mentor. Mullen (2000) describes her model of collaborative mentoring as different from traditional mentoring. Typically, when dealing with university faculty and school faculty, one is grounded in theory and the other in practice. The collaborative model provided a process to integrate educational theory and practice by providing for secondary and peer mentors and facilitating team-oriented projects. Particpants in general felt their lives had been enhanced, they learned form others, and the project provided for continued professional development and improved attitude. Additional benefits included the increased ability to rethink and solve classroom problems. Conclusion The technology, in the form of the Internet and electronic conferencing methods, now exists to allow communication across geographical distances. Even though adults may initially be intimidated, many are eager to learn this new method of communication. Training should consist of basic instruction and time to practice, with support provided in some form. Collaborative mentoring is a way of bridging the distance between educational theory and practice, provided the mentors focus on dialogue and reflection as opposed to merely providing emotional support to pre-service teachers. 8 Methodology Introduction During the winter/spring semester of 2001, the supervisors/mentors at the Upper Valley Teacher Institute (UVTI) participated with other Preparing Tomorrow's Teachers in Technology (PT3) grant participants in several integration sessions sponsored by the NH Department of Education and Apple Computer. The typical session consisted of an introduction and demo of some technology piece, either software or hardware, followed by a practice period. Participants were often asked to work on a problem or situation typical of one they might encounter back in their districts/institutions. A representative from Apple would offer hands-on assistance, make recommendations and provide immediate feedback to the participants. Following the practice period, there would be a time for questions and a time to reflect on how the 'new' technology/information could be used back in the classroom. The sessions started with simple presentations like an introduction to the PT3 Intranet site and logging on for email, then progressed to more complex assignments like creating a PowerPoint presentation and Inspiration diagrams. Implementation In order to provide an immediate opportunity to practice using the Internet and email, UVTI decided to use a 'free' intranet option, for the short term, to create its institution's site. The UVTI site was modeled after the NH PT3 site and proved to be a familiar location for the supervisors. Simultaneously, investigations were being made to partner with the Vermont Institute of Science, Math and Technology (another PT3 grant recipient), and use their site that was being developed specifically for educators. Due to unforeseen circumstances on the part of their director (e.g. travel, health problems and weather), several months passed before site visits and demos could be arranged. Following the information gathering, there were further fiscal commitments that were delayed, so it was not until late spring that we had access to the National Institute for Community Involvement (NICI) site. Initially UVTI felt that since NICI provided 40 hours of technical support, and the 'free' intranet site would soon start charging a fee for use, 9 that NICI was the more reasonable alternative. However, it proved to be both difficult to get everyone's accounts established and cumbersome to move around the site. The project suffered significantly from the serious delays in funding and by the excessive paperwork required to access the funds. UVTI finally received its funds through the Sunapee School District, but the first payment did not come until May 17, 2001 – a full seven months after the project was to begin. The final payment was received on July 23, 2001. By the time everything was "up and running," there was little time for mentoring; however, there are some important lessons that were learned anyway! 10 RESULTS Overview Technology in general and the Internet specifically hold great promise for teaching. From anecdotal comments received about the process, the following trends were noted. Supervisors/mentors preferred: (a) Experiential aspect (b) Potential of the medium (c) Email as popular form of communication due to asynchronous nature . convenient . resulted in electronic log of interactions . demonstrated interns’ writing skills (d) Additional compensation made them feel like valued professionals They also indicated that significant personal and professional growth and learning took place. Developmental opportunities: . Need more consistent frequency of use by all . Need help in guided reflection format and expectations . Clearly mark when and what 'new' information is posted . Need more support back at the institution; several required individualized sessions

Interns observations: . This group more technically proficient than supervisors . Several regularly checked intranet site and email . Like asynchronous nature of the tool, so they could view presentations, information and mail at their own convenience . See the potential for the technology to be used as a professional development tool Developmental opportunities: . Need more consistent participation by all: no dialogues took place on the threaded 11 discussions because too few participated . Need reasonable minimum hardware configurations defined: speed and capability make a difference Those that were technologically literate became discouraged when so few participated in on-line interactions. Next Steps It appears that several changes need to take place before the technology can make a significant difference. Supervisors/mentors need more time to practice and use the technology. Building the site use into everyday routine may give them a reason to consistently log-in and check for email, messages and 'new' information. Mentor teachers also need to know about and practice using new technologies in their classrooms so the interns see its value beyond 'a professional development tool'. Mentors and interns need to set goals and establish minimum participation requirements that account for part of their grade so everyone uses the technology at a required level. Mentors also need to define reflection on practice for the interns, and share their own reflections with each other in order to experience the process and capitalize on the professional growth the role of 'mentor' provides. 12 References:

