Teachers coached for more than one cycle reported more powerful technology use and greater confidence, though a breadth-versus-depth tradeoff remains open¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2018 · 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? Teachers whose coaching was sustained for more than one cycle used technology in more powerful ways and felt more confident using technology for content and pedagogy. → Bakhshaei 2018
Evidence¶
Bakhshaei 2018¶
Bakhshaei, M., Hardy, A., Francisco, A., Noakes, S., & Fusco, J. (2018). Fostering Powerful Use of Technology Through Instructional Coaching: Results from the Pilot Year of the Dynamic Learning Project. Digital Promise. https://digitalpromise.dspacedirect.org/items/540c3325-fd5f-408e-a347-2409f57848dd doi:10.51388/20.500.12265/48
q2 · i? · associational · r1
Survey analysis across pilot-year coaching logs and teacher surveys; the report states teachers with more than one cycle "used technology in more powerful ways"; no statistic is printed for this association.
"Additionally, teachers whose coaching was sustained for more than one cycle used technology in more powerful ways, and felt more confident in their abilities to use technology for content and pedagogy"
Discussion¶
Learner Variables¶
- Digital Literacy — outcome: instruction changes it
Related Claims¶
- 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
- More time with coaches was significantly associated with better teaching outcomes and higher teacher self-reported technological proficiency — a broader claim this one bears on
- Dynamic Learning Project research found teachers who worked with edtech coaches used technology more frequently and felt more confident than peers who did not — related
- After one year of DLP coaching, coached teachers reported more frequent and more powerful technology use than non-participating colleagues — related
- DLP teachers reported more confidence than non-DLP teachers in using technology to develop students' six 21st-century skill categories — related
- Coached teachers report increases in how often students and teachers use technology, compared to non-coached peers — 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
dlp-multiple-cycles-greater-progress |
title |
Teachers coached for more than one cycle reported more powerful technology use and greater confidence, though a breadth-versus-depth tradeoff remains open |
description |
Teachers coached for more than one cycle reported more powerful technology use and greater confidence, though a breadth-versus-depth tradeoff remains open |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
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-2018 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.