Pedagogy to Practice: Technology Coaching Success Strategies

Purpose & objective

This session will focus on helping both technology coaches and teachers see the value and learn the process of integrating technology by focusing on instructional strategies, partnering on creation and implementation, and using student feedback as a vital piece of the process. Teachers can be overwhelmed by the variety of technologies available to them, but when an educational coach helps teachers start by focusing on pedagogy and instruction with the areas of growth they would like to support with their students, the task becomes less daunting. We will share our journey and how our relationship grew by showing participants how to move through the process of identifying effective strategies, using supporting student achievement data, working together in co-planning, and implementing technology in partnership with the students. We utilized a planning model that was influenced by the convergence of ideas from the T3 Framework, The Complete Edtech Coach: An Organic Approach to Supporting Digital Learning, and the work of The Quaglia Institute for Student Voice. We will share how these texts, frameworks, and models impacted our approach.

Our lessons evolved around helping students summarize content using the pair/share method embedded in the EduProtocol Template, Sketch and Tell. We also utilized Pear Deck and Lumio (Smart Learning Suite Online) to help the teacher facilitate student progress by giving feedback during lessons and using the tools for formative assessment. We also alleviated time constraints by utilizing technology for assessment, such as Google Forms and Quizizz. Throughout our process, we used student achievement data as well as formal and informal student feedback to ensure the technology integration was both engaging and effective in student learning. What we found was that not only did the involvement of student voice promote successful technology integration, but it prompted students to suggest choice of technology platforms as they continued their work throughout the year, showing that the tools that we utilized promoted relevance as students could imagine their use in other subject areas and settings.

Supporting research

Aguilar, E. (2013). The art of coaching: Effective strategies for school transformation. John Wiley & Sons.

Esposito, H., Fox, K., & Quaglia, R. (2020, May 12). Practical tips to make student voice the cornerstone of your online classes. EducationHQ. Retrieved September 28, 2021, from https://educationhq.com/news/practical-tips-to-make-student-voice-the-cornerstone-of-your-online-classes-76868/.

Fisher, D., Frey, N., Quaglia, R. J., Smith, D., & Lande, L. L. (2017). Engagement by design: Creating learning environments where students thrive. Corwin Press.

Guskey, T. R. (2021, February). Professional learning with staying power. ASCD Educational Leadership. Retrieved September 28, 2021, from https://www.ascd.org/el/articles/professional-learning-with-staying-power.

Hebern, M., & Corippo, J. (2019). Eduprotocol Field Guide. Dave Burgess Consulting, Incorporated.

Juarez, A., & Goyette, K. (2020). The complete edtech coach: An Organic Approach to supporting Digital Learning. Dave Burgess Consulting, Incorporated.

Magana, S. (2019). Disrupting low-impact technology use: Aligning visible learning and the T3 framework for innovation. Thousand Oaks, California: Corwin.

Magaña Sonny. (2017). Disruptive Classroom Technologies A Framework for innovation in Education. Corwin, A SAGE Company.

Miller, M. (2020). Tech like a pirate: Using classroom technology to create an experience and make learning memorable. Dave Burgess Consulting, Incorporated.

Ornstein, A. C., Pajak, E., & Ornstein, S. B. (2015). Contemporary issues in curriculum. Pearson.

Quaglia, R., Fox, K. M., Lande, L. L., & Young, D. (2020). The power of voice in schools: Listening, learning, and leading together. ASCD.