{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/30979"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/30979","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Challenges of communication and participation in supporting new teachers using technology across six rural counties","abstract":"Beginning teacher induction improves a novice teacher’s practice at an accelerated rate, resulting in a positive impact on student achievement (Ingersoll & Strong, 2011). While mentoring is still the most common component of induction, an increasing pool of evidence indicates a need for a network of others to learn with and to learn from (e.g. Smith & Ingersoll, 2004; Wechsler, Caspary, Humphrey, & Matsko, 2010). Internet-based communications provide a promise of an extended network of professionals, novice and expert, without the worries of distance and time. However, initiatives to develop and implement internet-based initiatives for beginning teachers often find that the reality of implementation does not match the envisioned potential (Clift, Hebert, Cheng, Moore, & Clouse, 2010). This case study contributed to an understanding of the complex organizational and facilitation issues associated with efforts to integrate technology into a rural induction program that served a six county region. The study sought results that would help reduce a number of gaps in the current research-base. It contributed to a need for increased understanding of induction programs coordinated by educational service agencies that serve new teachers in small, rural schools. In addition, this program’s integration of technology moved beyond the asynchronous, text-based initiatives present in the teacher induction literature to include synchronous audio and video tools. As the year of study progressed, this induction program experienced a rapid decline in participation, and plans to implement distance mentoring proved to be more challenging than expected. Even so, important lessons were learned about efforts to facilitate technology integration and the coordination of projects that cross multiple district boundaries","abstract_html":"Beginning teacher induction improves a novice teacher’s practice at an accelerated rate, resulting in a positive impact on student achievement (Ingersoll & Strong, 2011). While mentoring is still the most common component of induction, an increasing pool of evidence indicates a need for a network of others to learn with and to learn from (e.g. Smith & Ingersoll, 2004; Wechsler, Caspary, Humphrey, & Matsko, 2010). Internet-based communications provide a promise of an extended network of professionals, novice and expert, without the worries of distance and time. However, initiatives to develop and implement internet-based initiatives for beginning teachers often find that the reality of implementation does not match the envisioned potential (Clift, Hebert, Cheng, Moore, & Clouse, 2010). This case study contributed to an understanding of the complex organizational and facilitation issues associated with efforts to integrate technology into a rural induction program that served a six county region. The study sought results that would help reduce a number of gaps in the current research-base. It contributed to a need for increased understanding of induction programs coordinated by educational service agencies that serve new teachers in small, rural schools. In addition, this program’s integration of technology moved beyond the asynchronous, text-based initiatives present in the teacher induction literature to include synchronous audio and video tools. As the year of study progressed, this induction program experienced a rapid decline in participation, and plans to implement distance mentoring proved to be more challenging than expected. Even so, important lessons were learned about efforts to facilitate technology integration and the coordination of projects that cross multiple district boundaries","abstract_has_math":false,"creators":["Hebert, Lara"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Clift, Renée T.","Johnston-Parsons, Marilyn A.","Bruce, Bertram C.","Stake, Robert E.","Pianfetti, Evangeline"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-05-22T00:19:37Z","date_published":"2012-05-22T00:19:37Z","updated_at":"2026-07-22T22:25:29Z","subjects":["Educational Service Agency","Beginning Teacher","Induction","Technology Integration","Systems Change","Social Capital","Professional Development","Rural","Synchronous Technology"],"languages":["en"],"rights":["Copyright 2012 Lara Hebert"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/30979","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Clift, Renée T.","Johnston-Parsons, Marilyn A.","Bruce, Bertram C.","Stake, Robert E.","Pianfetti, Evangeline"]},{"key":"dc:creator","label":"Author","values":["Hebert, Lara"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2012-05-22T00:19:37Z","2012-05"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Service Agency","Beginning Teacher","Induction","Technology Integration","Systems Change","Social Capital","Professional Development","Rural","Synchronous Technology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2012 Lara Hebert"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/30979"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Beginning teacher induction improves a novice teacher’s practice