DLP teachers reported higher rates of impactful student technology use and greater perceived positive impact on student engagement and learning than non-DLP teachers¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 2019 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? DLP teachers reported higher rates of technology used for small-group collaboration (75 vs 62 percent), creating unique products (51 vs 38 percent), and student-chosen learning activities (46 vs 35 percent). → Bakhshaei 2019 q2 i? 64 percent of DLP teachers versus 54 percent of others reported a moderate or large positive impact on student engagement and learning from having students select relevant technologies. → Bakhshaei 2019 (2)

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 of DLP and non-DLP teachers on monthly student technology use across skill areas. Case study students also reported that choice, voice, collaboration, and creativity made technology use engaging and helpful for understanding content.

"DLP teachers recounted higher rates of technology used to have students collaborate in small groups (75 percent versus 62 percent), create unique products (51 percent versus 38 percent), and decide what activities will help them learn (46 percent versus 35 percent)"

Bakhshaei 2019 (2)¶

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

Teacher-reported perceived impact on student engagement and learning across the six skill areas; the report calls student achievement "the most important remaining question" and is collecting data to address it.

"64 percent of DLP teachers, compared to 54 percent of others, reported a moderate or large positive impact (instead of just a little impact or negative impact) on student engagement and learning as a result of having students select relevant technologies"

Discussion¶

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