Technology should play an important role in K-12 education, according to most educators and policymakers (Hastings, 2009). However, despite numerous classroom technology initiatives, supplemental funding, increased availability, encouragement by stakeholders, and urgency to develop 21st-century skills needed for the technology age, students and teachers are not making use of technology effectively in classrooms (Hastings, 2009). In this qualitative study, the researcher detailed how perceptions of technology coaches and teachers in sixth- through eighth-grade southwest Missouri classrooms related to the best model for implementing a technology coach. The duties and qualifications perceived to be important for the position of technology coach were reviewed. Eight technology coaches and eight classroom teachers were interviewed to learn how the position of technology coach has impacted the participants and their schools. Common perceptions were found after data were reviewed. Teachers noted advantages to having a technology coach in the building included the following: troubleshooting support, professional development, research of new programs, support with incorporating technology into curriculum, and an accessible person when there is a technology need. Technology coaches reported the importance of teachers having support in classrooms as an advantage to the position. Teachers and coaches both supported the concept of a coach in the classroom modeling technology integration and working directly with teachers. Professional development was also noted as an important part of a coach’s job duties. Conclusions from this study may help school leaders better address the job responsibilities of a technology coach.
|Commitee:||Boyer, Grant, DeVore, Sherry|
|School Location:||United States -- Missouri|
|Source:||DAI-A 78/06(E), Dissertation Abstracts International|
|Subjects:||Art education, Middle School education, Educational technology|
|Keywords:||Arts classrooms, Classroom technology, Professional development|
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