DLP-coached teachers reported greater increases in frequency of technology use than non-DLP teachers¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2019 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? More than 70 percent of DLP teachers reported using technology more hours and days each week than the previous year, compared to 57 and 60 percent of non-DLP teachers. → Bakhshaei 2019
Evidence¶
Bakhshaei 2019¶
Bakhshaei, M., Hardy, A., Ravitz, J., & Seylar, J. (2019). Scaling Up Classroom Coaching for Impactful Technology Use: Results from Year 2 of the Dynamic Learning Project. Digital Promise. https://digitalpromise.dspacedirect.org/items/79337f05-0795-4bac-b1d7-f4758c23285c doi:10.51388/20.500.12265/82
q2 · i? · associational · r1
End-of-year survey comparing DLP and non-DLP teachers in participating schools. The report states "More than 70 percent of DLP teachers reported using technology more hours and days each week" versus 57 and 60 percent for non-DLP teachers; all quantitative findings are stated as significant at p < .05 except principal data.
"More than 70 percent of DLP teachers reported using technology more hours and days each week than they had the previous year (compared to 57 percent and 60 percent, respectively, for non-DLP teachers)"
Discussion¶
Related Claims¶
- 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)
- Teachers receiving 11 or more hours of training on integrating digital content report almost double the reliance on software and the Internet compared with untrained teachers — related
- More DLP teachers reported strong ability to select and use technology for pedagogy and for their content area than non-DLP teachers — related
- DLP teachers reported significant increases in using technology for both content and pedagogy, but no significant difference from non-DLP teachers in basic technology skills — 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
- Coached teachers report increases in how often students and teachers use technology, compared to non-coached peers — possibly the same claim (merge candidate)
- DLP participants reported more frequent meaningful coaching activities than other coaching programs, but fewer opportunities to observe other teachers — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
dlp-coaching-increases-teacher-technology-use-frequency |
title |
DLP-coached teachers reported greater increases in frequency of technology use than non-DLP teachers |
description |
DLP-coached teachers reported greater increases in frequency of technology use than non-DLP teachers |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — bakhshaei-2019 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.