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Outreach and Technical Assistance Network

Technology Integration Mentor Academy

Report on the First Year

2004–05

Independent Project Evaluator: Dr. Paul Porter

OTAN activities are funded by contract #5000 of the Federal P.L., 105-220, Section 223, from the Adult Education Office, Secondary, Postsecondary, and Adult Leadership Division,

California Department of Education. However, the content does not necessarily reflect the position of that department or the U.S. Department of Education

OTAN P.O. Box 269003

Sacramento, CA 95826-9003 UPS/FedEx: 10150 Missile Way, Mather, CA 95655

(916) 228-2580

Table of Contents

What Is TIMAC? ............................................................................................................. 1

1

2

3

3

4

5

6 6 7 8 9

............................................................................................... 10 ........................................................................... 11

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Why TIMAC? ..................................................................................................................

What Training Was Provided at the Academy? ..........................................................

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Who Were the TIMAC Mentors?

What Were the Adult Education Agency’s Commitments?

Geographic and Program Distribution

What Were the Findings of TIMAC?

DemographicsFeedback from Mentees about Mentors Technology Integration Feedback from Mentors about the Program Mentor Goal Completion and Skill IncreaseMentoring Skills Mentor Workshop Evaluation

Dissemination of Project Results

Appendices 13

................................................................................................... 14 .................................................................................... 17

........................................................................ 21

Project Goals Mentee Survey ResultsTIMAC Mentor Survey Results

Acknowledgements

The Technology Integration Mentor Academy is a project of the Outreach and Technical Assistance Network, a Leadership Project for Adult Education in California.

The following people have helped to make this first year of the Academy a reality.

John Fleischman, Executive Director of OTAN

Linda West, Managing Director of OTAN

Marian Thacher, Coordinator of Technology Projects, OTAN

Laurie Cozzolino, San Diego Community College District Continuing Education, Technology Mentor, Instructor, Notebook Developer

Susan Gaer, Santa Ana College Continuing Education, Technology Mentor, Instructor, Notebook Developer

Linda Boice, Elk Grove Adult Education, Technology Mentor

Fernanda Carrera, South San Francisco Adult School, Technology Mentor

Amy Hemmert, Santa Cruz Adult School, Technology Mentor

Sheila Shaw, San Diego Community College District Continuing Education, Technology Mentor

Paul Porter, Project Evaluator

Charlotte Barcellos, Clerical Support

Darla Sullivan, Clerical Support

What Is TIMAC? The Outreach and Technical Assistance Network (OTAN) initiated the Technology Integration Mentor Academy (TIMAC) in the fall of 2004. It grew out of the experience in the Instructional Technology Assistance Project (ITAP) and the recommendation of technology mentors from that project. The goal of TIMAC is to build a professional corps of technology mentors who will help the field of Adult Education in California to use technology effectively and creatively in the classroom and beyond to meet the varied needs of our learners. Participants focus on mentoring colleagues at their agencies, but are also encouraged to participate in regional and state conferences, building awareness and knowledge about technology integration.

For the first year of the Academy, fifteen teachers were selected to participate. In addition to five training days they attended in Sacramento, TIMAC mentors carried out projects at their adult education agencies and received on-going support from OTAN staff trainers as they implemented their projects and supported to their colleagues in the use of technology.

TIMAC mentors were chosen through a competitive application process. Applicants responded to several questions asking about their experience with technology in the classroom and their commitment to adult education. For the first year, schools that had participated in the ITAP project were invited to nominate a participant. ITAP schools held eight of the spaces. There were over 40 applications for the remaining seven spots. Applications were reviewed and scored, and attention was also given including as many program areas and geographic regions as possible.

Why TIMAC? TIMAC supports the effective use of technology in the classroom. Technology offers a variety of tools that promote active learning and engagement, enhance the curriculum, provide skills that are an important part of modern literacy and employment, and help to build self-confidence in students. A classroom where technology is being integrated effectively is student-centered. Students are always busy, and often are in direct control of their learning activities. Technology lends itself to project-based learning, and provides many opportunities for students to develop a variety of Secretary’s Commission on Achieving Necessary Skills (SCANS) skills, such as teamwork, time management, and planning, as well as the content learning objectives. In addition, use of technology in the classroom provides students with opportunities to develop or sharpen skills that are now essential in many jobs and in our day to day lives.

