Technology mentoring: a professional Development approach to promoting the Technological literacy of teachers
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Few would deny the close relationship between science and technology – many would argue that they are inextricably linked to one another to the extent that they are very often referred to in the same breath. In order for learners to function effectively in the scientific domain it is very important for them to embrace technology. While educators have traditionally addressed the need for scientific literacy they are less experienced at promoting student technological literacy and the integration of information and communication technology (ICT) and, often, are ill prepared to do so. At the previous conference on Computer Based Learning in Science (CBLIS 2005), the authors challenged the success of the traditional in-service workshop model and established the rationale for mentoring as an effective approach to achieving and promoting the technological literacy of teachers. The presentation went on to describe the general outcomes of a research project that explored the characteristics of successful technology mentoring programs for practicing teachers. This follow-up-paper will address some of the specifics of the mentoring programs including the nature and configuration of mentoring activities, their frequency, and the topics that were addressed during mentoring. The paper will also review the main, qualitative findings of the project.