Abstract/Details

Impacts of technology coaching on teacher practices


2006 2006

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Abstract (summary)

This dissertation examines the impact of technology coaching on teachers' use of technology as a professional and instructional resource in a higher education and public school technology coaching partnership called e-TEAMS. In this project, teachers who had identified themselves as generally "not confident" or "somewhat confident" in their abilities to integrate technology into classroom practice were paired for a semester with e-coaches who were college students possessing up-to-date knowledge of computers and other information technologies, to design and teach lessons that infused computers, the Internet, videos and other technologies into English, mathematics, science, and history teaching. Teachers found that the presence of an e-coach helped them to envision new ways to use technology in teaching. Generally, teachers who used inquiry-based teaching methods tended to incorporate technology into instruction more easily than did teachers who tended to use traditional teaching methods. Teachers noted that e-coaching was a new experience, making the process of working with an e-coach one of new learning through gradual progress with some setbacks.

Indexing (details)


Subject
Elementary education;
Educational software;
Teacher education
Classification
0524: Elementary education
0710: Educational software
0530: Teacher education
Identifier / keyword
Education; Coaching; Professional development; Teacher; Technology coaching
Title
Impacts of technology coaching on teacher practices
Author
Verock-O'Loughlin, Ruth-Ellen
Number of pages
142
Publication year
2006
Degree date
2006
School code
0118
Source
DAI-A 67/04, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780542630750
Advisor
Maloy, Robert W.
University/institution
University of Massachusetts Amherst
University location
United States -- Massachusetts
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3212757
ProQuest document ID
305302988
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/305302988
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