The Effects of Peer Coaching for Technology Integration on Teachers’ Comfort, Practice, and Student Technology Literacy

<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>

Name thesis:degree_name

Doctor of Education in Teacher Leadership (Ed.D)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Teacher Leadership for Learning

Year dc:date.available

2011

Author dc:creator

• Frazier, Tricia Cauffiel

Contributors dc:contributor

• Dr. Jo Williamson
• Dr. Angela Blaver
• Dr. Traci Redish

• communities of practice
• collaboration
• peer coaching
• student technology literacy
• technology integration
• Teacher Education and Professional Development

Repository record dc:identifier

https://digitalcommons.kennesaw.edu/etd/472

OAI identifier oai:identifier

oai:digitalcommons.kennesaw.edu:etd-1473