Preservice teachers, as supported by their college faculty and mentoring teachers, provide the key of an effective, Internet support model. Within that model, preservice teachers use a portion of their 500-700 hours of field work to:
- document the instructional strategies, activities, materials and evaluation protocols that their mentoring teachers have found to be effective;
- identify information and instructional materials that their mentors would like to add to their instructional programming, then search for pertinent resources on the Internet;
- share with their mentoring teachers the Internet knowledge and skills that they have gained through their course work and computer labs (Note:this could be done either in the teacher's classroom or home, i.e., wherever there was the most time and best equipment);
- collaboratively design, develop, implement and monitor Internet enriched instructional activities for K-12 students; and
- develop Internet resources, i.e., Web sites, that share the preceding information with the world.
The success of the preservice teachers work is dependent upon both the cooperation and support of their mentoring teachers and college faculty. As such, mentoring teachers would be asked to:
- share the instructional strategies they have found to work;
- identify what they would like to know and be able to use in their classrooms;
- explore Net technologies and resources;
- try out Net-based activities with their students; and
- share what they know and learn with their collegues throughout the world via te preservice teachers' Web work.
Finally, college faculty would be asked to:
- incorporate Internet use and resources into the course work taken by preservice teachers;
- facilitate the Net-based activities of mentoring and preservice teachers through interventions with school administrators and access to technology support personnel; and
- conduct research concerning the use nad impact to Net based activities upon the instructional designs of mentoring teachers, the educational performance of their students and the professional development of preservice teachers
While such a model may sound idealistic, it is in fact currently being used by one U.S. deaf education teacher preparation program and accepted by nine others.