Carmen L. Gonzales

Reciprocal mentoring in technology use: reflecting with a literacy educator

Abstract As the 21st century approaches, emphasis on technology has increased. Recent trends show “a new insistence that teachers must become technologically literate” (Ely et al, 1996, p. 33), but unfortunately, colleges of education are not adequately preparing teachers to use technology in the classroom (Office of Technology Assessment, 1995). This is due in part to the fact that faculty are often unable to model its use (Wetzel, 1993; Staman, 1990). New Mexico State University has implemented a pilot program using graduate students in technology to mentor faculty on how to integrate technology into their courses. Whereas mentoring usually features a more experienced person guiding a less experienced one, this program sought a more reciprocal process in which there were dynamic exchanges between team members. Most faculty successfully completed the program. This article highlights one faculty member and how, through the reciprocal process, she has implemented desired changes in her teaching.

Regional Educational Technology Assistance Initiative—Phase II

AbstractThe Regional Educational Technology Assistance (RETA) Initiative began as a way to establish a network of educators throughout New Mexico to assist school districts with technology planning and implementation. The RETA program emphasized statewide professional-development peer workshops that focused on curriculum integration rather than technological mechanics and mastery of software. The RETA Initiative met and, in many cases, exceeded expectations. Teacher participants reported increased use of e-mail, a shift from teaching about computers to using computers as an integral part of learning, more collaboration with peers, adaptation of workshop models for use in their own classrooms, and sharing of the workshop ideas. Pre- and postinitiative surveys were conducted, and a set of open-ended questions were used for supportive qualitative data.