Coached teachers report increases in how often students and teachers use technology, compared to non-coached peers¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Teachers who received at least eight weeks of coaching more frequently reported increases in days students used technology, number of students using it, and courses/subjects using it (printed effect sizes = .4, p < .001). → Mahsa Bakhshaei 2020

Evidence¶

Mahsa Bakhshaei 2020¶

Mahsa Bakhshaei, Angela Hardy, Jason Ravitz, John Seylar. (2020). Instructional Coaching Holds Promise as a Method to Improve Instruction with Technology. SITE 2020 - Online, April 7-10, 2020. https://digitalpromise.dspacedirect.org/items/5465e54a-b290-4210-97fb-514a3aa13e21

q2 · i? · associational · r1

Year 2 post-survey of the DLP comparing coached (target) teachers with non-coached (control) teachers within participating schools; participation was voluntary, not randomly assigned. Coached teachers reported larger increases (e.g., 70% vs. 56% for days of student use), with the article printing "Effect sizes = .4, p < .001" without naming a standardized metric, so no impact magnitude is coded.

"Over the year, teachers who received coaching, compared to their peers who didn't participate, more frequently reported an increase in the number of days students used technology (70% vs. 56%), the number of students who used technology (70% vs. 58%) and the number of courses/subjects in which they used technology (62% vs. 48%) (Effect sizes = .4, p < .001)."

Discussion¶

Related Claims¶

• Teacher coaching programs improve teachers' instructional practice by a pooled 0.49 SD across 43 causal studies — the general claim this finding bears on, with the studies behind it
• Coached teachers report more frequent impactful technology use practices developing student skills — related
• DLP-coached teachers reported greater increases in frequency of technology use than non-DLP teachers — possibly the same claim (merge candidate)
• After one year of DLP coaching, coached teachers reported more frequent and more powerful technology use than non-participating colleagues — possibly the same claim (merge candidate)
• Dynamic Learning Project research found teachers who worked with edtech coaches used technology more frequently and felt more confident than peers who did not — possibly the same claim (merge candidate)
• In one survey, coached teachers more often report sustained, followed-up professional development than non-coached peers, and more than 81% received at least 30 minutes of one-on-one coaching a week — related
• Coached teachers report greater impact of their technology use on student engagement and learning — related
• Teachers coached for more than one cycle reported more powerful technology use and greater confidence, though a breadth-versus-depth tradeoff remains open — related
• DLP teachers reported higher rates of impactful student technology use and greater perceived positive impact on student engagement and learning than non-DLP teachers — related