Instructional Coaching Holds Promise as a Method to Improve Instruction with Technology

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dc.contributor.authorBakhshaei, Mahsa
dc.contributor.authorHardy, Angela
dc.contributor.authorRavitz, Jason
dc.contributor.authorSeylar, John
dc.date.accessioned2020-12-17T17:34:10Z
dc.date.available2020-12-17T17:34:10Z
dc.date.issued2020-04
dc.description.abstractInstructional coaching is an evidence-based form of professional development to support teacher growth. Few empirical studies examine conditions that define its effectiveness in improving teachers’ ability to use technology to support student engagement and learning. Using evidence from two pilot years of an instructional technology coaching program in 108 schools nationwide, our study examines and explores the attributes that teachers, principals, and coaches report contribute to the effectiveness of coaching for improving teacher use of technology in their practice.en_US
dc.description.sponsorshipGoogleen_US
dc.identifier.urihttp://hdl.handle.net/20.500.12265/108
dc.language.isoen_USen_US
dc.publisherSociety for Information Technology & Teacher Education (SITE)en_US
dc.subjectDynamic Learning Projecten_US
dc.subjectinstructional coachingen_US
dc.subjectemerging technologiesen_US
dc.titleInstructional Coaching Holds Promise as a Method to Improve Instruction with Technologyen_US
dc.typeTechnical Reporten_US

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