Using IPOD TOUCH to Connect Experienced and Novice Mathematics Teachers
Abstract: This study aims to explore the effects of using iPod Touch with Face Time devices to develop effective mentoring strategies on mathematics teachers in a virtual mentoring project. Data from a pilot study yielded a two-year grant that focuses on virtual mentoring beginning mathematics teachers. First year teachers in two different school districts were provided classroom teacher mentors and professional development that focused on common challenges of teaching in the first year. Teachers are using iPod Touch devices and other technologies to share feedback, video teaching demonstrations, and instructional resources. Preliminary data was collected on participants’ perception of effective mentoring, sense of Mathematics Teaching Efficacy and perception of use of technology to teach mathematics.