Fostering Powerful Use of Technology Through Instructional Coaching

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dc.contributor.authorBakhshaei, Mahsa
dc.contributor.authorHardy, Angela
dc.contributor.authorFrancisco, Aubrey
dc.contributor.authorNoakes, Sierra
dc.contributor.authorFusco, Judi
dc.date.accessioned2019-04-11T04:01:33Z
dc.date.available2019-04-11T04:01:33Z
dc.date.issued2018
dc.description.abstractResearch 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.description.provenanceSubmitted by Jessie Fischer (jfischer@digitalpromise.org) on 2019-04-11T04:01:33Z No. of bitstreams: 1 Fostering-Powerful-Use-DLP-2018.pdf: 2619835 bytes, checksum: f9926b4c7d5e0f1850096cb37eb0add9 (MD5)en
dc.description.provenanceMade available in DSpace on 2019-04-11T04:01:33Z (GMT). No. of bitstreams: 1 Fostering-Powerful-Use-DLP-2018.pdf: 2619835 bytes, checksum: f9926b4c7d5e0f1850096cb37eb0add9 (MD5) Previous issue date: 2018en
dc.identifier.otherDOI: https://doi.org/10.51388/20.500.12265/48
dc.identifier.urihttp://hdl.handle.net/20.500.12265/48
dc.language.isoen_USen_US
dc.publisherDigital Promiseen_US
dc.subjectinstructional coaching
dc.subjecteducator professional learning
dc.titleFostering Powerful Use of Technology Through Instructional Coachingen_US
dc.typeTechnical Reporten_US

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