A study of technology coaching and teachers' sense of computer efficacy as predictors of technology implementation.

摘要

Professional development measures such as technology coaching are critical to improve the integration of technology in our schools (Brumfield, 2006; Jakes, 2006; Lawless & Pellegrino, 2007). However, research on the use of technology coaching as a method for improving classroom technology implementation is limited and nonconclusive (Boone, 2005; Streich, 2007; Verock-O'Loughlin, 2006). In order for school divisions and state education agencies to provide effective professional development that results in increased technology implementation, more research into technology coaching as a professional development strategy is necessary. The purpose of this study was to determine if technology coaching and computer efficacy could predict the technology implementation of classroom teachers. Using a mixed methods design in a two-phase study, the researcher collected quantitative data through surveys of teachers exposed to technology coaching for 3 years and qualitative data through interviews of teachers who were identified as high or low technology implementers. Analysis of the data led to the following conclusions: (1) There is a significant relationship between technology coaching, computer efficacy, and classroom technology implementation. (2) Technology coaching and computer efficacy yield a fair prediction of a teacher's classroom technology implementation. (3) There is a difference in the perception of the role of the technology coach when comparing high technology implementers and low technology implementers. (4) Both high and low technology implementers attribute the change in their classroom technology implementation to support functions of the technology coach. These findings have implications for future educational practice. As teachers respond positively to technology coaching as a professional development strategy, state education agencies and school divisions should consider using it as a professional development strategy. In addition, school divisions and state education agencies should investigate factors other than professional development that may be effecting classroom technology implementation.