More DLP teachers reported strong ability to select and use technology for pedagogy and for their content area than non-DLP teachers¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? By year's end, 72 percent of DLP teachers versus 60 percent of non-DLP teachers reported strong or very strong ability to use technology to improve pedagogy, and 74 versus 62 percent for their specific content area. → 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 teacher survey in DLP participating schools comparing coached and non-coached teachers. The report adds that "DLP teachers also more frequently reported being better able to select and use technology to teach their specific content area (74 percent versus 62 percent)."

"Compared to non-DLP teachers, by the end of the year, more DLP teachers (72 percent versus 60 percent) reported having a strong or very strong ability to select and use technology to improve their teaching approaches (pedagogy)"

Discussion¶

Related Claims¶

• 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 more confidence than non-DLP teachers in using technology to develop students' six 21st-century skill categories — 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
• After one year of DLP coaching, coached teachers reported more frequent and more powerful technology use than non-participating colleagues — related
• DLP-coached teachers reported greater increases in frequency of technology use than non-DLP teachers — 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
• DLP participants reported more frequent meaningful coaching activities than other coaching programs, but fewer opportunities to observe other teachers — related