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Scaling Up Classroom Coaching for Impactful Technology Use

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dc.contributor.author Bakhshaei, Mahsa
dc.contributor.author Hardy, Angela
dc.contributor.author Ravitz, Jason
dc.contributor.author Seylar, John
dc.date.accessioned 2019-09-05T22:06:40Z
dc.date.available 2019-09-05T22:06:40Z
dc.date.issued 2019-09-04
dc.identifier.uri http://hdl.handle.net/20.500.12265/82
dc.description.abstract Research findings from the second year of the Dynamic Learning Project suggest that technology coaching leads to an increase in impactful use of technology in the classroom. In the 2018-19 school year, we worked with coaches in 100 schools across seven states, doubling in size from the pilot year. Our data shows that teachers who received coaching as part of the Dynamic Learning Project reported greater skills in leveraging technology in their teaching, which resulted in increased student engagement and learning. en_US
dc.language.iso en_US en_US
dc.publisher Digital Promise en_US
dc.subject instructional coaching en_US
dc.subject educator professional learning en_US
dc.title Scaling Up Classroom Coaching for Impactful Technology Use en_US
dc.type Technical Report en_US


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