Design, Implementation, and Evaluation of Remote Mentoring Practices for Technology Integration in Higher Education
Abstract
Purpose: This study aims to support the development of faculty members in higher education who implement student-centered learning approaches by providing mentoring support for technology integration. The study also aims to assess the effects of these practices on both the faculty members and the teacher candidates attending their classes and to evaluate their applicability under the conditions of our country.
Design/Methodology/Approach: This study used a case study method, and data collection tools included observations, reflections, interviews, and lesson videos. The faculty members in higher education were mentored for 13 weeks, their lessons were followed, and observations were made on both the mentee and their students. The mentor wrote weekly reflections throughout the process, and lesson observations were recorded on an observation form. At the end of the process, the mentee was interviewed. Content analysis was used for data analysis.
Findings: During the study, a framework for remote mentoring for technology integration was designed and implemented, considering the TPACK framework. The study's results indicated that remote mentoring practices for technology integration in higher education positively influenced in-class teaching practices. In the following weeks, technology was actively used by both the mentee and the students, with careful attention given to digital materials and tools. Student groups also applied the practices provided during the mentoring process in their lesson presentations.
Highlights: Based on the positive findings, this research underscores the significance of mentoring practices for technology integration in higher education.
Keywords
References
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