54 Volume 58, Number 3

coach for K-12 educators, this article analyzed

provide within a virtual environment. A virtual technology coach was proposed as a possible solution to provide continual professional development for teachers to support their

that the Collaboration, Discussion, Learning, and Sharing resources of a virtual technology coach

to corroborate the importance of developing a professional learning community to promote

strategies among teachers. In addition, these virtual technology coaching attributes are

(NETS*C) standards pointing to a potential support structure for schools and school districts implementing the NETS*C standards.

Keywords: Online learning, PreK-12 schools; Professional Development; Technology Coaches; Technology Integration; Virtual environments.

T his article describes a survey that

technology coach that would support

It also considers the implications for current technology coaches who work with teachers and their respective professional development. The term, “technology coach”, indicates personnel that provide technology support found in a school or in a school district, such as a technology facilitator. Professional development workshops and relevant activities can provide this type of assistance and can facilitate innovative practices

development can provide teachers a “new set

that will support them as they implement the

Signer, & MacLeod, 2010, p. 76). Continual professional development as opposed to one-

teaching strategies and facilitating change in their

This set of ongoing activities contributes to a sustained adoption of knowledge and promotes

By William Sugar and Patricia J. Slagter van Tryon, East Carolina University

Volume 58, Number 3 55

buy in from teachers. A virtual technology coach may be a possible solution for promoting these continuing professional development activities.

Many school districts are now implementing school-based coaches as a way to provide

(Wei, Darling-Hammond, Andree, Richardson, & Orphanos, 2009). These coaches can “help teachers incorporate new knowledge and skills into classroom practice both for the short-term and long-term” (Wei, et al., 2009, p. 14). With the goal of creating a shared vision among all teachers, an instructional coach facilitates and maintains a supportive environment within a school setting (Gallucci, Van Lare, Yoon, & Boatright, 2010). A coach creates a non-confrontational environment where teachers can share their thoughts, instructional best practices and learn from each other. A coach also can be considered as an encourager who can help teachers to become more comfortable and motivated to learn about new instructional strategies (Vanderburg & Stephens, 2010). A possible approach to provide professional development support for technology-rich environments could be using a technology coach model. Lowther, Inan, Strahl, and Ross (2008) found that including full-time, on-site

technology skills. The emphasis of community

recent white paper, Technology, Coaching, and Community (Beglau, et al., 2011) demonstrates the valuable role of a technology coach within a school setting. The technology coach essentially establishes and nurtures a professional learning community of teachers. These learning communities enable their members to share ideas and resources among each other and to create a shared knowledge base of best practices and provide “a sense of collective

research indicated that teacher professional

respective professional development (Pella,

technology integration learning community revealed that teachers are now employing a wider selection of new technologies as a result of this community. Teachers also were more

technology integration decisions within an

Forming a learning community also can be

communities of practices for teachers (e.g., Lewis, Koston, Quartley, & Adsit, 2011) have been

for blind review) reported that when learning in an environment where communication is mediated, it is important to build a knowable

dynamic interpersonal interactions that lead to successful group structure. Holmes, et al., 2010 concurred and reported that the establishment of an online “presence” is critical among virtual community members. Innovative approaches within these online settings include pedagogical

2008).

a vir-tual technology coach, a survey was developed baed on the question, “How can one systematize some of the services of a technology coach in or-

among teachers?” The intent of this virtual tech-nology coach was to assist in providing an on-

to form a learning community among teach-ers. Ideally, having an actual technology coach assigned to a particular set of teachers or for a

-

there is no preconceived notion on how a vir--

veloped (e.g., via learning management system or an online network). Results from this survey will serve as a starting point in informing fur-ther development of a virtual technology coach. The overall purpose of this survey asked wheth-

the services of a virtual technology coach within an online setting.

The survey was based on an earlier study conducted by one of the authors (reference withheld for blind review). In this earlier study,

social studies teacher, a seventh grade science teacher, and an eighth grade language arts teacher) participated in four successive paper prototyping sessions with the intent of creating the proposed virtual technology coach from scratch. The purpose of the paper prototyping methodology is to generate ideas about a new concept, such as a virtual technology coach, from potential users (UsabilityNet, 2012). The

56 Volume 58, Number 3

intent of the initial paper prototyping session

interacting with their own technology coach at their particular school.

