Some educators have suggested that the computer has the greatest potential of any twentieth century educational tool (Berry, 1994). However, we are still unsure which educational purposes computers are best suited for and what types of students will benefit most from this form of instructional technology (Berz & Bowman, 1994). This presentation describes an attempt to utilize technology meaningfully through the use of electronic mentoring.

The use of computer telecommunications in music education is obviously a contemporary development. The 1994 book "Applications of Research in Music Technology" had only two paragraphs devoted to telecommunications; this information deals primarily with the use of electronic bulletin boards (Berz & Bowman, 1994). The use of computer telecommunications for electronic mentoring has only recently become the subject of some interest. Several researchers have indicated success in the use of electronic mentoring: it has been utilized to pair at-risk adolescents with preservice teachers (Lesesne, 1997), to connect girls and women in computer science (Walker & Rodger, 1996), and to link library and information science researchers (Gregory, 1992). Beacham & Kester (1994) discuss an initiative to help university and public school personnel become familiar with the Internet through electronic mentoring and electronic peer coaching. Likewise, Keston, Sharpe, Fullerton & Philips (1998) have investigated the pairing of teaching practitioners with individual preservice teachers. However, no current effort has been made to electronically link practicing teachers with students in university coursework.

Many subtle and not-so-subtle benefits have been discovered. When students hear a similar message coming from practitioners and faculty, they are more prone to believe the concern/response to be universal. Instead of one primary source of information (the instructor), students are exposed to numerous and varied views on important issues. Frequently, opposing views are presented and discussed due to the diversity of the mentors. Students come to realize that many issues in music education have more than one answer based on geographic location, experiences, methodologies and philosophy. As well, students learn that teachers in each geographic location have unique benefits and concerns. Students also feel they are receiving more than textbook answers to important questions. In addition, students currently teaching school and enrolled in this graduate course are able to share lesson ideas with their mentors. Several professional friendships have been fostered due to this introductory endeavor.

Benefits are not limited to the students; both the electronic mentors and the instructor have profited by the experience. Mentors comment that they enjoy the opportunity to think about and discuss important professional questions; their typical work schedules seldom allowed for this type of reflection/discussion. Practitioners have also said they appreciate the opportunity to share ideas and support with others in the field. As well, the instructor is made aware of current issues and concerns faced by the practitioners.

As with any initiative, many challenges were–and continue to be–faced. Students sometimes take too long to present new questions to their teams. Consequently, some topics are now presented several weeks before the live discussion. Because practitioners are sometimes too busy to reply during any given week, students are teamed up with three or more mentors rather than the original one or two. Likewise, students sometimes forget to relate the group discussion back to their teams; instead, they frequently move on to the next topic. Several mentors have expressed interest in how others address the topics and questions. This has lead to the introduction of the listserv where mentors comments and class discussion are synthesized, submitted, and distributed weekly. The course, offered for the third time in the fall of 1999, continues to evolve based on the feedback of mentors and students.

The experience has served to create a richer learning environment than would have been available in a traditional course. The various strategies and methods allow for a rich mix of topics and opinions at each class meeting. Obviously, the future direction of educational technology is uncharted. However, it is obvious that this type of resource will become a valuable pedagogical tool and will help us link our most valuable educational technology: our human resources.