Not as easy as ICT: A case study about the roles of the teacher mentor

ID: 55529 Type: Virtual Paper
  1. Leanne Compton and Kathy Jordan, RMIT University, Australia

Abstract: This virtual presentation refers to a case study of a teacher mentor based in metropolitan Melbourne, Australia, and examines the types of knowledge required by teacher mentors to support pre-service teachers to use information and communication technology (ICT) during his/her teaching practicum. Teacher mentors plays vital roles in supporting the development of pre-service teachers as part of his/her teacher education programs. This presentation will provide a discussion that describes the types of knowledge (mentoring knowledge and content, pedagogy and technology knowledge) as well as barriers and enablers in using ICT in the classroom that was experienced by the teacher mentor, based on responses to a questionnaire and semi-structured interviews. It suggests that the use of ICT is neither easy nor straightforward and not as easy as ICT, but rather is challenging and complicated. It also suggests that the use of ICT in the classroom by teacher mentors and, consequently by pre-service teachers, is restricted and controlled by numerous barriers. This paper forms part of a larger research study that investigated the types of knowledge that the teacher mentor needs to support pre-service teachers to use ICT in teaching practicums.

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