Year-Long Implementation of a Research-Based Technology Integration Professional Development Coaching Model in an Elementary School

Autor/inn/en	Ottenbreit-Leftwich, Anne; Liao, Yin-Chan; Karlin, Michael; Lu, Ya-Huei; Ding, Ai-Chu Elisha; Guo, Meize
Titel	Year-Long Implementation of a Research-Based Technology Integration Professional Development Coaching Model in an Elementary School
Quelle	In: Journal of Digital Learning in Teacher Education, 36 (2020) 4, S.206-220 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ottenbreit-Leftwich, Anne) ORCID (Liao, Yin-Chan) ORCID (Karlin, Michael) ORCID (Lu, Ya-Huei) ORCID (Ding, Ai-Chu Elisha) ORCID (Guo, Meize)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-2974
DOI	10.1080/21532974.2020.1804494
Schlagwörter	Coaching (Performance); Faculty Development; Elementary School Teachers; Evidence Based Practice; Technology Integration; Educational Technology; Teacher Attitudes; Models; Interpersonal Relationship; Barriers; Time; Knowledge Level; Technological Literacy; Researchers; Individualized Instruction; Program Effectiveness + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Unterrichtsmedien; Lehrerverhalten; Analogiemodell; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Zeit; Wissensbasis; Technisches Wissen; Researcher; Forscher; Individualisierender Unterricht
Abstract	This multiple case study describes a year-long implementation of a research-based coaching model designed to support changes in elementary teachers' technology integration practices. We examined coaches' perceptions of the model through the use of coaches' questionnaires, reflection notes, and meeting notes. Teachers' coaching experiences were also examined through end-of-year interviews. We identified successes (relationships with teachers, ability to provide personalized support, and teacher change) and challenges (time, technology difficulties, relationships, and collaboration challenges). The primary lessons learned from the coaches' experiences with the research-based PD focused on (1) the impact of personalized support, (2) the relationships between teachers and coaches, and (3) development of the coaches' knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01