Investigating faculty technology mentoring as a university-wide professional development model

Baran, Evrim
A growing and increasingly important area of research in higher education is the investigation of how different forms of support and training programs facilitate faculty adoption of technology into pedagogical practices. This study explored the implementation of a faculty technology mentoring (FTM) program as a university-wide professional development model, focusing on the success factors and critical strategies that encourage technology adoption in faculty teaching practices. The goal of this effort is to provide evidence-based discussion on an FTM model tailored to faculty members' needs in a university context. Participants included 12 faculty members (mentees) and 12 graduate students (mentors), paired throughout the FTM program. Analysis of mentors' weekly blog posts, case reports, and interviews with faculty members revealed six critical strategies: determining needs; exploring technologies' affordances and limitations; scaffolding; sharing feedback; connecting technology, pedagogy, and content; and evaluating. Success factors included motivation, meeting challenges, the nature of mentoring relationships, communication channels, and support. The results point to key recommendations for higher education institutions that plan to implement similar mentoring programs in order to support technology integration into faculty members' teaching practices.


Pre-service science teachers’ perceptions about their technology integration experiences in the science education program: Does willingness to choose the program matter?
Durukan, Alper; Sungur, Semra (Anı Yayıncılık; 2020)
The integration of information and communication technologies (ICT) in the training of pre-service science teachers has an essential place in the literature and promises meaningful outcomes. Therefore, it has become essential to define the connotations of undergraduate training experience for pre-service science teachers that will encourage them to integrate ICT materials into their practices. Based on this need, the Synthesis of Qualitative Evidence (SQD) model, which identifies the components that are ...
Barriers and enablers of technology integration into instruction in the Kyrgyzstan-Turkey Manas University
Muhametjanova, Gulshat; Çağıltay, Kürşat; Department of Computer Education and Instructional Technology (2014)
The purpose of this study was to determine the barriers and enablers of technology integration according to students and instructors, investigate how Information and Communication Technologies (ICT) are used by instructors and students in education in the Kyrgyzstan-Turkey Manas University. Mixed-method research was used by collecting data via questionnaires from 477 students and 57 instructors, and interviews with 11 students and 9 instructors. The results show that there is still deficiency of laboratorie...
An assesment of an on-line course environment based on the perceptions of students and the instructor : a case study
Gürbüz, Tarkan; Yıldırım, İbrahim Soner; Department of Computer Education and Instructional Technology (2004)
The purpose of this study was to explore the factors that contribute to online collaboration in a web-based course by investigating the impact and the potential of an online learning environment in terms of both the students' and instructor̕s perceptions about learner benefits, learner support, motivation, computer mediated communication, and group work. A mixed methods case study design was thought to be appropriate to match the purpose of the study, thus a combination of components normally found in descr...
Teaching research skills in pre-service teacher education
Aslan, Reyhan; Seferoğlu, Gölge (2018-05-04)
It is essential for teacher education programs to design and implement curricula which helps preservice teachers learn how to conduct research and utilise the results of research in practice. The context of this study is a research course in a Turkish preservice EFL teacher education program, which aims to introduce the essential basics of conducting research in education.
Investigating the impact of teacher education strategies on preservice teachers' TPACK
Baran, Evrim; BİLİCİ, SEDEF CANBAZOĞLU; ALBAYRAK SARI, AYLİN; Tondeur, Jo (Wiley, 2019-01-01)
The purpose of this study was to examine preservice teachers' perceptions of the support their teacher education programs provide for developing their technological pedagogical content knowledge (TPACK). The research was conducted with 215 preservice teachers in the last year of teacher education programs and teaching certificate programs in three universities in Turkey. Data sources were the synthesis of qualitative evidence (SQD) scale that was validated in the Turkish context as part of this study and th...
Citation Formats
E. Baran, “Investigating faculty technology mentoring as a university-wide professional development model,” JOURNAL OF COMPUTING IN HIGHER EDUCATION, pp. 45–71, 2016, Accessed: 00, 2020. [Online]. Available: