The faculty technology mentoring model is typified by a lack of hierarchy in which leadership is from within rather than from above. Instead of a top down, one-way approach, a shared sense of common goal, opportunity, motivation and reward between the mentor and the mentee is the prevailing mentoring paradigm among the mentoring case sorties.
Because of the lack of hierarchy, student mentors feel
comfortable approaching faculty members with comments and work closely
with faculty to solve problems, share knowledge and gain expertise. Mentors
and mentees are usually able to form both professional and a personal
relationship.
In the faculty technology mentoring program, unlike the traditional models in which mentors usually have absolute authority, focus more on collaborative efforts.
Dialogue of Pedagogical Philosophy
Dr. M: The application in the classes that I teach, Sara, varies, and I think that I have, I personally have to be very careful that the technology doesn't consume what happens. I don't want students to think this is a tech course. I want them to feel comfortable that technology is the tool for them to learn and to see examples, and if that happens enough successfully, than I know they will be more inclined to use it themselves, it being the technology, whatever they are using. S: I was going
to say one thing that really impressed me this semester is your
focus on the student and using technology as a tool rather than
as a main focus, and I do think that is a really, um, advanced philosophy,
and I do think that you are above many, um, that are using technology
because you do have that view 'cuz I think a lot of educators, especially
in higher education are still seeing it as I have to use it, and
they don't know why, they don't know how¡K |
From Sara Rinkleff's Case Story Fall 2001
