Determining the roles of mentors in the teachers’ use of technology: Implementation of systems-based mentoring model

Abstract

The aim of this case study is to evaluate the effect of mentors on teachers’ technology integration process into their classrooms. In integration process, interactions between the mentors and the teachers are implemented in terms of Systems-Based Mentoring Model (SBMM). Mentors’ leadership roles were determined and changes in teachers’ technology integration indicators were analyzed. Observations, dairies and the Indicators of Technology Integration Scale (ITIS) were used for collecting data. The results indicated that the roles of mentors in the integration process are providing technological support, presenting teaching materials and guiding for the achievement of those materials, encouraging teachers for the use of technology in their lessons, increasing the technological literacy and guiding for using technology in the teaching program. Moreover, it was determined that following the steps in the SBMM positively affected to the indicators about teachers’ technology integration. The results shed a light that, dealing with mentorship within a framework of a systematic structure in technology integration process among the teachers may contribute the integration process via facilitating the roles of the teachers.