Traditional staff development programs to enhance the skills of adult education teachers in the use of technology have been marginally effective. Teachers often attend training workshops but do not implement the use of technology in their classrooms. Adult learning theory suggests that the keys to learning and to actual implementation are hands-on practice, support in the setting where the new skills are to be applied, and a long range developmental approach to the training. A key to implementation, therefore, has been the provision of on-site support to teachers beginning the process of technology integration. When local mentors champion technology use and support

Technology Integration Mentor Academy, OTAN, 2004-2005 1

teachers, widespread implementation is possible. As part of this project, OTAN developed a systematic and structured mentor training program that includes on-site support so that the mentors could return to their sites and have an immediate impact on technology implementation with other teachers in a variety of classrooms.

What Training Was Provided at the Academy?Participation in TIMAC is designed as a two-year commitment. During the first year, participants came to Sacramento for intensive training four times during the year on October 22, 2004, November 5, 2004, January 21, 2005, and May 12 and 13, 2005.

The TIMAC training was provided by experienced adult education technology mentors from across the state. It fell into three main categories, all of which proved to be vital to development of effective mentors. These three areas included:

• Mentoring theory and practice o Progressive mentoring skills model o Framework for mentoring o Listening, helping and problem solving skills o Dealing with resistance o Goal setting o Team building

• Technology integration philosophy o Key points o Roadblocks o Working with program goals and priorities o Project planning

• Technology skills o Assessment of technology skills o Blackboard o Presentation software o Portable keyboards o Creating web pages o Creating digital movies

During the training, participants planned a project in collaboration with colleagues and administrators at their schools, and implemented the project during the spring of 2005. In the second year, participants will continue to support the integration of technology into instruction at their site and will continue to be supported by a mentor assigned to them, as well as by their colleagues in the academy. E-mail, videoconferencing, and other “virtual” methods are used to provide this on-going support to the mentors as they return to their schools to implement their projects and encourage technology integration.


Who Were the TIMAC Mentors? Participants in TIMAC were teachers from 15 adult education programs throughout California (see map on page 4). As noted above, teachers wishing to become mentors were required to submit a written application describing their interest in the program as well as their ability to provide active leadership at their respective sites and statewide. All selected participants also needed to display their commitment to the integration of technology into instruction in their own classrooms and in their program. It was not required that TIMAC Mentors be “experts” in the field of technology. Many were still learning a great deal themselves. It was, however, required that each applicant be taking a leadership role in their program in relation to technology.

TIMAC participants take notes on portable keyboards

What Were the Adult Education Agency’s Commitments? The adult education agency nominating an individual for TIMAC was required to meet the following requirements: • Have a technology plan in place • Be in a position to focus on technology integration for the next two years • Have the capacity to provide equipment and technical support for an

instructional program and technology integration projects • Commit to providing release time for participants to attend training • Agree to support and accomplish agreed-upon goals within the program • Support the participant to attend at least one appropriate statewide professional

conference per year, such as California Council for Adult Education (CCAE) or California Association of Teacher of English to Speakers of Other Languages (CATESOL)


