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Abstract
The purpose of this study is to examine the experiences of teachers participating in the Technology Mentorship Program, a program designed to empower lead teachers to share their knowledge and expertise in integrating technology in the curriculum. Subjects in this study were participants in a Technology Mentorship Program offered by a large urban school division. Through examination of the experiences of the technology mentors, the school division will be able to define the role of the technology mentor specifically in the areas of planning, implementing and supporting staff development.
This case study research employed three data collection techniques: (1) Questionnaires that were completed by participants in the program, (2) Semi-structured interviews at three school sites, and (3) Journal reflections with documentation of the program and observations.
The data analysis helped develop a clearer identification of the characteristics and role of the technology mentor. It is believed that with a better understanding of the technology mentor's role, the school division will be able to plan a more effective Technology Mentorship Program.