The paper prototyping sessions yielded spe-

employing a category construction data analysis method as outlined by Merriam (2009) analyzed each of the recorded paper prototyping sessions.

these paper prototyping sessions. The raters dis--

corporating them into the development of the virtual technology coach survey.

As a result of this analysis, seven main themes/features of a virtual technology coach emerged, including: Collaboration, Discussion, Learning, News, Profile, Sharing, and Technical. These themes and technology coach resources (described in the Results section) were incorporated in the virtual technology coach survey. Four College of Education faculty members separately reviewed the initial

developed as an electronic survey delivered online to 184 in-service teachers, who worked in schools in the southeastern region of the United States. The participating teachers rated the seven main themes/features of the virtual technology

responses were rated on a scale of 5 to 1, with 5 = very valuable, 4 = valuable, 3 = undecided, 2 = somewhat valuable, 1 = not valuable.

rate) participated in the virtual technology coach survey about these technology coach resources. Eighty-four percent of our respondents (n=50) were female and 15% of our respondents (n=9) were male. Over 41% of our respondents (n=25) taught in public schools more than eleven years. Twenty-three percent of the respondents (n=14) taught in public schools between seven and ten years and twenty-seven percent of our respondents (n=16) taught between four and

(n=5) were new teachers who taught between one and three years.

The average ratings of the overall technology coach resources are found in Table 1 on the opposite page. In addition, survey respondents were asked to rank their top three virtual technology coach resources. Their

ratings are found in Table 2 on the following

third choice, we assigned a point value for each choice. First choice resources received 3 points, second choice resources received 2 points, and third choice resources received 1 point.

Throughout each of the prototyping ses-sions, participating teachers emphasized the importance of interacting with their respective technology coach and described how this collab-oration influenced their individual professional development. As illustrated in Table 1, survey re-spondents later gave an overall valuable rating to one of the Collaboration resources, Locate other teachers and colleagues in the same subject area/grade level and/or in different content areas/grade levels to work on a lesson and/or unit/instruction-al module (M=4.17). The prototyping session

-laborated with a technology coach. One of the current practices included the technology coach in the development or teaching of a particular lesson. The 6th grade social studies teacher ob-served the technology coach and the respective teacher sometimes would reverse roles in the classroom where the technology coach would teach the class and the teacher would assist the technology coach.

The survey respondents viewed the Collaborationcollaborate with other teachers and could help teachers identify potential collaborators. A survey respondent remarked, “If there is a lesson you are struggling to teach, you can get ideas and

A survey respondent commented on the overall Collaboration tool by stating,

“This is what would make this [technology coach] new and VERY helpful!” However, the respondent cautioned, “This would only happen if a LOT of teachers used this [Collaboration resource] regularly.”

During the prototyping sessions, each of the -

cuss and talk with other teachers about technol-ogy integration related issues. This discussion forum would include topics regarding current events involving technology integration and instructional technology, as well as interacting

in a particular dis-cipline. In the survey, two Discussion resource items, Pose a general question with regards to in-

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structional technology (M=3.93) and Interact with a professor in the field of Instructional Technology and other education disciplines (M=4.1) received an overall valuable rating from the survey re-spondents (see Table 1).

The Prototyping session teachers thought

have a continuous discussion among other teachers about related technology integration issues. The 8th grade language arts teacher commented that she would like to get advice beyond her particular school. She would like

about throughout the world about reading.

but maybe I would be interested about using the SmartBoard in a reading class.” Survey respondents also thought that this Discussion resource also would give teachers access to instructional technology support beyond their respective school. One respondent commented, “It would be great to have a place to go to and be able to ask questions and receive answers about instructional technology.”

58 Volume 58, Number 3

Each of the prototyping session teachers emphasized the importance of learning and remaining current with new instructional technologies. This Learning resource combines all of the necessary professional development (formal and informal) activities involved with learning about integrating technologies in an instructional setting. The survey respondents also rated all of the Learning resource items as either very valuable or valuable (see Table 1).

The emphasis of this Learning resource is based on the belief that teachers always need to learn. The 7th grade science teacher reflected this philosophy by noting that it is important to review a curriculum before teaching it to students and to keep current with the content and the corresponding instructional technologies. She observed, “As they say, ‘If you

I need to review. [A Learning resource] would be helpful.” The survey respondents concurred. One respondent realized the Learning

The respondent wrote, “Sometimes the most time preparing lessons is spent in getting familiar with the resources and learning how to use them.

particular resource. A Learning resource would be VERY [original emphasis] useful.”