TIMAC First-Year Participants: Geographic and Program Distribution

Alvin Dowleyne Fairfield Vocational

David Lauter Stockton ESL/ASE

Ana Solomon Oakland ESL/Voc

Francisca Wentworth Jefferson ESL

Tina Sander Santa Cruz ESL

Janette Bauchou Fremont Vocational

Kathleen Slattery Salinas ESL

Douglas Lagen Lucia Mar ABE/ASE/GED

Diana Batista Simi Valley ESL

Kathy Martens Redlands ESL

Ryan De la Vega Long Beach ESL/CBET

Susan Coulter Baldwin Park ABE

Jennifer Gaudet Santa Ana ESL

Jim Brice San Diego ESL

Julie Price Vista ESL/ABE/Voc


TIMAC Participants, 2004-06

Participant Agency ADA Region Program area

Diana Batista Simi Valley 3378 11 ESL

Janette Bauchou Fremont 1839 4 Voc

Jim Brice San Diego 9798 9 ESL

Susan Coulter Baldwin Park 4071 11 ABE

Ryan de la Vega Long Beach 1707 11 ESL/CBET Fairfield-

Alvyn Dowleyne Suisun 1094 1 Voc

Jennifer Gaudet Santa Ana 8082 9 ESL

Douglas Lagen Lucia Mar 182 8 ABE/ASE/GED

Dave Lauter Stockton 1448 6 ESL/ASE

Kathy Martens Redlands 615 10 ESL

Julie Price Vista 553 9 ESL/ABE/Voc

Tina Sander Santa Cruz 734 5 ESL

Kathleen Slattery Salinas 2193 8 ESL

Ana Solomon Oakland 5565 4 ESL/Voc

Francisca Wentworth Jefferson 806 5 ESL

What Were the Findings of TIMAC?Throughout the TIMAC project, data was collected on the types of training and support being provided, progress of TIMAC mentors, and impact on participants’ sites. Following are some of the data related to the TIMAC Project.


Demographics

� Number of TIMAC Mentors: 15 � Number of Adult Education Agencies Represented: 15 � Number of mentees served: 41 � Program areas represented:

¾ English as a Second Language (ESL) ¾ Vocational Education (Voc Ed) ¾ Adult Basic Education (ABE) ¾ Community Based English Tutoring (CBET) ¾ Adult Secondary Education (ASE)

� Number of geographic regions represented – 8 out of 11 – Regions 1, 3, 4, 5, 8, 9, 10, 11

� Program size represented: Range: 182 – 9,798 Average Daily Attendance (ADA). One program was small (1-199), four were medium (200-999), and nine were large (1000+)

Feedback from Mentees About Mentors

At the end of the project, 41 mentees were surveyed:

• Eighty-eight percent (36 of 41) of mentees reported that the project met all or most of their goals or exceeded their goals (as displayed in graph 1)

• Ninety-two percent (38 of 41) reported that their confidence in the use of technology increased or increased a great/huge amount (as displayed in graph 2)

• Eighty percent (33 of 41) rated their integration of technology as 5 or more on a scale of 1 to 10

• Ninety-seven percent (39 of 40) rated their mentors as helpful or very helpful

• One hundred percent (40 of 40) rated their mentor’s knowledge or technical skills as very good or excellent

• Ninety-five percent (38 of 40) of mentees responded that their mentor was very good or excellent at helping them find solutions

• Ninety-seven percent (38 of 40) rated their mentor’s listening and interpersonal skills as good or excellent

Participants practice active listening


Graph 1:

12% 22%

51%

15%

0%

10%

20%

30%

40%

50%

60%

To what degree would you estimate you achieved your project goals?

Met some Exceeded goals!

Graph 2:

7%

22%

46%

24%

0%

10%

20%

30%

40%

50%

How much has your confidence to use technology in your classroom increased as a result of this

project?

Increased slightly Increased a huge amount!

Technology Integration

Mentees (the teachers who were coached by the TIMAC mentors) began using technology for themselves in their teaching in 15 different ways. The most common methods of integration were use of Microsoft (MS) PowerPoint, communication with students using Internet, maintaining a class Web page, and creating class projects. Mentees also increased the frequency of some technology-based teaching strategies


that they were using previously such as using the Internet, creating classroom materials in MS Word, and using a Liquid Crystal Display (LCD) projector.

Mentees began having their students use technology in 16 different ways. The most common methods of integration were doing writing activities on the computer, doing Internet-based activities, creating class projects, and accessing the class Web page. Mentees also increased the frequency of some use of technology by their students in 12 different areas including using a digital camera, doing writing activities on the computer, and combining direct instruction with Internet activities.

