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Literature Review

The Impact of Effective Technology Coaching

In our district, elementary campuses have dedicated content coaches, yet the technology integrationists have duties all over the map. Some are able to attend planning sessions and offer input, model lessons, and provide feedback. Many others are stationary in a computer lab and have no connection with teachers beyond the drop off and pick up of their classes. I plan to look into the discrepancy and prove the value of such a role. I will be conducting my research on the potential of effective technology coaching and how this model will impact student learning. A coaching model is widely used with content areas and lead teachers or instructional coaches are employed for this purpose in my district. However, the same emphasis is not placed on technology and the purposeful infusion of digital tools. Having been given the opportunity to try this role out at a previous campus and see first hand how powerful it can be, it is my aim to present research and findings to our district leadership in order to explore technology coach implementation across the entire district, beginning at the elementary level. My findings can be grouped into three main themes: the purpose of technology coaching and positive effects, how to implement the model and what to do when faced with resistance, and defining clear expectations for the role and leadership backing the role.   

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The Potential Impact of a Tech Coach

Coaching of any kind is rooted in building capacity and guiding teachers to plan and lead on their own. Adding technology to that is a natural next step. How might an educator utilize new technology without some guidance? “Making Technology Work” states that technology coaches can lead professional development on new tools and strategies in order to make sure implementation is supported (Edutopia, 2015). Herold calls attention to the wasted resources and money when this does not happen (2020). The support, however, must be meaningful. Simply adding technology into a lesson for the sake of bringing in a digital piece can be counterproductive. Herold also points out that building relationships with teachers is often needed first in order to build capacity (2020). It isn’t the most tech savvy teacher, but rather the one who can change the culture and encourage risk taking. In “Exploring Coaching for Powerful Technology Use in Education,” Ehsanipour and Zaccarelli provide evidence of the impact, citing that technology coaching is mostly about a mindshift from what tech tool to use to how to leverage technology to elevate teaching (2017). 

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Implementation Within a System

There are many models that can be implemented in order to employ technology coaches. Ehsanipour and Zaccarelli offer four forms of coaching including executive, coactive, cognitive, and instructional (2017). They suggest that it may be wise to take pieces from all models but that ultimately the coach  must be engaging and collaborative while the teacher needs to be willing with a growth mindset. “Making Technology Work” focuses on the work one coach did with a specific campus, Hampton High School. The coach was greeted with resistant teachers that needed to see action to generate buy in. The coach worked with the teacher to develop key coaching questions to be asked during planning sessions and implement a "Before, During, After" coaching cycle. Ultimately, the work done by the instructional tech coach led to "meaningful instruction and deeply engaged students" (Edutopia, 2015).

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Clear Expectations of the Role

In “Characteristics of Effective Tech Coaching in Schools,” Herold relies largely on anecdotal surveys and points out the idea that technology needs to be wielded properly (2020). Without a coach, it can become nothing more than a cumbersome tool, something else to add to the ever-growing plate of the modern classroom teacher. The study notes more frequent use of technology and huge growth in selection of tools as well as improving teaching approaches. Following the same line of thinking, Jackson emphasizes that many failures of this model happen due to a lack of structure or clear expectations for the role (2020). This is detrimental to a tech coach because if administration, teachers, or even the coach themselves are unclear of what they need to accomplish, they can be seen as unsuccessful, and ultimately expendable. In “The 6 Fundamentals of Technology Coaching,” Joseph highlights the importance of supporting teachers as new technology and devices are launched. The need for a specialized role has arised. There is an outline for potential coaches to follow in order to be successful in the role. Six clear action steps an instructional tech coach must take in order to be considered effective are identified: form connections with tech savvy teachers, plan with those teachers, test out technology, reflect, help teachers implement new ideas, and check in on progress (2021). At its core, lies the presence of the coach in planning and lesson design. Without the opportunity for collaboration, the model will fall flat.

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Conclusion

Before implementing a technology coaching model, it is important to understand the purpose for the model and how it will be carried out at a campus. Additionally, the characteristics the coach must possess and clear expectations for this new role must not only be considered but identified and set. Coupled with the research within these articles and my own research within my district, I hope to prove the need for effective technology coaching in an educational setting. 

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References

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