The three teachers, who participated in the prototyping sessions, proposed a News resource where teachers would receive current events and updates related to instructional technology activities. These news items would

in the classroom and describe corresponding best practices. Related current events also would be within this News resource. As shown in Table 1, the survey respondents later rated one of the News items, Supporting literature in the use of specific technology resources within your discipline (M=4.17) as being valuable. The other News resource items received an overall undecided rating.

The teachers, who participated in the prototyping sessions, brainstormed an assortment of events and activities that could take place within this News resource. This proposed resource could include calendar events about upcoming professional development workshops. Each event would be accessible by a corresponding calendar and would be searchable. This Newsreviews from the survey respondents. Some of the respondents viewed this resource as way to stay current. One respondent commented, “It is

to anything related to education when you are in education; this set of resources would be used to stay up to date in the world of education.” However, some of the respondents were not sure that they would use this resource. One respondent wrote, “I feel inundated by this [current news] already”. One respondent thought of a compromise solution by recommending an

News resource or having the ability to select particular topics within this News resource.

In each of the prototyping sessions, the teachers recommended having a Profile section within the virtual technology coach. Teachers

technology interests and skill level, as well as view Profile resource, it

about new technologies. During the survey, each of the Profile items received an overall rating of undecided (see Table 1 on previous page).

One of the advantageous features of these Profile resources is the ability to locate colleagues

technology. The 8th grade language arts teacher

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commented on how to design these Profile

and click on something that says you would be

social studies teacher suggested that teachers

positive terms. One respondent commented, “I

technology goals. I would also have students set up something similar.” However, some

One respondent stated, “The people in my district

because it would impose on their privacy.”

Throughout each paper prototyping session, all of the teachers stressed the importance of sharing technology resources, including a vari-ety of instructional materials, including lessons, digital resources, and other similar teaching tools with their colleagues. As indicated in Table 1, the survey respondents overwhelmingly viewed the Sharing items as a very valuable resource.

Both the paper prototyping and survey respondents noted that the sharing of digital resources would be quite popular amongst their colleagues. One survey respondent remarked, “The digital resources would be the most valuable. Finding electronic resources for some lessons is difficult.” Another respondent agreed by noting, “It would be nice to have access to materials instead of always having to ‘reinvent

lessons provided by others would help everyone involved.” Both the paper prototyping and survey respondents also concurred that the Sharing aspect of a technology coach would enhance the development of interdisciplinary lessons. The seventh grade science teacher remarked

I use in science” such as mapping skills. With this Sharing resource, science teachers as well as teachers in other disciplines also could access these social sciences curriculum best practices. As one survey respondent commented, “It helps to have lesson plans from other teachers to be able to give the students a variety in instruction and show the material from multiple points of view. Classroom materials are hard to come by sometimes so sharing materials with other teachers is always a blessing!”

Each of the prototyping session respondents observed the various technical skills and resources that their respective technology coach provided. This Technical resource would include technical assistance, troubleshooting and overall

related technologies. During the survey, none of the technical resources received either a very valuable or valuableTechnical resource items in the survey received an overall undecided rating (see Table 1).

This Technical resource is quite common among the duties of a typical technology coach. A

type of technical assistance. Beyond this technical support, a technology coach can be considered a technical partner or liaison. The 6th grade social studies teacher observed that part of the

familiar with a particular technology and help provide a road map between teachers and how to

survey respondents voiced support for this aspect of a technology coach by stating, “It [Technical resource] would help with troubleshooting and you would not have to wait on a tech support person.” Though the prototyping and survey

regarding this Technical resource, the survey respondents rated all of the Technical resource items as “undecided” with regards to their overall value. Some of the respondents said they already

skills. Other survey respondents reported that teachers at their particular school did not have administrative rights to complete any of these technical skills.

