Title:
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VALUE ADDED TEACHERS: THE LEGACY OF EDUCATIONAL TECHNOLOGY COACHES |
Author(s):
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Gail Drennan |
ISBN:
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978-989-8533-93-7 |
Editors:
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Demetrios G. Sampson, Dirk Ifenthaler, Pedro Isaías and Maria Lidia Mascia |
Year:
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2019 |
Edition:
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Single |
Keywords:
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Educational Technology Coach, iPads, Integration, Pedagogy |
Type:
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Full Paper |
First Page:
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339 |
Last Page:
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346 |
Language:
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English |
Cover:
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Full Contents:
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click to dowload
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Paper Abstract:
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When helping teachers integrate iPads in their teaching, a grounded theory-based qualitative case study underpinned by
the TPACK and SAMR models (Drennan, 2018), found educational technology coaches (ETC) followed an underlying
principle of changing teachers pedagogy. In implementing this principle, ETCs adopted one of four approaches through
which teachers pedagogy could change, depending on teachers technological competence and confidence. They were:
re-imagining change; slowly changing; radically changing; and co-operatively changing. Furthermore, the approaches
adopted by the educational technology coaches demonstrated four concomitant behaviours, namely: meeting teachers
needs; knowledge of applications; collegiality; and modelling desired behaviour. The three hallmarks of the legacy of
their success were all exhibited by teachers not educational technology coaches. These were posited as teachers
increased iPad integration vision; an escalation in collegial sharing of their improved technological confidence and
competence; and a critical mass of uncoached teachers asking for help. A figurative model showing this is presented. In
conclusion, there are distinct pedagogical advantages to having dedicated ETCs implement iPad integration. These must
be balanced against the few disadvantages. Caution is sounded against generalizing these findings to include Android
devices, especially with regard to possible non-compatible interfaces of a variety of devices in one classroom. |
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