"A Mentoring Network for Increasing Technology-based

Mathematics Instruction"


Jon L. Johnson, Project Director

Elmhurst College Elmhurst, IL 60126

The project developed and utilized six mentor teachers at three "hub" high schools to assist a total of 84 faculty at nine participating high schools in the application of technology to the mathematics classroom through the use of an ongoing mentor program. Each pair of mentor teachers worked with faculty at three participant schools for two academic years and at summer workshops in 1994, 1995, and 1996. The focus of the project was twofold: 1) increasing technology and technological skills by connecting them to the NCTM Standards, local textbooks, and specific district curricula, and 2) developing leaders in the use of technology at the participant schools. While growth in the use of technology was the emphasis during the first years, growth in leadership at the participant schools was the highlight of the project the final year. The growth can be attributed to the individual-mentor relationships, the leadership in the departments, and, probably most importantly, the desire of the individual teachers themselves. The important project outcomes were: 1) increased teacher confidence levels (especially with technology); 2) increased use of technology; 3) increased collegiality and collaboration in interdisciplinary areas, use of graphing tools, geometry, and algebra activities; 4) increased student usage of technology; and 5) increased leadership/presentations at the state and local workshop and meeting levels. Project characteristics which helped make the project successful included collaboration and collegiality, risk-taking and experimentation, incorporation of current knowledge bases, time to work on staff development and assimilate new learning, and integration of individual teacher goals with department and school goals.

Participating High Schools: Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation.

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