Feedback from Mentors about the Program

At the end of the year, 14 of the15 mentors were surveyed (one was out of the country):

• One hundred percent (14 of 14 mentors reporting) reported meeting their project goals (as displayed in graph 3)

• One hundred percent (14 of 14) reported increased confidence in use of technology in the classroom (as displayed in graph 4)

• Mentors rated their degree of technology integration at an average of 8.86 on a scale of 1 to10

• One hundred percent (14 of 14) mentors reported they would recommend that other teachers participate as mentees in a similar program

• Eighty percent (11 of 14) of mentors rated the assistance they received in achieving their goals as very helpful or helpful

• Thirteen of fourteen mentors rated their mentors knowledge or technical skills as very good or excellent

• Eleven of fourteen mentors rated their ability to solve problems as very good or excellent

• Thirteen of fourteen mentors rated listening and interpersonal skills as very good or excellent

Graph 3:

0% 0%

50%

36%

14%

0%

10%

20%

30%

40%

50%

To what degree would you estimate you achieved your project goals?

Met some goals Exceeded goals!

Met most of my project goals!


Graph 4:

0%

8%

15%

29%

54%

0%

10%

20%

30%

40%

50%

60%

Please rate on a scale of 1 to 10 the degree of technology integration in your classroom.

Mentor Goal Completion and Skill Increase

All mentors formulated goals for their project. A total of 43 goals were formulated by the 15 mentors participating in the project. • 58 percent (25) were completed • 35 percent (15) were partially completed • 7 percent (3) were not completed

In addition, 100 percent of mentors reported that their confidence in using technology in their own classrooms “increased” or “increased a great deal”.

Mentors in the project identified a total of 12 technology-based activities that they began using for the first time. In addition, there were 14 technology-based classroom activities that they did more often or better as a result of their participation in this project.

One popular activity was the “walk/pair/share” after lunch


Mentoring Skills

Items rated on the above chart:

1. Listening and communication skills 2. Ability to assess others’ technological skills 3. Problem solving skills with others 4. Knowledge of what makes a productive mentor/mentee relationship 5. Knowledge of how people change and how to overcome resistance 6. Skills in effectively giving feedback to your mentee 7. Ability to match different mentoring leadership styles with different mentee needs 8. Knowledge of the stages of mentoring 9. Ability to assess the needs of your mentee and write a mentor/mentee plan 10. Your overall rating of your mentoring skills

Mentors reported their mentoring skills increased in all 10 areas measured. The average increase in skills on a 5-point Likert scale was 1.36 or (2.72 to 4.08), a 50 percent increase. The greatest increases were in the ability to assess needs and write a plan with mentees, knowledge of what makes a productive mentor/mentee relationship, and knowledge of the stages of mentoring.


Mentor Workshop Evaluation

A total of four workshops were provided to mentors. Each workshop had different objectives, and the mentors were asked to provide an evaluation of each workshop.

• Clarity of workshop objectives was 4.75 out of 5.0 (1=“not at all” to 5=“very much so”)

• Helpfulness of training as a mentor was 4.84 out of 5.0 (1=“not at all” to 5=“very much so”)


Cost

The pilot nature of this project makes cost analysis for consideration of replication somewhat difficult. Training costs for 15 mentors was $540.00 per mentor (excluding travel if the training is provided on site). Mentor support in the field via mentor trainers was $2,642.00 per mentor.

Dissemination of Project ResultsEleven of fifteen participants presented at state and national conferences (Commission on Adult Basic Education (COABE), Comprehensive Adult Student Assessment System (CASAS), CATESOL and local workshops. These presentations represented 22 workshops to 529 attendees. In addition, project information can be found online at the OTAN Web site at www.otan.us.

Lessons Learned

1. Technology integration can be successfully implemented via a mentor/mentee format of instruction and support.

2. Three primary skill areas were identified for successful technology mentoring: technology, coaching or mentoring behaviors, and technology integration skills.

3. Teachers are supportive of receiving instruction and training via the on-site mentor format.

4. Individuals receiving mentoring via a format such as designed in this project can increase their confidence and skills in using technology as well as the frequency of use.

5. A mentoring model of training and using local mentors is a cost effective method of impacting technology integration in adult education programs and should be considered as an alternative for achieving increased technology integration in adult education programs.

6. The mentoring process is helpful in increasing mentor skills and classroom implementation as well as skills of mentees. In other words, mentors learn and change by mentoring.


APPENDICES



Project Goals

TIMAC mentors filled out a project planning form in the Fall, on which they listed their goals for the year. Below are the goals developed by each participant.

