Early research studies point to the positive impact of educator coaching on teacher practices and student achievement. While researchers have separately explored the effectiveness of coaching and of technology use in education, specific research on the impact of instructional coaching on powerful technology use is scarce. We will explore this topic through a research project as part of the coaching fellowship.
From the existing research (Medrich & Charner, 2017; Knight, 2007; Christenson & Sheridan, 2001), we’ve identified the following elements of effective coaching:
Approach: Principals, coaches, and teachers approach each other with the understanding and expectation that instructional coaching is a collaborative partnership.
Attitude: Principals, coaches, and teachers hold positive and constructive perceptions and values around instructional coaching.
Atmosphere: The school culture as a whole is welcoming for coaching.
Action: Principals, coaches, and teachers empower each other around coaching.
These elements give us a starting point for understanding the necessary conditions for creating and sustaining quality coaching. Our research will move beyond this framework to explore the potential of coaching for fostering powerful uses of technology in teaching and learning.
Our research project aims to examine and explore factors and dynamics that make coaching more effective for fostering powerful use of technology for instruction.
3. Our Research Questions
What are the necessary approaches, attitudes, atmosphere, and actions for effective coaching to foster powerful use of technology for teaching and learning?
In what ways do these elements affect coaching?
We’ll utilize a mixed-methods research design to understand the conditions necessary for coaching to effectively foster powerful use of technology for instruction.
We will collect survey data – from principals, coaches, teachers, and students – throughout implementation of the coaching fellowship to understand these stakeholders’ perceptions, values, skills, and behaviors related to both coaching and to powerful technology use.
For a more complete picture of the conditions influencing the effectiveness of coaching, we’ll also conduct case studies in several participating schools. Through classroom observations, interviews, and focus groups, we will explore how the context of individual school sites impacts how technology coaching works in practice.
We’re committed to learning more about the connection between coaching and powerful technology use through this project, and look forward to sharing our findings broadly!