A Systematic Review of Technology Enabled Coaching: Effectiveness, Equipment, Elements, and Equity

• In Event: Factors and Stakeholder Perspectives on Technology Integration

Abstract

In the wake of the COVID-19 pandemic, online and technology-enabled learning has become ubiquitous. This is true for teachers’ learning, just as it is for students’ learning. In this paper, we present preliminary results from a mixed methods systematic review (Booth, Sutton, & Papaioannou, 2016) on technology-enabled coaching. Specifically, based on 89 peer-reviewed articles that met inclusion/exclusion criteria, we report deductive findings related to the equipment used in technology-enabled coaching, the effectiveness of technology-enabled coaching, the approaches used to carry out technology-enabled coaching, and the ways in which technology-enabled coaching can address issues of equity. Also, we offer directions for future research, policy, and practice aimed at advancing technology enabled coaching in the digital era.

Authors

• Marcia L. Rock, University of North Carolina - Greensboro

• Nicholas Kochmanski, University of North Carolina - Greensboro

• Claudia M. Pagliaro, University of North Carolina - Greensboro

• Erika S. Gray, University of North Carolina - Greensboro

• Morgan Chitiyo, UNCG

• Carl A. Lashley, University of North Carolina - Greensboro

• Robert Henson, University of North Carolina - Greensboro