Diana Batista, Simi Valley Adult School

• One teacher will be mentored in using PowerPoint to present lessons to ESL students. At the end of the year, that teacher will present the developed lessons to faculty in the Citizenship Preparation Program.

• One teacher will be mentored in Microsoft PowerPoint Application to develop and integrate with the ELCivics curriculum by March 2005.

• At least one lesson will be prepared for presentation to all ESL teachers during a staff development meeting by April 2005.

• At least 4 teachers will use the PowerPoint developed by the mentors in their class before May 2005.

• Using the PowerPoint program, teachers will increase the use of technology before June 2005.

• Using the PowerPoint presentation developed by the mentors will increase the technological proficiency of the teacher before June 2005.

• The use of the PowerPoint presentation will increase students' knowledge in the area of Citizenship Preparation before June 2005.

• Government and History test scores will improve by an average of 5 points after the use of this curriculum before June 2005.

• At least one other area of the curriculum will be addressed using PowerPoint before June 2005.

• Ten other teachers will receive instruction in developing PowerPoint presentations for classroom use before June 2005.

I will collect samples of the outline and stages of the PowerPoint presentations and print it as an artifact. I will collect data of pre and post test scores and record anecdotal information of teachers’ experiences and use of technology in their classes.

Jim Brice, San Diego Community College

I want my mentee to be assigning her students to work on the units in the Focus on Grammar Intermediate software that corresponds to what she is doing in the companion text; I also want her to have her students take notes, complete a project with a photo on the computer, and give a presentation.

Susan Coulter, Baldwin Park Adult and Community Education

By May, the teacher will set up and maintain her own website/discussion board.

Ryan de la Vega, Long Beach Adult School

By May, teachers will be able to create a lesson plan using MS Word and integrate the use of laptops. The lesson should be language rich and incorporate basic computer skills into a “project” students can repeat at home or work and apply to the real world. Alvin Dowleyne, Fairfield-Suisun Adult School

To create and maintain at least three aspects of the web site by May 2005.

Jennifer Gaudet, Santa Ana Adult School

• To have the teachers integrate the use of Alpha Smart machines into his/her curriculum and to use the AS on a regular basis, about once per week, by June 2006.

• This 2nd year, our goal is to have less teachers using individual carts in order to minimize problems with missing cords, etc.

• We want teachers and carts to be located on the same floor to minimize logistical problems.

• We want to enable teachers to become more intimate and comfortable with AS use to the degree that they can vary AS use in their curriculum, i.e. spelling test pairing, dictation activities, interviews, etc.

Douglas Lagen, Lucia Mar Adult School

The teacher will be comfortable teaching PowerPoint, and will be able to independently create additional classroom projects incorporating PowerPoint into the projects. The comfort level will be measured by a pre and post survey. The teacher will be able to import Word and Excel documents into the Power Point presentations.

Dave Lauter, Stockton School for Adults

My teacher already uses the computer lab allowing his students access to ESL instructional software. However, I’d like to see him use his one-computer classroom at least twice a month. I realize this might be a bit optimistic, but I’m going to try to help him achieve that goal. Perhaps his students could do a simple biography and illustrate their own pages and using their one classroom computer, take turns typing simple sentences using MS Word, i.e. My name is ____________. I live at ___________.

Another teacher would like to take her afternoon class to our instructional lab twice a month for two months and teach them basic computer skills. After that period, she will use the computer lab once a month to enhance her EL Civics or other lessons. She will also experiment with her one-computer classroom environment, letting her students work in groups, with one student from each group designated as the ‘machine operator’ who brings back research and other information gathered from a quick Internet search.


Kathy Martens, Redlands Adult School

• My mentee would be more proficient in using Microsoft Word in order to prepare worksheets for her class and to instruct her students in using Microsoft Word

• My mentee would be able to use the available school software more proficiently and implement it for individuals, pairs or group work

• My mentee would be able to generate computer prepared worksheets and a PowerPoint presentation for the EL Civics additional assessments required at our site

Tina Sander, Santa Cruz Adult School

By May I would like the teachers to do the following: • Actively assist me by answering students’ questions when I teach her

class how to use computers. Create one handout with Microsoft word. • Teach one computer-integrated lesson on her own (I observe and assist

as needed) • Use PowerPoint for one demonstration for her students or to other

teachers • Make a website with pages for her “successful students” • Create handouts on her own; assist me by providing input in the

development of the computer components of her class and by answering students’ questions

Kathleen Slattery, Salinas Adult School

Each teacher in our first peer coaching group will be able to use and teach the use of the digital video camera, iMac and iMovie software well enough to produce one iMovie project with our students by May 2005.

