Bridging the Digital Divide: Insights from Elementary Teachers on Technology Coaching

Framework

Within the theoretical framework for this case study, Vygotsky’s (1978) social constructivist theory and Knowles’ (1984) adult learning theory stand as the cornerstone theories shaping the understanding of effective learning environments. Collectively, these theories underscore the fundamental importance of learner engagement in fostering impactful educational experiences.

Vygotsky’s (1978) social constructivist theory assumes that learners actively contribute to their knowledge construction. It emphasizes the dynamic process through which individuals integrate new information with their existing understanding and experiences to build their comprehension of the world. This theory underscores the significance of interactive, hands-on activities, problem-solving, and reflective practices in fostering an environment conducive to the organic construction of knowledge.

Through Vygotsky’s (1978) lens, effective teacher professional development should prompt teachers to engage in critical thinking, collaborative exercises, and practical
applications through active learning experiences.
In contrast, Knowles’ (1984) adult learning theory directs attention to adult learners’ distinct characteristics and motivations. Recognizing the wealth of experiences,
diverse perspectives, and self-directedness that adults bring to the learning process, this theory advocates for learner-centered approaches. It underscores the importance of
tailoring educational experiences to align with adult learners’ unique needs and preferences, emphasizing collaborative opportunities and real-world applications. This theory asserts the importance of empowering adult learners in their educational journeys by fostering an environment that supports self-directed learning, encourages participation, and acknowledges the wealth of experiences adults bring.

Furthermore, these theories provide a robust framework for understanding and validating the significance of this case study, which aimed to explore elementary teachers’ perceptions of their experiences with technology coaches.
These theories closely align with the purpose of this study due to the nature of the active, social, and pivotal role of interactions. Therefore, by leveraging the tenets of these theories, this study not only delved into teachers’ perceptions but also illuminated their experiences with the technology coach. Moreover,

Methods

This study used qualitative research methods, which involved conducting semi-structured interviews and document analysis. Using criterion sampling, participants the met the study’s criteria were invited to participate resulting in seven participants. Technology coaches were also invited to complete a coaching questionnaire to corroborate the teachers’ experiences. The study employed computer-assisted qualitative data analysis software (CAQDAS) and thematic analysis to identify patterns and themes. Overall, this approach will yield an in-depth understanding of teachers’ experiences with technology coaches.

For this study, elementary teachers with experience with a technology coach within the 2023- 2024 academic year were invited to participate. The selection of at least six participants who were elementary teachers represented a deliberate choice, qualifying as a criterion selection. Criterion sampling involves selecting participants who meet specific predefined criteria essential to the research question. This method is purposeful and seeks to ensure that all chosen individuals or cases exhibit certain characteristics relevant to the study.

This method allows researchers to focus on cases that provide rich, relevant, and insightful data (Patton, 2015). It is best suited for studies where the characteristics or experiences of participants are crucial to the research questions. The target population for this study was elementary teachers who met the following requirements:

Participants in this study taught 1st, 2nd, 3rd, 4th, or 5th grade.
Participants in this study had at least two years of teaching experience in their
current school.
Participants had some prior engagement and interaction with a technology
coach within the 2023-2024 academic year (ex., professional development
sessions, model lessons, lesson observations, one-on-one coaching, or other).
Participants shared ways in which they interacted with a technology coach and
how their practices changed due to those experiences.

The participants were seven elementary school teachers from a large district who had worked with technology coaches during the 2023-2024 academic year. The participants represented diverse school contexts and grade levels, which contributed to the study’s generalizability. The inclusion criteria were based on teachers’ experiences with either site-based, district-level, or external technology coaches, enabling a thorough examination of various coaching models.

Data Collection:
Data were gathered through semi-structured, in-depth interviews, digital documents, including lesson plans and student artifacts, which provided rich context regarding the teachers' experiences and the nature of their technology integration. Interview questions, such as "How did your interactions with the technology coach impact your instructional practices?" and "What coaching strategies did you find most effective?" allowed for in-depth exploration of the teachers' experiences.

Data Analysis:
I employed a thematic analysis approach, iteratively coding and categorizing the data to identify recurring themes. This process involved transcription, open coding, axial coding, and constant comparison across participant responses. The analysis focused on identifying patterns of coaching influence on technology integration, effective strategies, and challenges teachers encountered.
This design and approach ensured a detailed understanding of the teachers’ interactions with technology coaches and offered actionable insights for schools seeking to enhance technology coaching programs.

Results

This case study examined the interactions between seven elementary school teachers and their technology coaches. The primary aim was to address the gap in the literature by understanding elementary teachers’ experiences with technology coaches, identifying effective coaching strategies, and exploring how those interactions influenced their technology integration practices. Unlike previous research, which often focused on the perspectives of technology coaches, this study centers on the viewpoints of elementary teachers. Key findings revealed that elementary teachers had positive experiences working with technology coaches, found collaboration beneficial, and successfully integrated technology into their practices. These results are consistent with Vygotsky’s (1978) social constructivist theory and Knowles’ (1984) adult learning theory.

Teacher-Coach Interactions: Regular communication, trust, and support between teachers and technology coaches were vital in building strong coaching relationships. Teachers emphasized the importance of timely responses and ongoing support, which helped them navigate challenges and encouraged risk-taking with new technology.

Effective Coaching Strategies: Personalized coaching, ongoing professional development, and collaborative activities like co-planning and co-teaching were seen as the most effective strategies. Teachers valued tailored support that addressed their specific needs, fostering confidence and competence in technology integration.

Impact on Classroom Technology Practices: Coaching significantly enhanced teachers' confidence and led to innovative changes in instructional methods. Coaches played a pivotal role in supporting technology integration, and encouraging the use of student-centered, interactive learning approaches.

Challenges and Barriers: Teachers encountered barriers such as limited access to resources, technical issues, and logistical challenges. Despite these, continuous engagement with technology coaches helped mitigate many of these obstacles.

Importance

This study provides significant educational value by shedding light on the critical role of technology coaches in enhancing technology integration within elementary classrooms. The findings offer conference attendees actionable insights into improving coaching practices, particularly in how technology coaches can tailor their support to meet the unique needs of teachers.

By attending this session, participants will gain a deeper understanding of how personalized, context-specific, and collaborative coaching strategies can significantly improve technology use in classrooms. The study underscores the importance of individualized support for teachers, suggesting that when technology coaches align their services with teachers' distinct needs, both technology integration and instructional quality improve. The session will be especially beneficial for technology coaches, instructional leaders, and school administrators seeking to enhance their coaching programs.

Additionally, the session will explore the practical application of effective coaching strategies, such as modeling technology, providing hands-on training, and offering timely feedback. Participants will learn how these strategies boost teachers’ confidence in using technology, which in turn positively affects student engagement and learning outcomes. Conference attendees will leave with knowledge on how to address common challenges in technology integration, such as technical reliability, classroom management, and logistical issues. Moreover, the study’s emphasis on continuous professional development for both coaches and teachers will highlight the importance of staying up-to-date with the latest educational technologies and instructional approaches.

Ultimately, this research offers educators a roadmap for refining their coaching efforts, fostering stronger teacher-coach relationships, and ensuring more dynamic, tech-rich learning environments for students.

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