Talking Technology With Teachers: Preliminary Findings on Usage of Adult-Teaching Principles Among Instructional Technology Coaches

• In Event: Coaching, Mentoring, and Teacher Profession Development

Abstract

The role of instructional technology coach (ITC) was developed to help translate technology to educators. However, the duties and prior experience associated with it are often unstandardized at the state-level. In Virginia, there is no standard training for ITCs, meaning responsibility for determining best-practices falls primarily on individual schools or ITCs. This preliminary study examines self-reported job practices among ITCs in Virginia, and the extent to which these incorporate Knowles’ (1980) andragogical principles, even without explicit training in adult instruction. We focus on skills and strategies for relationship-building with stakeholders, a key theme among these principles linked to individualized instruction for teacher-learners from diverse backgrounds. Responses from ITCs in this study can help to develop high-quality, relevant standards and training.

Authors

• Analia Marzoratti, University of Virginia
  Presenting Author

• Helen Min, University of Virginia
  Presenting Author