Ana Solomon, Oakland Adult School

The lab teacher works with different ESL teachers and their classes in the lab on a rotation basis. The teacher will work with the classroom teacher to develop skills and activities that support the curriculum. The discussion group will meet on a regular basis and develop a suggested plan, which might be included in our Technology Plan. Two teachers will be using portable keyboards in their classrooms on a regular basis. They will build a binder of lesson plans that evolve from this. The teachers will be using the interactive whiteboards to create and experiment with new ways of presenting instruction.

Francisca Wentworth, Jefferson Adult and Community Education

By May, one teacher will use the Internet or computer to present or reinforce a life-skills lesson.


Mentee Survey Results Number of participants=45

This survey was completed online by the teachers at the sites who were mentored by a TIMAC mentor.

PROGRAM AND PROJECT EVALUATION

1. Please briefly state what your project or goals were in the area of technology.

2. To what degree would you estimate you achieved your project goals? Average

0 Did not meet goals at all

5 Met some

goals

9 Met most of

my goals

21 Met all of

my project goals

7 Exceeded

goals 3.71

3. How much do you think your confidence to use technology in your classroom has increased as a result of this project?

0 Went down

or stayed the same

3 Increased

slightly

9 Increased

19 Increased a great deal

11 Increased a

huge amount

3.90

4. Please rate on a scale of 1 to 10 the degree of technology integration in your classroom.

1=no use of technology 10=daily integration of technology into lessons

1 1 6 0 8 5 2 5 4 10 6.69

5. Would you recommend that other teachers participate as mentees in a similar program?

0 Recommend

against

1 Maybe

0 Probably

recommend

12 Would

recommend

29 Highly

recommend

4.64

(Continued)



FEEDBACK ABOUT YOUR MENTOR

1. How helpful was your mentor in helping you achieve your goals? Average

0 Not helpful

0 1 Somewhat helpful

3 37 Very helpful 4.88

2. Please rate your mentor's knowledge of technical skills.

0 Poor

0 Fair

0 Good

12 Very Good

29 Excellent 4.71

3. Please rate your mentor in helping you solve problems and find solutions.

0 Poor

0 Fair

2 Good

7 Very Good

32 Excellent 4.73

4. Please rate your mentor's listening and interpersonal skills.

0 Poor

0 Fair

1 Good

5 Very Good

35 Excellent 4.83

5. What were the best parts of the mentoring experience for you?

6. What is one area the program or your mentor might improve?

(Continued)



TECHNOLOGY INTEGRATION (Using technology yourself):

Activity Began doing this

Did this more often or better

Create classroom materials in MS Word or another program 4 6

Present lessons using MS PowerPoint (or other presentation software) 11 2

Keep roll, attendance, and/or assignments and grades on computer 4 3

Use an LCD projector for whole class demonstration of software, computer instruction 4 4

Use the Internet to find lesson materials or resources 8 9

Create class or group project assignments or WebQuests to be done online 5 3

Communicate with students via Internet (e-mail, discussion boards, chat) 6 3

Maintain a class web page 6 1

Use an interactive whiteboard (such as SmartBoard) 3 0

Other, describe: � Learned about the possibility of using a projector connected to the single computer in classroom to utilize current info from the internet for lessons. � Created informational and procedural resources for all teachers to aid in their use of technology � Use a PDA regularly, got support staff to use it to access my schedule � Aid students in finding and using individual instruction materials from the Internet. � Used Excel to create a spreadsheet and total data � Textbook DVDs � We don’t have an Internet connection for my class. Besides, I don’t get to use the laptop on a daily basis because it is shared with other teachers; hence, I am not able to check any on this page. � Use Apple computers, iMac; (I use PCs)

3 2

(Continued)



TECHNOLOGY INTEGRATION (Using technology with students):



