Making the Move Toward Applying Technology

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Technology coaching brings a unique layer of professional development to teachers who want to boost student engagement and deliver technology-embedded lessons to their students. Even a teacher who is mostly innovative and experienced will likely be brought back to Stage 1 when implementing new technologies or trying out a digital strategy with students for the first time. The Coaching Continuum includes moving from a novice or non-user (0) to a potential innovator (4), but the process involving technology for teachers is not always linear and they may not stay at the same levels from year to year. A teacher may be applying and innovating in the majority of the 41 elements, but trying out a brand new activity with mobile devices may mean that teacher has to revisit strategies for classroom management and routine processes as a beginner or non-user (Marzano & Simms, 2013, p. 62).  

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In a recent meeting, I talked with a veteran teacher who was clearly an expert of his content area. He revealed how intimidating it was for him to allow students to bring their cell phones to class even though he planned to let them use their devices for an activity. Educators are gradually realizing the potentially transforming power of personally-owned devices and cell phones especially in secondary learning environments (Ormiston, 2012). For a teacher who is at the applying and innovating level in most of the instructional elements already, the decision to incorporate mobile devices or try a new digital activity in the learning process means taking a step back. It becomes necessary to re-examine classroom management elements that relate to processes surrounding the digital activity so chaos doesn’t erupt when those cell phones come out for a round of Kahoot or a Socrative exit ticket. If I am the one coaching a teacher in this process, I need to be ready to provide initial support with several tasks for a proactive approach:

1. Help with establishing the learning goals that involve using digital devices
2. Advise the teacher on what to expect when students begin using mobile devices in the classroom
3. Provide guidance in setting up classroom expectations for using cell phones and other personally-owned technology and communicating those expectations to students (p. 147)
4. Ask questions about what outcomes are desired from students using technology
5. Ensure they have a plan B in case of network or connection issues

In the 2nd or 3rd coaching session, I would concentrate my questions on helping the teacher specify those desired student outcomes and describe how they will know that each student has reached the learning goals (p. 67). Some questions would include:

• Which apps or web sites will students be allowed to use?
• What content will they research or explore?
• How will they ‘turn in’ their work - email, LMS, printed, shared Drive folder?
• How can technology be used to differentiate in a lesson or activity?
• What rubric or other assessment tool is needed?
• How do you plan to monitor student responses (p. 75)?

As the teacher progresses toward the applying stage, their own confidence will increase as they establish digital procedures and increase the frequency of technology-infused activities. A strong coaching relationship will contribute to teacher successes and set the stage for creativity and innovation to take place.

References

Marzano, R. J. & Simms, J. A. (2013). Coaching classroom instruction. Bloomington IN: Marzano Research.

Ormiston, M. (2012). How to use cell phones as learning tools. Teach Hub. Retrieved from: http://www.teachhub.com/how-use-cell-phones-learning-tools.