Date of Award

Fall 2024

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Bridget Miller

Abstract

This action research study examined the impact of an instructional coaching cycle on four high school teachers’ use of technology in the classroom. The problem of practice was identified as the struggle that high school teachers face regarding integrating instructional technology tools into their classrooms in purposeful and meaningful ways that would enrich the classroom learning environment. Using a convergent mixed methods framework, the research was conducted in a multi-case study format with four participants in the study. The research was based on Vygotsky’s (1986) Sociocultural Theory with specific emphasis on the use of scaffolding and the zone of proximal development. Conceptual frameworks such as Puentedura’s (2011) SAMR model and Pearson and Gallagher’s (1983) Gradual Release of Responsibility augmented the theoretical framework. Over a six-week period, multiple data points were collected, both qualitatively and quantitatively. Qualitive data was collected from field notes, Reflection Journal entries, and individual interviews. Quantitative data was collected through a Technology Integration Survey and a Barriers to Technology Integration Survey (Tarman et al., 2019). Data showed that instructional coaching grew teachers’ use and perception of classroom technology tools, and that the teachers benefitted from the partnership that was forged during the instructional coaching cycle. This was evidenced through the increase in the level of technology integration observed from pre- to post-intervention. Limitations, recommendations for future research, and the significance of the research were discussed in the concluding chapter.

Rights

© 2024, Jennifer Elizabeth Nicholson

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