Use listening software for drill and practice 0 2

Use speaking software for drill and practice 0 0

Use pronunciation software for drill and practice 1 0

Use reading software for drill and practice. Access Web sites for drill and practice, quizzes, etc. 1 1

Do writing activities on portable keyboard 2 0

Do writing activities on computer 10 5

Create a class project on the computer (newsletter, cookbook, etc.) 6 2

Do Internet activities (Google, finding graphics, doing research) 8 4

Participate in project-based learning or WebQuests online 2 0

Make digital movies as part of a class project 1 1

Record digital interviews (using software such as Audacity) 1 0

Communicate via Internet (e-mail, discussion boards, chat) 6 3

Access a class web page 8 2

Create a web page 3 1

Use a digital camera 5 5


Do activities that combine direct instruction and Internet access 4 4

Study via online instruction (Blackboard, NiceNet, WebCT, etc.) 1 1

Other, describe: � Looking forward to using a projector connected to classroom computer ( on order) � We don’t have an Internet connection in our classroom.

0 0


TIMAC Mentor Survey Results Number of participants=14

Survey completed by mentors at the end of the first year.

PROGRAM AND PROJECT EVALUATION

1. Please briefly state what your project or goals were in the area of technology.

2. To what degree would you estimate you achieved your project goals? Average

0 Did not meet goals at all

0 Met some

goals

7 Met most of

my goals

5 Met all of

my project goals

2 Exceeded

goals 3.64

3. How much do you think your confidence to use technology in your classroom has increased as a result of this project?

0 Went down

or stayed the same

0 Increased

slightly

4 Increased

10 Increased a great deal

0 Increased a

huge amount

3.71

4. Please rate on a scale of 1 to 10 the degree of technology integration in your classroom.

1=no use of technology 10=daily integration of technology into lessons

0 0 0 0 0 1 2 2 2 7 8.86

5. Would you recommend that other teachers participate as mentees in a similar program?

0 Recommend

against

0 Maybe

0 Probably

recommend

3 Would

recommend

11 Highly

recommend

4.79

(Continued)


FEEDBACK ABOUT YOUR MENTOR 1. How helpful was your mentor in helping you achieve Average your goals?

3 0 0 6 5 Somewhat 4.14 Not helpful Very helpful helpful

2. Please rate your mentor’s knowledge of technical skills.

4 0 0 1 9 Very 4.57 Poor Fair Good Excellent Good

3. Please rate your mentor in helping you solve problems and find solutions.


4. Please rate your mentor’s listening and interpersonal skills.


5. What were the best parts of the mentoring experience for you? Selected comments: • How she integrated the computer skills with individual interests, skill level and my class content. She was always prepared, but at the same time, flexible to the needs of the students present.

• My mentor's upbeat attitude and patience made it easy to ask questions and receive useful answers.

• The best part was overcoming my fears of creating something on the internet and producing a professional-looking website.

• Gaining experience in an area which I found to be intimidating.

• She made the work fun, she has the ability of keeping people motivated.

• I learned a lot in working with my mentees. You always learn more when you are teaching another person.

• Being able to follow the mentors direction with ease. My mentor was always available to help me when I was lost.



• To see how technology can enhance our current program

• Being able to play with power point knowing that the mentor could always fix the problem if I ran into difficulty.

• I enjoyed all of the learning from experimenting, from making mistakes, and from students' questions and ideas. I could bring my list of problems and questions to my mentor and see how they got resolved.

• The opportunity to discuss these ideas with others, and through that, finding new ways to use technology and new ways to help spread it's use to all teachers. Our mentor did not come at us with answers, but with the right questions and acted as a sounding board to help us develop our ideas.

• It gave me experience and confidence to teach my students how to use the computer.

• Planning together next Fall semester's Friday field trip, where I will be delivering the power point lesson myself, with Ryan as facilitator.

• That someone had absolute faith that I could do something, showed me how to do, helped me with technical difficulties, and acted as a sounding board. My mentor was always available by email or phone; she put priority on this project.

• The best part of the mentoring experience was being taught how to use power point.

• Tina was the perfect mentor for me and my class this year. She was always well-prepared, but flexible. She was willing to modify her well-prepared lessons at any time to fit the students' needs and pace. She was patient, kind and respectful. Tina is very smart, and very humble. The students learned A LOT in 7 sessions.

