top of page

ACTION RESEARCH PLAN

Image by Firmbee.com
PURPOSE

The purpose of this mixed method action research study is two-fold: to a) discover the potential impact on lesson design that a true technology coach may have at a K-5 elementary campus and b) explore the positive effects on student learning of this model. 

RESEARCH QUESTION

How will implementing a coaching model for campus
technology integrationists impact K-5 lesson design?

TOPIC

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. 

pLAN DEVELOPMENT

Because of my access to teachers across the district, collecting data and implementing a district-wide plan will be an attainable task. I will be heading into my second year in this coordinator position and have spent a great deal of time conducting one-on-one interviews, focus groups, campus visits, and conversations with campus administration regarding technology infusion needs. Because I have already taken actions to begin this work, this research will be incredibly authentic. Since I work with the campus technology integrationists on a regular basis, the majority of my plan will center around purposeful conversations and sticking to the timeline laid out.

dATA AND dESIGN

The nature of this research is discovery and exploration. It will be dependent on experiences and reflection. We will use design sessions and feedback along with interviews and focus groups. All of these are observation-based and qualitative data. I will focus the changes on on campuses with new Instructional Technologists and work closely with their administration to make the changes needed to shift to this coaching model. I will compare the work done with two groups - the few campuses that are already using their IT as a coach and the reamining campuses that do not. 

lITERATURE REVIEW

Annotated reviews for resources are listed below. See the full review here. 

Exploring Coaching for Powerful Technology Use in Education

This paper gives an explicit definition to what coaching actually is and how that can be applied to the world of technology. There is evidence to prove this is an effective model along with frameworks for design and implementation. This will be valuable in understanding previous success and using that advantagously when speaking with current administration in our district. 

Characteristics of Effective Tech Coaching in Schools

Relying largely on anecdotal surveys, this report points out the idea that technology needs to be wielded properly and without a coach, it can become a cumbersome tool. The study notes more frequent use of technology and huge growth in selection of tools as well as improving teaching approaches. It goes on to identify the characteristics an instructional tech coach must have in order to be considered effective. 

How Coaches Help Teachers Get the Most From Ed Tech

This article calls attention to the wasted money and resources on technology without proper support. The style of support should not begin with technology help, but rather with building trust. Many failures of this model happen due to a lack of stucture or clear expectations for the role. This is detrimental to a tech coach because if administration, teachers, and even the coach themselves are unclear of what they need to accomplish, they can be seen as unsuccessful, and ultimately expendable. This will help guide clear definition of the role od a technology coach.

Making Technology Work

This article 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 teachers to develop key coaching questions to be asked during planning sessions and implement a "Before, During, After" caoching cycle. Ultimately, the work done by the instructional tech coach led to "meaningful instruction and deeply engaged students."

The 6 Fundamentals of Technology Coaching

This article highlights the importance of supporting teachers as new technology and devices are launched. That being said, 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. The presence of the coach in planning and lesson design its of utmost importance. Without the opportunity for collaboration, the model will fall flat. 

tIMELINE
Timeline Infographic By Year on Soft Pin
rEFLECTION AND reSULTS

I plan to have all elementary technology integrationists and their administration fill out a short answer survey to assess the impact of a coaching model on their campuses. I will also have informal video interviews with the 10 new ITs to assess the level of support they will need for the following school year. In addition to this, I will begin and end with the LoTi Digital Age Survey at thre specific campuses - one with a coach in place, one with a coach being implemented and one with no coach. 

REFERENCES
bottom of page