Cooperating teachers and college supervisors have joint responsibility for mentoring student teachers. Field experiences should include a continuous system for in-person and electronic communications among the participants, and cooperating teachers should be trained in mentoring skills. (SK)

The effects of electronic communication (e-mail and listserv) among triads of student teachers, college supervisors, and cooperating teachers were determined by equipping 21 volunteers with portable computers and modems and collecting data on self-assessments, printouts of project-related e-mail, printouts of listserv responses, and within- and…

What can we realistically expect teacher educators to do with technology, given the contexts in which they find themselves, the skills that they bring to their contexts, and the changes that they would need to make? We attempt to answer this question through three self-studies as we integrated technology into methods courses and student teaching…

This pilot project examined the use of e-mail to increase the frequency and substance of communication among triads of student teachers, college supervisors, and cooperating teachers. Three of five triads participated actively to engage in frequent dialogs, reflect on teaching, and discuss educational issues. Self-assessments revealed increased…

This article describes the implementation of a state-funded grant, the challenges that emerged, and the lessons learned. This yearlong grant, Technology[superscript 3], provided the resources for university faculty, teacher candidates, and cooperating teachers to integrate technology. Findings from the grant did not indicate significant changes in…