Abstract:
The purpose of this action research was to examine the impact of a one-on-one mentor
program and collaboration time on teacher's instructional practices and perceptions
regarding integrating technology into classroom instruction. Fifteen educators, who had
received the approved Georgia Technology Required (GTR) training previously,
participated in the action research project. The participants received collaboration time
for planning technology integrated lessons and one-on-one classroom support when
implementing the technology integrated lessons.
Information for this qualitative study was gathered from observations, lesson plans, pre
and post surveys, technology use logs, and post intervention interviews. Analysis of
information gathered determined that participants use of technology increased,
confidence level in using technology increased, perceived proficiency in using
technology increased, technical assistance decreased, and the level of student projects
became more complex. Furthermore, teachers' expressed a desire for more collaboration
time in the future to plan for technology integrated lessons as well as partnering
opportunities when being provided technology training.