Through the Looking Glass: On the Other Side of "Un"conclusive Reflections

• In Event: 46.086 - Roundtable Session 16
  In Roundtable Session: 46.086-1 - Reflection in Teaching and Learning: Stimuli, Content, Processes, and Outcomes

Abstract

This qualitative study explored the practices of a Technology Instructional Specialist (TIS) from the reflective vantage point of the specialist herself and multiple data sets collected from classroom teachers she mentored. The study examined the actions and impact of the TIS in assisting individual teachers with technology implementation through a reflective, circular process (i.e. action, reflection, modification, additional action). Data sources were comprised of: 1) survey on teachers’ comfort levels for technology integration; 2) teacher interviews; 3) self and teacher reflective assessment of the TIS’s mentoring; and 4) reflective journal notes. Findings suggest that reflections on and development of differentiated technology mentoring processes and actions conducted within participating teachers’ classrooms impacted their awareness of technology uses and pedagogical application.

Authors

• Denise M. McDonald, University of Houston - Clear Lake

• Stephanie Hatten, Humble Independent School District