VALUE ADDED TEACHERS: THE LEGACY OF EDUCATIONAL TECHNOLOGY COACHES

Abstract

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.