Pre-service teachers' peer mentoring experience and its influence on technology proficiency

This mixed methods study investigated the influence of peer mentoring on pre-service teachers' proficiency with technology use after completion of an educational technology course. To measure proficiency with technology, a convenience sample of 83 pre-service teachers completed the self reported Technology Proficiency Self-Assessment for 21st Century Learning Instrument. Semi-structured interviews were conducted with 24 of the participants to gain perceptions of the peer mentoring experience and its influence on technology proficiency. Results indicated a statistically significant mean difference in pre-service teachers' proficiency with technology use prior to and following a peer mentoring experience. Additionally, support, motivation, and pairing were major categories that emerged from responses concerning the peer mentoring experience.