A Study of the Impact of

Instructional Coaching on
Educators Integration of
Technology
Angela Clark and Jordan Pritchett

Implementing effective technology

professional development for educators

Support teachers
who want to
incorporate more
technology in their
instruction

Schools

High
Schools

Certified Teachers

Students

30

1520

20,000

School

Students

Certified
Teachers

Grades

1400

68

9-12

1000

57

9-12

400

28

9-12

Participant

Teaching
Experience

Subject Area(s)

Initial
Technology
Usage

13

English
Language Arts

Intermediate

27

Science

Novice

32

English
Language Arts

Intermediate

Participant

Teaching
Experience

Subject Area(s)

Initial
Technology
Usage

Social Studies

Advanced

Foreign
Languages

Intermediate

English
Language Arts

Novice

23

What is the effect of implementing coaching

strategies to help teachers integrate technology
compared to traditional professional development?

In what ways does technology coaching affect

teacher perceptions of student engagement?

Stover, K., Kissel, B., Haag, K., & Shoniker, R. (2011)

For professional development to be

successful, it must include on-going
modeling, practice, feedback and reflection
over time.

Cifuentes, Maxwell, and Bulu (2011)

Continual professional development as opposed to

one-time workshops is more effective in supporting
a teacher growth and facilitating change in their
classrooms

Sugar & Slagter van Tryon (2014)

Importance of supporting teachers with time in

professional learning communities and time to plan
for facilitating change if they are to make the
greatest impact on student learning .

Marzano & Simms (2013)

Coaching, unlike traditional professional

development, is rooted in relationships.
A positive, trusting relationship between the
educator and coach is critical in order to move the
educator toward best practices.

Coaching high school teachers

How technology integration impacts

student engagement

Stages of the coaching process:

1. Self-audit survey
2. Growth goals established

Stages of the coaching process:

3. Implemented research-based strategies
4. Observations and/or co-teaching
5. Post-implementation conference

Duration:
Initial Survey: February 29
Coaching, observations, feedback
Final Survey: April 5

 Google Form Pre and Post

Survey
Observation field notes
Interviews via email

Student poetry sketch samples

from Lisas AP Literature class

Student storyboards from Briannas

Spanish II class

Pre-coaching: 5 out of 6 lacked confidence

Post-coaching: 5 out of 6 noted a drastic increase in
confidence

Barriers to Technology Integration

Technology coaching helps teachers overcome
barriers that previously prevented them from
integrating technology in their classroom

Consistent use of
technology for learning

Pre-Coaching

Post-Coaching

Mean

St. Dev.

Var.

Mean

St. Dev.

Var.

Teacher use

3.4

0.49

0.24

3.8

0.75

0.56

Assessments in digital form

1.8

0.4

0.16

0.89

0.8

Student use

3.8

0.75

0.56

3.8

0.14

0.16

LMS use (Google Classroom or

other)

3.4

1.35

1.84

4.2

0.75

0.56

Teacher Perception of
Student Engagement
During Lessons

Pre-coaching

Post-coaching

Mean St. Dev. Var. Mean St. Dev. Var.

7.8

1.095

1.2

8.4

0.894

0.8

Professional development alone may not

provide enough training and guidance for a
new or veteran teacher to effectively
integrate technology into instruction.

Individualized coaching:
Promotes confidence in teachers of all
levels
Gives teachers the extra support needed

Improve teacher effectiveness with

coaching relationships
Provide the option of coaching after related
professional development

Coaching middle school teachers to integrate

technology effectively

Teacher growth from sustained coaching

relationships over a year or multi-year period

Cifuentes, L., Maxwell, G., & Bulu, S. (2011). Technology integration through professional learning community. Journal of
Educational Computing Research. 44(1), 59-82.
Image retrieved from: http://edlights.com/blog-in-case-you-missed-it-articles-of-the-week-vol11/
Image retrieved from:
https://www.sesp.northwestern.edu/news-center/news/2012/05/steven-mcgee-teaching-with-technology.html
Image retrieved from: http://assets.pearsonschool.com/asset_mgr/current/201031/teacher_students_laptop_learning.jpg
Image retrieved from: http://english4insurance.tiins.com/in-house-course-menu
Image retrieved from: https://blog.uwgb.edu/catl/having-trouble-finding-all-of-a-students-discussion-posts-by-topic/
Marzano, R. J. & Simms, J. A. (2013). Coaching classroom instruction. Bloomington, IN: Marzano Research.
Stover, K., Kissel, B., Haag, K., & Shoniker, R. (2011). Differentiated coaching: Fostering reflections. The Reading Teacher,
64(7), 498-509.