• I was very happy to be asked to be a mentee. I didn't know ANYTHING about Powerpoint when I started but Diana showed me what I needed to know. She started with very basic instruction, then taught us more as the project continued. As I got into the project I learned more and more and was able to integrate everything I learned into the presentation we finally showed the other teachers at our school. I am confident that I can and will be able to use in my own classroom and am excited about helping other teachers if they show interest in developing Powerpoint presentations of their own.

• Having one contact person to go to that was willing to help in a very non-threatening way My growth in technology skills, both with applications and confidence

• Having time and a purpose to spend time learning and using technolog.

• Working with the mentor one-on-one.


7. What is one area the program or your mentor might improve? Selected comments: • Since this is the first year of teaching this program, I am confident that she will add to the body of her handouts and refine her teacher-made materials. There is nothing that she could have done to improve a first-time course. It was excellent. The only improvement that would have helped would have been to have more teacher's aides. One person can only be in one place at a time!

• I can't think of any areas that need improvement.

• Getting instructors more help and experience. I was not very technologically experienced so this was a very big undertaking. I was very overwhelmed

• I thought it was a great program.

• We had a hard time finding time to meet. Her schedule could have been a little more flexible.

• We need more time to practice what we're learning.

• It would be nice if our worksites were closer. However, the phone worked well when he wasn't by my side.

• I am looking forward to being able to use the LCD projector and laptop in my own classroom for instruction.

• I was very pleased with the process. It might be helpful if there was actually a pre-test (short) that the mentor WATCHED you complete before setting goals. -(Like a driving test)

• One thought is to have the time in the lab be flexible. This would probable be complicated but the time good for one teacher my not work for another teacher. There is also the morning break considerations and people leaving early for work considerations.

• My mentor is highly skilled at multi-tasking, but a paid assistant would be very helpful also in attending to the multitude of individual student questions.

• Possibly do pre and post with a longer period of time in between or extend the time period of the program

• Scheduling more time for this program.

• The mentor should present the group lessons with the understanding that all the mentees have different experience and abilities on the computer. The pace of the lessons need to be adjusted so that all the students can keep up.

• Regular follow-up sessions to answer minor questions.

(Continued)



TECHNOLOGY INTEGRATION (Using technology yourself):



Create classroom materials in MS Word or another program 0 2

Present lessons using MS PowerPoint (or other presentation software) 1 1

Keep roll, attendance, and/or assignments and grades on computer 1 0

Use an LCD projector for whole class demonstration of software, computer instruction 0 3

Use the Internet to find lesson materials or resources 0 5

Create class or group project assignments or WebQuests to be done online 1 0

Communicate with students via Internet (e-mail, discussion boards, chat) 1 2

Maintain a class web page 3 1


Teach online using Blackboard, NiceNet, WebCT, or other course management software 1 0

Make digital movies to use in instruction 4 2

Create digital interviews (using software such as Audacity) 1 0

Other, describe: � Created video presentation using Studio 9 � Began practicing what other TIMAC participants do in instruction. (Displaying student work, use of software etc.)

1 0

(Continued)



TECHNOLOGY INTEGRATION (Using technology with students):



Use listening software for drill and practice 0 1

Use speaking software for drill and practice 0 1

Use pronunciation software for drill and practice 0 1

Use reading software for drill and practice. Access Web sites for drill and practice, quizzes, etc. 0 2

Do writing activities on portable keyboard 1 0

Do writing activities on computer 1 2

Create a class project on the computer (newsletter, cookbook, etc.) 1 3

Do Internet activities (Google, finding graphics, doing research) 1 4

Participate in project-based learning or WebQuests online 1 0

Make digital movies as part of a class project 3 1

Record digital interviews (using software such as Audacity) 1 0

Communicate via Internet (e-mail, discussion boards, chat) 2 2

Access a class web page 2 1

Create a web page 2 1

Use a digital camera 1 2


Do activities that combine direct instruction and Internet access 0 4

Study via online instruction (Blackboard, NiceNet, WebCT, etc.) 2 0

Other, describe: 0 0


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