The purpose of this study was to determine how continuous on-line communication could help meet the needs of beginning teachers, foster reflection of both the mentor and the protégé, and serve as a medium for open dialogue. Two problems that this study directly addressed were (a) current mentoring programs not offering support which is systematic and ongoing; (b) the lack of training provided for mentor teachers. The significant findings from this study can be grouped into three categories: (a) how on-line communication influenced discussions, (b) how on-line communication influenced group cohesion, and (c) how on-line communication paralleled and differed from traditional mentoring parameters.

The purpose of this study was to investigate the effect of the use of a video camera and video printer compared to a 35-mm camera on learning by student teachers of the documentation panel-making and revisiting processes as methods of enhancing student teachers' teaching skills, and to determine which medium better assisted pre-service teachers in expanding their understanding of the role of the teacher. This study consisted of two major parts: The first studied documentation panel-making processes, and the second part studied revisiting processes. Eight hypotheses were raised in this study. It is assumed that the quality of documentation panel and revisiting would be constrained or enhanced by the medium of documentation. The participants were 12 undergraduate education majors who were in the process of completing the final preschool practicum. The participants were equally divided in two groups, the video and video printer users, and the videotaped episode and 35-mm camera users. Six student teachers used a 35-mm camera and videotaped episodes and the other six teachers used a video camera and video printer to create documentation panels and to revisit. Student teachers created two documentation panels and had two revisiting experiences. The data for this study were derived from 24 documentation panels, 24 interview tapes, and 24 revisiting tapes. Two-way analysis of variance showed that there were no statistically significant differences found in all seven dependent variables by treatment and practice conditions and their interactions. This might be because of the small number of subjects studied. As regards revisiting, the video printer group showed higher scores for both revisiting I and revisiting II than the 35-mm camera group on the quality of revisiting skills and the degree of temporality on revisiting. The results of analysis of interview responses showed that the unique aspects of each technology affected student teachers' learning in different ways in the documentation panel-making and revisiting processes. The groups using a video camera and video printer displayed a process orientation of children's learning compared to the use of a 35-mm camera and videotaped episode group. Also, the video printer group demonstrated better revisiting skills than the 35-mm camera group when they used their photographs to facilitate children's construction of knowledge and interpretation of learning processes. Overall, the video printer group demonstrated a better quality of panels and revisiting skills than the 35-mm camera group.

This qualitative study evaluates design and delivery of technology-integration professional-development programming delivered through a hybrid distance-delivery model involving telecasts, online, and on-site instruction. The study analyzes perceptions of learning shared by ten veteran urban high school teachers who completed a graduate course delivered through the model. Research questions ask if teachers found gains achieved were commensurate with learning challenges, what factors of school and district affected the value of staff-development, whether perceptions changed over time, and what learning profiles were a best fit for the model. The study also examines the larger contexts of a Professional Development School technology-infusion initiative and a district-level technology-training program. Research methods include content analysis applied to data collected longitudinally through written program evaluations and interviews conducted over a four-year period. Analyses of email messaging and other electronic communications provide further triangulation of data. The study provides cross-case and case study treatments, the latter providing small-scale maximum variation sampling of learning profiles. The study reports teachers entered the program preferring informal, on-site workshop instruction to all other technology-training options, and that this preference proved durable. Teachers dismissed graduate coursework and district-level training, citing issues of trust and expressing themes regarding respect and lack of respect, and the value of local knowledge. Teachers differentially perceived the pace of the course and relationships with instructional staff, according to their self-assessed computing skill levels. Teachers' perceived video-based instruction as valuable but felt synchronous video was not valuable, and found web-based learning challenging and frustrating but believed educational resources on the web are bountiful. Overall, cohort members expressed satisfaction with the course, attributing their satisfaction primarily to participation in project work. Findings suggest characteristics of a design process for customizing instruction to needs of individuals and cohorts. The literature review addresses constructivist and adult learning theory and principles of instructional design. The researcher examines the role of the Professional Development School and the school district in technology training and addresses Cynthia Selfe's concerns regarding the digital divide and the “technology-literacy link,” advocating continued research on teachers' perceptions of technology-integration staff-development and positing new roles for teachers in program design.

Although media production is considered to be a time consuming, difficult, and expensive process, educators need to integrate media production into their curriculum in order to prepare new generations for a media-rich culture. Rather than just being technical or peripheral, media production must be simple and central to the learning process. This research promotes media literacy skills/goals through analog and digital production techniques. This study describes and analyzes the varied reactions and educational experiences of analog and digital video production groups. This dissertation was based on research conducted in Hingham and Sharon, Massachusetts and Verona, Wisconsin from the spring of 2001 through the summer of 2001. The study investigated the educational experiences of three groups of forty-eight students who were completing their technology in education master programs. The study examined how participants were affected by different media production activities. This qualitative research focused on the importance of learning new media literacy skills through simple production techniques on a video camera versus digital editing on computer. The participants in three different groups were asked to produce the same technique, transition, or special effect. Their responses to the media survey, questionnaires, media productions, interviews, as well as their midterm and final projects were compared and evaluated. The study described in this dissertation explored three key topics in order to understand the educational experiences of participants: the wide range of meanings participants associate with media education; the impact of video production activities on participants' understanding of media; and the ways in which they integrated media production in their midterm and final projects.* *This dissertation is multimedia (contains text and other applications not available in printed format). The CD requires the following applications: Windows 95 or higher; Microsoft Office; QuickTime; MediaPlayer or RealPlayer.