Mentoring is a very dynamic and interactive experience. It is also a great way to promote collaboration among mentors and mentees to integrate technology in courses. Most case studies in the faculty technology mentoring program emphasize open dialogue for both mentor and mentee to express their feelings, knowledge, and expectations.
In most cases, mentors and mentees started with needs assessment
or wrote up a set of goals. The faculty mentees presented their needs
and desire to learn and then worked along with the student mentors to
achieve their objectives. A mutual respect and trust developed during
the mentoring process as the mentor and mentee worked collaboratively
to integrate technology into curricula. This kind of partnership often
resulted in collaborative projects.
| S:
So we are going to insert one of the disks¡K Dr. M: Let's do the second grade one first. S: OK Dr. M: And that screen will always be the same S: Right. So you are always going to have to save it first¡Kand scroll through to see if we have 24¡K S: So what we should have done is when we had taken 'em¡Klooked through all the pictures on the digital camera to make sure we had what we wanted Dr. M: So, if I wanted to delete some, I could and then add another one and then¡K |
From Sara Rinkleff's Case Story Fall 2001
