Coaching for technology integration: A strategy in staff development
Susan E. Holliday, La Sierra University, United States
La Sierra University . Awarded
Purpose. The purpose of this study was to determine if the service of technology integration coaches increased teacher use of technology in the classroom and if so, to what extent did the coach play in that increase. An additional purpose was to identify how specific variables may have influenced the coaching process. Specific variables examined included site administration, grant facilitators, coach, participant teachers, technical support, district policies, and participation options. Examining the relationship between the coaching outcomes and these variables enabled the researcher to identify specific indicators within the coaching program that lead to increased teacher technology integration. Sixty-eight grant participating teachers identified their instructional technology use as related to coaching as well as rated those variables that impacted that coaching process.
Methodology. The EETT grant program was designed to provide site-based technology integration to classroom teachers in which the coach facilitated the teacher's integration of technology into classroom instruction. The EETT grant facilitators provided a comprehensive technology training program which was to be followed-up with site-based coaching support.
The study's sample population of eleven coaches and fifty-seven participating teachers were all classroom teachers at the middle school level. The six participating middle schools are located in the south-eastern section of Riverside County in the state of California.
Seven variables within this study were measured to determine their level of significance on coaching program. The variables included: site administration, grant facilitators, coach, participating teacher, technical support, district policies and participation options.
Findings. The results of this study reported that there is a significant difference in teacher use of technology as a result of receiving coaching support. Additionally, the variables of site administration and grant facilitator significantly impacted the success of the coach, while the coach significantly impacted the difference in teacher use of technology as result of coaching.
Conclusions. The results suggest that if coaches receive both site administrative and grant facilitator support, they will positively impact the teacher use of technology. Furthermore, if teachers receive site based coaching support, they are more likely to increase their use of technology than if they were to rely on just administrative support.
Holliday, S.E. Coaching for technology integration: A strategy in staff development. Ph.D. thesis, La Sierra University.
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