Date of Award
Fall 9-11-2024
Degree Type
Dissertation/Thesis
Degree Name
Doctor of Education in Instructional Technology
Department
School of Instructional Technology and Innovation
Committee Chair/First Advisor
Dr. Julie Moore
Second Advisor
Dr. Jo Williamson
Third Advisor
Dr. Yi Jin
Abstract
The purpose of this qualitative case study was to explore elementary teachers’ perceptions and experiences with technology coaches. The research questions focused on teachers’ interactions with technology coaches, identifying effective coaching strategies, and examining the impact on their technology integration practices. Data were collected through semi-structured in-depth interviews with seven elementary school teachers and the analysis of digital documents, including lesson plans and student artifacts. Key findings reveal that collaboration with technology coaches is beneficial, fostering a supportive environment that enhances teaching practices and promotes effective technology use. The implications of this study suggest that schools should invest in technology coaching programs to support teachers in integrating technology into their pedagogy effectively.
Keywords: technology coach, technology integration, professional development, elementary teachers