Technology and Sustaining the Urban Educator
AbstractAs school districts, especially those in diverse settings, face the challenge of retaining beginning teachers while improving instruction in inclusive classrooms, induction programs have become an integral ingredient in these efforts. Effective induction programs have been shown to include mentoring, observation, and feedback, all of which can now be enhanced by utilizing evolving and innovative technologies such as Facetime or Skype. As a result of this technology boom, beginning teachers now have enhanced access to supervising teachers, mentors or other beginning teachers virtually at their fingertips. This article discusses impact of using the Virtual Coaching Model as an induction support system, that uses Bluetooth technology, and Facetime with beginning teachers in urban classrooms.
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