Dynamic Learning Project research found teachers who worked with edtech coaches used technology more frequently and felt more confident than peers who did not¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2020 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The report cites its DLP pilot study finding that teachers with edtech coaches used technology more frequently and felt more confident using technology to engage students than peers without coaches. → Mahsa Bakhshaei 2020

Evidence¶

Mahsa Bakhshaei 2020¶

Mahsa Bakhshaei, John Seylar, Pati Ruiz, and Mai Chou Vang. (2020). The Valuable Role of Edtech Coaches during the COVID-19 Pandemic: A National Survey. Digital Promise. https://digitalpromise.dspacedirect.org/items/fd1d2f26-7b23-4dd8-9cd6-35f85e92e0c3 doi:10.51388/20.500.12265/101

q2 · i? · associational · r1

The report attributes this to Digital Promise's prior "Dynamic Learning Project pilot coaching program" study, described in the Introduction; no effect sizes or sample details for that study are printed here, so this is a second-hand summary within the report.

"our study shows that teachers who worked with edtech coaches, compared to their peers who didn't, both used technology more frequently in their classrooms and also felt more confdent in their ability to use technology"

Discussion¶

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• After one year of DLP coaching, coached teachers reported more frequent and more powerful technology use than non-participating colleagues — 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 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
• Baseline survey found only about 35% of teachers felt all their students were comfortable with technology, while 85% wanted more technology-training — related
• Teachers described an ideal technology coach as prepared, patient, observant, and using current research-based methods — related
• Coached teachers report increases in how often students and teachers use technology, compared to non-coached peers — possibly the same claim (merge candidate)
• Argument structure training increased students' self-reported confidence with the Toulmin model — related
• Teachers who report coaching as a partnership report more improvement in classroom challenges and higher technology-use confidence; voluntary participation and non-evaluative support correlate with improvement in classroom challenges — related
• More time with coaches was significantly associated with better teaching outcomes and higher teacher self-reported technological proficiency — a narrower finding that bears on this claim
• DLP participants reported more frequent meaningful coaching activities than other coaching programs, but fewer opportunities to observe other teachers — related