Better Together: How Teacher Collaboration Supports Implementation and Student Learning During a Large-Scale Technology Intervention

• In Event: 61.069 - MTCC Roundtable Session 24
  In Roundtable Session: 61.069-6 - Technology Innovations in Teacher Development and Instructional Integration

Abstract

We examined teacher collaboration in the context of a year-long technology intervention. Forty-nine English Language Arts teachers reported on a weekly basis the number of minutes they spent using digital materials from the study. At the end of the year, teachers reported frequency of collabration and their self-efficacy for using technology in the classroom. Collaborating with other teachers was associated with technology use, which was then associated with self-efficacy, and with student achievement. Teachers at schools with more participating teachers collaborated more frequently. Teachers were more likely to ask for support from same-school colleagues than the university team or teachers at different schools. Thus, digital interventions should foster collaborations between same-school teachers to improve implementation, efficacy, and student achievement.

Authors

• Joanna C. Yau, University of California - Irvine

• Jenell Krishnan, University of California - Irvine

• Ying Xu, University of California - Irvine

• Tamara Powell Tate, University of California - Irvine

• George Farkas, University of California - Irvine

• Penelope Collins, University of California - Irvine

• Mark Warschauer, University of California - Irvine