Source: Journal of Digital Learning in Teacher Education, Volume 32, Issue 3, 2016, p. 95-104
This study investigated the impact of a university-wide faculty technology mentoring (FTM) program on participating graduate students' professional development.
As part of the program, 12 graduate students mentored 12 faculty members on the application of educational technologies in their classrooms. Graduate students completed a survey at the end of the mentoring program to measure its benefits.
The results reveal both how graduate students are rewarded by participating in such activities and valuable mentoring methods to develop graduate students' technical, academic, pedagogical, and professional skills.