at an accelerated rate, resulting in a positive impact on student achievement (Ingersoll & Strong, 2011). While mentoring is still the most common component of induction, an increasing pool of evidence indicates a need for a network of others to learn with and to learn from (e.g. Smith & Ingersoll, 2004; Wechsler, Caspary, Humphrey, & Matsko, 2010). Internet-based communications provide a promise of an extended network of professionals, novice and expert, without the worries of distance and time. However, initiatives to develop and implement internet-based initiatives for beginning teachers often find that the reality of implementation does not match the envisioned potential (Clift, Hebert, Cheng, Moore, & Clouse, 2010). This case study contributed to an understanding of the complex organizational and facilitation issues associated with efforts to integrate technology into a rural induction program that served a six county region. The study sought results that would help reduce a number of gaps in the current research-base. It contributed to a need for increased understanding of induction programs coordinated by educational service agencies that serve new teachers in small, rural schools. In addition, this program’s integration of technology moved beyond the asynchronous, text-based initiatives present in the teacher induction literature to include synchronous audio and video tools. As the year of study progressed, this induction program experienced a rapid decline in participation, and plans to implement distance mentoring proved to be more challenging than expected. Even so, important lessons were learned about efforts to facilitate technology integration and the coordination of projects that cross multiple district boundaries","Item withdrawn by Rebecca Bryant (rabryant@illinois.edu) on 2012-04-17T13:18:11Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 1 Hebert_Lara.pdf: 4755056 bytes, checksum: 181a2f9ee6c8e9abe59ef657c755195a (MD5)","Made available in DSpace on 2012-05-22T00:19:37Z (GMT). No. of bitstreams: 2 Hebert_Lara.pdf: 4755056 bytes, checksum: 181a2f9ee6c8e9abe59ef657c755195a (MD5) license.txt: 4061 bytes, checksum: 3aa7a2f3c5d3d05dd54bc213c339e8f6 (MD5)"]},{"key":"dc:title","label":"Title","values":["Challenges of communication and participation in supporting new teachers using technology across six rural counties"]}]}],"canonical_facts":{"dc:contributor":["Clift, Renée T.","Johnston-Parsons, Marilyn A.","Bruce, Bertram C.","Stake, Robert E.","Pianfetti, Evangeline"],"dc:creator":["Hebert, Lara"],"dc:date":["2012-05-22T00:19:37Z","2012-05"],"dc:description":["Beginning teacher induction improves a novice teacher’s practice at an accelerated rate, resulting in a positive impact on student achievement (Ingersoll & Strong, 2011). While mentoring is still the most common component of induction, an increasing pool of evidence indicates a need for a network of others to learn with and to learn from (e.g. Smith & Ingersoll, 2004; Wechsler, Caspary, Humphrey, & Matsko, 2010). Internet-based communications provide a promise of an extended network of professionals, novice and expert, without the worries of distance and time. However, initiatives to develop and implement internet-based initiatives for beginning teachers often find that the reality of implementation does not match the envisioned potential (Clift, Hebert, Cheng, Moore, & Clouse, 2010). This case study contributed to an understanding of the complex organizational and facilitation issues associated with efforts to integrate technology into a rural induction program that served a six county region. The study sought results that would help reduce a number of gaps in the current research-base. It contributed to a need for increased understanding of induction programs coordinated by educational service agencies that serve new teachers in small, rural schools. In addition, this program’s integration of technology moved beyond the asynchronous, text-based initiatives present in the teacher induction literature to include synchronous audio and video tools. As the year of study progressed, this induction program experienced a rapid decline in participation, and plans to implement distance mentoring proved to be more challenging than expected. Even so, important lessons were learned about efforts to facilitate technology integration and the coordination of projects that cross multiple district boundaries","Item withdrawn by Rebecca Bryant (rabryant@illinois.edu) on 2012-04-17T13:18:11Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 1 Hebert_Lara.pdf: 4755056 bytes, checksum: 181a2f9ee6c8e9abe59ef657c755195a (MD5)","Made available in DSpace on 2012-05-22T00:19:37Z (GMT). No. of bitstreams: 2 Hebert_Lara.pdf: 4755056 bytes, checksum: 181a2f9ee6c8e9abe59ef657c755195a (MD5) license.txt: 4061 bytes, checksum: 3aa7a2f3c5d3d05dd54bc213c339e8f6 (MD5)"],"dc:identifier":["http://hdl.handle.net/2142/30979"],"dc:language":["en"],"dc:rights":["Copyright 2012 Lara Hebert"],"dc:subject":["Educational Service Agency","Beginning Teacher","Induction","Technology Integration","Systems Change","Social Capital","Professional Development","Rural","Synchronous Technology"],"dc:title":["Challenges of communication and participation in supporting new teachers using technology across six rural counties"],"dc:type":["text"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:29Z"}