Educational Technology Coaches, Coordinators, and Specialists' Lessons Learned and Role Changes During the COVID-19 Pandemic

• In Event: AERA Roundtable Session 15
  In Roundtable Session: Best Practices for Transitioning Traditional Face-to-Face Professional Development to Virtual Collaborative Spaces

Abstract

Abstract: In this quan  QUAL sequential mixed mixed methods study, we investigated how mid-level K-12 instructional technology leaders' (i.e., educational technology coaches, coordinators, and specialists) roles and resources have changed, if at all, while working with K-12 school leaders, teachers, staff, students, and students' families during the 2020-2021 academic year (and the COVID-19 pandemic). Instructional technology leaders play key roles supporting the use and integration of technology by teachers, students, staff, and students' families. Findings indicated that coaches played critical roles providing professional development; supporting teachers, faculty, staff, and students via technical support; and. Future research should examine how best to prepare professionals who work important mid-level leadership roles.

Authors

• Natalie B. Milman, The George Washington University

• Jessa Henderson, George Washington University