Fostering Powerful Use of Technology Through Instructional Coaching

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dc.contributor.author Bakhshaei, Mahsa
dc.contributor.author Hardy, Angela
dc.contributor.author Francisco, Aubrey
dc.contributor.author Noakes, Sierra
dc.contributor.author Fusco, Judi
dc.date.accessioned 2019-04-11T04:01:33Z
dc.date.available 2019-04-11T04:01:33Z
dc.date.issued 2018
dc.identifier.other DOI: https://doi.org/10.51388/20.500.12265/48
dc.identifier.uri http://hdl.handle.net/20.500.12265/48
dc.description.abstract Research findings suggest that instructional technology coaching may be a critical lever in closing the gap in the usage of technology, sometimes referred to as the digital use divide. In the 2017-2018 school year, we provided 50 schools in 20 school districts across five states, with a grant to support an onsite, full-time instructional technology coach (called a DLP coach). Our data shows that after one year of working with their DLP coach, teachers are using technology more frequently and in more powerful ways. DLP teachers report significant increases in using technology for both teaching content and pedagogy—in other words, teachers are using technology to support what they are teaching, as well as how they are teaching it. en_US
dc.language.iso en_US en_US
dc.publisher Digital Promise en_US
dc.subject instructional coaching
dc.subject educator professional learning
dc.title Fostering Powerful Use of Technology Through Instructional Coaching en_US
dc.type Technical Report en_US


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