Chapter 3: Faculty Technology Mentoring Programs: Major Trends in the Literature

Some research in the field of technology in teacher education examines the effects of computer access and usage (Albion, 2001; Dougherty, 2000; Farenga & Joyce, 1996), while other studies investigate the current status of technology use in teacher education (Laffey & Musser, 1998; Maushak, Kelley, & Blodgett, 2001; OTA, 1995). A number of studies report on efforts to infuse technology across teacher education curriculum or provide diffusion of technology innovation models (Strudler & Wetzel, 1999; Strudler, Archambault, Bendixen, Anderson, & Weiss, 2003; Stuhlman, 1998; Thompson, Schmidt, & Davis, 2003). One common theme from these research findings is that, despite the availability of computers, the teacher education faculty is in need of comprehensive planning, professional development, and follow-up support to realize the vision of widespread technology integration. However, few teacher education programs have faculty who are modeling instructional methods that integrate computer technology in the classrooms (Carlson & Gooden, 1999; OTA, 1995), even though many teacher education institutions have identified the need for faculty development in the area of technology use and integration (Cavanaugh, 2002; Sprague, Kopfman, & Dorsey, 1998). In recent years, a mix of training activities, approaches, and strategies of faculty development programs to encourage faculty to learn how to integrate technology into teaching and learning is echoed in most of the PT3 (Preparing Tomorrow’s Teachers to Use Technology) grant project proposals. Those approaches included committed leadership from the administration, group workshops and one-on-one technology support from technology staff as well as undergraduate and graduate students (PT3, 2004).