Scaling Up Classroom Coaching for Impactful Technology Use

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dc.contributor.authorBakhshaei, Mahsa
dc.contributor.authorHardy, Angela
dc.contributor.authorRavitz, Jason
dc.contributor.authorSeylar, John
dc.date.accessioned2019-09-05T22:06:40Z
dc.date.available2019-09-05T22:06:40Z
dc.date.issued2019-09-04
dc.description.abstractResearch 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.identifier.otherDOI: https://doi.org/10.51388/20.500.12265/82
dc.identifier.urihttp://hdl.handle.net/20.500.12265/82
dc.language.isoen_USen_US
dc.publisherDigital Promiseen_US
dc.subjectinstructional coachingen_US
dc.subjecteducator professional learningen_US
dc.titleScaling Up Classroom Coaching for Impactful Technology Useen_US
dc.typeTechnical Reporten_US

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