The purpose of this eight week mixed methods study was to understand the effects of peer coaching on teacher’s comfort, instructional practices, and the culminating impact on student achievement. Through collaborative lesson planning, teachers learned how to improve student learning with technology. The data revealed that though change in comfort was only approaching significance, teachers’ personal statements demonstrated improved comfort. Similarly, change in practices with technology was found to be non-significant; however, observations and interviews indicated that teachers did indeed initiate changes in their instructional practices with technology. Student technology literacy scores also improved significantly from pre- to post-assessment. The researcher concluded that this model of peer coaching may offer educators a costeffective, sustainable approach to improving technology integration practices.
","abstract_html":"<p>The purpose of this eight week mixed methods study was to understand the effects of peer coaching on teacher’s comfort, instructional practices, and the culminating impact on student achievement. Through collaborative lesson planning, teachers learned how to improve student learning with technology. The data revealed that though change in comfort was only approaching significance, teachers’ personal statements demonstrated improved comfort. Similarly, change in practices with technology was found to be non-significant; however, observations and interviews indicated that teachers did indeed initiate changes in their instructional practices with technology. Student technology literacy scores also improved significantly from pre- to post-assessment. The researcher concluded that this model of peer coaching may offer educators a costeffective, sustainable approach to improving technology integration practices.</p>","abstract_has_math":false,"creators":["Frazier, Tricia Cauffiel"],"institution":null,"degree_name":"Doctor of Education in Teacher Leadership (Ed.D)","degree_level":"Dissertation","degree_discipline":"Teacher Leadership for Learning","degree_department":null,"school":null,"contributors":["Dr. Jo Williamson","Dr. Angela Blaver","Dr. Traci Redish"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-10-01T07:00:00Z","date_published":"2011-10-01T07:00:00Z","updated_at":"2026-07-24T02:42:45Z","subjects":["communities of practice","collaboration","peer coaching","student technology literacy","technology integration","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/etd/472","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Jo Williamson","Dr. Angela Blaver","Dr. Traci Redish"]},{"key":"dc:creator","label":"Author","values":["Frazier, Tricia Cauffiel"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2011-11-30T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Leadership for Learning"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Teacher Leadership (Ed.D)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["communities of practice","collaboration","peer coaching","student technology literacy","technology integration","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/etd/472"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this eight week mixed methods study was to understand the effects of peer coaching on teacher’s comfort, instructional practices, and the culminating impact on student achievement. Through collaborative lesson planning, teachers learned how to improve student learning with technology. The data revealed that though change in comfort was only approaching significance, teachers’ personal statements demonstrated improved comfort. Similarly, change in practices with technology was found to be non-significant; however, observations and interviews indicated that teachers did indeed initiate changes in their instructional practices with technology. Student technology literacy scores also improved significantly from pre- to post-assessment. The researcher concluded that this model of peer coaching may offer educators a costeffective, sustainable approach to improving technology integration practices.
"]},{"key":"dc:title","label":"Title","values":["The Effects of Peer Coaching for Technology Integration on Teachers’ Comfort, Practice, and Student Technology Literacy"]}]}],"canonical_facts":{"dc:contributor":["Dr. Jo Williamson","Dr. Angela Blaver","Dr. Traci Redish"],"dc:creator":["Frazier, Tricia Cauffiel"],"dc:date.available":["2011-11-30T08:00:00Z"],"dc:description.abstract":["The purpose of this eight week mixed methods study was to understand the effects of peer coaching on teacher’s comfort, instructional practices, and the culminating impact on student achievement. Through collaborative lesson planning, teachers learned how to improve student learning with technology. The data revealed that though change in comfort was only approaching significance, teachers’ personal statements demonstrated improved comfort. Similarly, change in practices with technology was found to be non-significant; however, observations and interviews indicated that teachers did indeed initiate changes in their instructional practices with technology. Student technology literacy scores also improved significantly from pre- to post-assessment. The researcher concluded that this model of peer coaching may offer educators a costeffective, sustainable approach to improving technology integration practices.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/etd/472"],"dc:subject":["communities of practice","collaboration","peer coaching","student technology literacy","technology integration","Teacher Education and Professional Development"],"dc:title":["The Effects of Peer Coaching for Technology Integration on Teachers’ Comfort, Practice, and Student Technology Literacy"],"thesis:degree_discipline":["Teacher Leadership for Learning"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Teacher Leadership (Ed.D)"]},"updated_at":"2026-07-24T02:42:45Z"}