The Role of the Digital Technology Coach: Facilitating Self-Determined and Collaborative Teacher Professional Learning

• In Event: Moscone Center West Roundtable Session 4
  In Roundtable Session: Division K Roundtable Session 3

Abstract

This study examines how a digital technology coach supports teachers with educational technology integration while defining the role and engaging in self-determined professional learning. A digital technology coach worked with 18 elementary and secondary teachers to co-plan and co-teach lessons focused on a variety of cross-curricular literacy-based lessons. Fieldnotes from meetings and coaching sessions as well as interview data were analyzed to derive five themes: forging the role of the digital technology coach; being responsive to teachers; technology across the curriculum; procuring resources; effective professional learning facilitation. Conclusions suggest that teachers who receive mentoring through coaching on technology improve in its use, are confident, and they can navigate some of the usage barriers.

Authors

• Arlene Grierson, Brock University

• Tiffany L. Gallagher, Brock University

• Rachel St. Hilaire, Brock University