This survey gives insight into the initial development of a virtual technology coach with the

integration practices. Based on the initial ideas from teacher participants in the iterative paper prototyping sessions, and substantiated by in-service teachers who completed the follow-up

technology coach emerged. Each of the Sharing and Learning resources were described and rated as either very valuable or valuable by the survey respondents Collaboration and Discussion items also received an overall valuable rating (see Table 1). The importance of these particular Collaboration, Discussion, Learning, and Sharing

60 Volume 58, Number 3

resources imply that the teacher participants (paper prototyping and virtual technology coach survey) prefer a technology coach facilitated learning community to support their respective technology integration needs. The lone News item that received positive rating also indicates that teachers are seeking information on current technology resources beyond their classroom and schools to help support their technology

A key facet of school technology integra-tion needs point to the alignment between the NETS*C, International Society for Technology

-room integration of technology, and the apparent value classroom teachers place on their ability to learn more deeply about technology integration within a collaborative community. These nation-ally recognized coaching standards point to a combination of shared vision, engaged learning, digital-age learning environments, and modeling of skills and dispositions for teachers as teachers endeavor to become innovators in their knowl-edge and their practice of integrating technol-ogy within the classroom. To make a connection between these current coaching standards and these survey results, Collaboration, Discussion, Learning, and Sharingeach of the NETS*C standards (see Table 3).

As administrators of PreK-12 schools seek to develop learning communities for social, cultural, and global awareness through digital age technologies, many might choose to turn to the International Society for Technology in

design and development of both professional development and core practices within schools for promoting technology integration in this

Collaboration, Discussion, Learning, and Sharing) of a virtual technology coach from this recent survey therefore appears to closely align with these standards already in place as well as open up the opportunity for supporting both technology facilitators and teachers in schools for reaching these goals in technology integration.

Further, all of the Technical and Profile items, as well as, a majority of the News items, received an overall undecided rating. This

having a virtual technology coach-facilitated

recommended in the paper prototyping sessions were not considered as valuable resources that a virtual technology coach could provide. The interpretation of the value of the Technical

resources also is still unresolved. The ratings for all Technical resources received an undecided rating (see Table 1). However, the Technical resources received 11 “First choice” votes from the survey respondents. It is possible that alternative Technical resources that were not listed on the survey need to be considered by another group of teachers.

The concept of a virtual technology coach and its potential to support NETS*C Standards still needs to be considered in future studies. A

(e.g., Edmodo, 2012) that encourage teachers to share ideas within a virtual learning community might best take place to support further

virtual community could be incorporated in a future version of the virtual technology coach.

pedagogical agents and their features would reveal how these qualities could be incorporated in Collaboration, Discussion, Learning, and Sharing aspects of a virtual technology coach. An evaluation of the current technology coach

insight. Current technology facilitators, school administrators, and possibly students will either augment the current results of this study or possibly provide alternative resources that a virtual technology coach can provide.

to support the Collaboration, Discussion, Learning, and Sharing qualities described in this study and which promote NETS*C Standards for PreK-12 schools. Data from other key stakeholders (i.e., technology facilitators, school administrators, and students) also will be collected and analyzed to help with this overall development process. The overarching goal will be to create an online tool called a virtual technology coach that

technology in their respective classrooms among a community of their peers.

William Sugar is an associate professor and associate chair in the department of Mathematics, Science, and Instructional Technology Education at East Carolina University. His current research interests are developing effective and alternative technology integration strategies for teachers, as well as examining the interrelationship between multimedia production skills and instructional design skills.

Volume 58, Number 3 61

Table 3: Collaboration, Discussion, Learning, and Sharing resources identified in NETS*C

Colla

bora

tion

Disc

ussio

n

Lear

ning

Shar

ing

Visionary Leadership Technology Coaches inspire and participate in the development and implementation

-lence and support transformational change throughout the instructional environ-ment.

Teaching, Learning, & Assessments

Digital Age Learning Environments

Professional Development & Program Evaluation Technology coaches conduct needs assessments, develop technology-related pro-fessional learning programs, and evaluate the impact on instructional practice and student learning.

Digital Citizenship Technology coaches model and promote digital citizenship.

Content Knowledge and Professional Growth Technology coaches demonstrate professional knowledge, skills, and dispositions in content, pedagogical, and technological areas as well as adult learning and leadership

Patricia J. Slagter van Tryon is an assistant professor of instructional technology in the department of Mathemat-ics, Science, and Instructional Technology Education at East Carolina University. Her research interests include social cog-nition and schema revision strategies through instructional e-mmediacy in online and mediated learning environments.

Correspondence in regard to this paper should be addressed to: William Sugar, East Carolina University, Mathematics, Science and Instructional Technology Education, 352F Flanagan MailStop 566, (Email) sugarw@ecu.edu, (Phone) 252-328-1546

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