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ERIC Number: ED590122
Record Type: Non-Journal
Publication Date: 2018
Pages: 157
Abstractor: As Provided
ISBN: 978-0-4383-7585-7
Instructional Technology Coaches: The Most Effective Model of Professional Development for The Integration of Technology
MacDonald, Ronda A.
ProQuest LLC, Ed.D. Dissertation, Azusa Pacific University
This study investigated the effectiveness of the role of an instructional technology coach in a K-8 school district in Southern California as a model for professional development for the integration of technology in instruction. It was hypothesized that a change initiative developed with the philosophy of the concerns-based adoption model (Hall & Hord, 2015) framework, utilizing an instructional technology coach for support would be more effective than conventional professional development. This study has advanced our understanding of the difference in professional development and situated professional development designed around the concerns-based-adoption-model (Hall & Hord, 2015) and the need for personalized support. Drawing upon the use of 433 certificated staff members in a K-8 school district, a board of education 10-question pre-survey, and a 62-question post-survey were administered in a single school year. The 62-question post-survey included the 10-questions from the board of education's pre-survey, 24 questions from the Unified Theory of Acceptance and Use of Technology 2 instrument (Venkatesh, Thong, & Xu, 2012), 24 questions from the Technology Coach Project Survey (Sugar, 2005), and four open-ended reflection questions. The major findings from the research illustrated that levels of confidence increased with the use of technology. Additionally, the situated professional development and coaching sessions provided by the instructional technology coach were necessary, valued, and relevant to classroom application. The findings offer school districts insights into a practical and efficient model of professional development for teacher adoption and effective integration of technology in instruction toward a student-centered learning model. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California