Evertson, C.M., & Smithey, M.W. (2000). Mentoring Effects on Proteges' Classroom Practice: an Experimental Field Study. The Journal of Educational Research, 93, 294-304. Retrieved April 7, 2001 from WilsonSelectPlus on-line database (BEDI00014726)

Feiman-Nemser, S. (1996). Teacher Mentoring: A Critical Review (ED397060). Washington DC: ERIC Clearinghouse on Teaching and Teacher Education. Retrieved November 22, 2000, from the World Wide Web: http://www.ed.gov/databases/ERIC_Ddigests/ed397060.html

Gresham, J. L., Jr. (1994). From Invisible College to Cyberspace College: Computer Conferencing and the Transformation of Informal Scholarly Communication Networks. Interpersonal Computing and Technology: An Electronic Journal for the 21st Century, 2, 37-52. Retrieved January 18, 2001, from the World Wide Web: http://www.eModerators.com/ipct-j/1994/n4/gresham.txt

Hodas, S. (1993). Technology Refusal and the Organizational Culture of Schools. Education Policy Analysis Archives, 1, 1-21. Retrieved January 31, 2001, from the World Wide Web: http://pixel.cs.vt.edu/edu/hodas.txt

Janas, M. (1996). Mentoring the Mentor: A Challenge for Staff Development. Journal of Staff Development, 17, 2-5. Retrieved April 7, 2001 from WilsonSelectPlus on-line database (BEDI96027582)

Lee, C. (1998, March). The Adult Learner: Neglected No More. Training, 35, 47-48.

Luna, G., & Cullen, D.L. (1995). Empowering the Faculty: Mentoring Redirected and Renewed. (ED399888). Washington D.C.: ERIC Clearinghouse on Higher Education. Retrieved November 22, 2000 from the World Wide Web: http://www.ed.gov/databases/ERIC_Digests/ed399888.html

McGee, P. & Boyd, V. (1995). Computer-Mediated Communication: Facilitating Dialogues. Retrieved January 23, 2001, from the World Wide Web: http://www.coe.uh.edu/insite/elec_pub/html1995/173.html

Mezirow, J. (1997, Summer). Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education, 74, 5-12. Retrieved April 7, 2001, from WilsonSelectPlus online database (BEDI97031336)

Mullen, C. (2000, Winter). Constructing Co-mentoring Partnerships: Walkways We Must Travel. Theory into Practice, 39, 4-11. Retrieved April 7, 2001, from WilsonSelectPlus online database (BEDI00006448)

Rein, D. (1995). What Is Effective Integration of Technology , and Does it Make a Difference?. Cupertino, CA: Apple Computer. 13

Smith, S.J., & O'Bannon, B.W. (1999, Spring). Faculty Members Infusing Technology Across Teacher Education: A Mentorship Model. Teacher Education and Special Education, 22, 123-135. Retrieved April 7, 2001, from WilsonSelectPlus online database (BEDI00013420)

Stedman, P., & Stroot, S. (1998, February). Teachers Helping Teachers. Educational Leadership, 55, 37-38. Retrieved April 7, 2001 from WilsonSelectPlus database (BEDI98005546)

Timmermann, S. (1998, Summer). The Role of Information Technology in Older Adult Learning. New Directions for Adult and Continuing Education, 77, 61-71. Retrieved April 7, 2001, from WilsonSelectPlus online database (BEDI98011419)

Wigle, S., & White, G. (1998, Fall). Conceptual Frameworks, Portfolio Assessment and Faculty Mentoring: Bridges to Standards-based Teacher Education Programs. Action in Teacher Education, 20, 39-49. Retrieved April 6, 2001, from WilsonSelectPlus online database (BEDI99024261)