AIM: To develop an effective model of sustainable professional in-service training for teachers based on the evaluation of a current pilot that uses a mentor structure created through faculty representation. Learning Technology Mentor research project at Glenunga International High School

Project Background Glenunga International High School designated as a DECD Learning Technology Focus School ( ) - in partnership with UniSA and Flinders University “How can learning technologies enrich teaching and learning?” (report published June 2011 : “…educators require professional development to increase their technological pedagogical content knowledge (TPACK)” ) Strategies Learning Technology Expectations published for all staff Student surveys “what makes a good lesson?” – prefect feedback to staff LT3 (Learning Technology Training Time) – late start for students every Wednesday. > Teachers undertake in-service training in the use of technology and pedagogy. LT3 Examples Moodle to support curriculum delivery across whole school Smartboards (42) to enhance interactivity of learning eResources and interactive subscriptions (yTeach) to replace hard copy texts Daymap for administrative procedures and family communications

Mentoring as an effective training structure Issue To devise a sustainable model of on-going in-service professional training with an emphasis on Learning Technologies so that teachers are equipped to deliver rich and engaging learning programs in the 21 st century Pilot All Learning Areas nominated Mentors in MOODLE, Smartboard and Daymap. Mentors were provided with training and support so that they could develop LT skills and understandings within their Learning Area teams under guidance of Learning Area Leaders. Research Using an Ethno-graphic Qualitative Research model, selected groups of Mentors, Mentees and Leaders were targeted for interviews to test effectiveness of current Mentor model and make recommendations for improvements.

Current Situation Project manager (Innovative Learning Technologies coordinator) prepared interview questions under guidance of UniSA mentor (Michele Simons). Research Assistant (Carmel Taddeo) engaged to assist by conducting interviews, interpreting data and extracting common codes and themes. 9 mentor pilot participants identified for interview 3 x Learning Area Mentors 3 x Mentees (teachers) 3 x Learning Area Leaders Data Analysis thematic analysis as outlined by Braun & Clarke (2006) Identifying themes involves analysis at the broader level, looking for connections and relationships between the individual codes. What next? Final report – evaluate effectiveness of current professional training model. Continue LT3 with a customised Mentor structure based on evaluation. Recommendations – improved training model that could be adapted into other school focus areas such as How Language Works and higher Order Thinking Skills.