Abstract
This article discusses the experience of two graduate students who mentored faculty over a six-month period about technology and its integration into instruction. The students participated in a one-on-one mentoring project. This article also reports the underlying philosophy, instructional techniques, and reflections on the project. From the project, the authors found that, though faculty are provided with technology, they have limited training opportunities and skills to use the technology provided. Faculty use of technology is motivated more by need for the technology than access. Further, faculty members prefer individualized technical support and training and would welcome any training opportunity.
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