Running head: [USING COACHING TO INCREASE TECHNOLOGY INTEGRATION] 1

Using Coaching to Increase Technology Integration

Suzette Powell

Kennesaw State University

April 2017

Dr. Laurie Dias

August Fall 2016

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Setting/Context

The setting for the proposed project is Huntley Hills Elementary and Montessori School,

in Chamblee, Georgia. Huntley Hills is a public school located in a suburban setting of Region 1

in the Dekalb County School district. Region 1 consists of schools located in the northern part of

the district which, historically, has been the more affluent region of the district. Huntley Hills

achieved STEM (Science Technology Engineering Math) certification from AdvanceEd in May

of 2016. AdvancEd is a non-profit organization that took the place of the North Central

Association Commission on Accreditation and School Improvement (NCA CASI) and the

Southern Association of Colleges and Schools Council on Accreditation and School

Improvement (SACS CASI) when these two organizations merged. It is responsible for

providing accreditation for schools across the United States. STEM certification is not

mandatory for any school, but is a sub-category that schools can choose to implementan elevated

form of school improvement which is considered an additional measure of school improvement,

above state requirements.

The school is comprised of 13 traditional classrooms and 6 Montessori classrooms, as

well as 3 classrooms for students with severe and profound needs. There is also a lottery-funded

Pre-K classroom and a special needs Pre-K classroom. Students served are in grades Pre-K

through fifth grade. The National Center for Educational Statistics (2015) reports that Huntley

Hills is a Title I school with 36.7 full time teachers and 493 students of which 31% are Hispanic,

30.4% are African American, 19.7% are White, 14.8% are Asian/Pacific Islander, and 3.2% are

multi-racial and whose economic background includes 60% eligible for free lunch and 5.3%

eligible for reduced lunch. The gender breakdown is nearly equal, 51% of the student body is

male and 49% female.

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About Approximately 15.4% of students receive special education services, including

4.5% served in self-contained special education classrooms (K. Weirman, personal

communication, January 23, 2017). TheseisIt numbers areis particularly high for this school

because it serves as the region center for severe/profoundly disabled students. Student scores on

the 2016 Georgia Milestones end of year assessment indicate that about 42% of students are

proficient or above in English Language Arts, about 28% of students are proficient or above in

math, about 25% of students are proficient or above in science and about 12% are proficient or

above in social studies (("Georgia milestones state-wide scores 2015-2016,"Georgia Department

of Education, 2016).

The school has one principal, one assistant principal, one guidance counselor, one data

coach, one STEM coordinator, and one intervention specialist. All traditional classes are self-

contained, with the exception of third and fourth grades, which are departmentalized into two

classes, English Language Arts/Social Studies and Math/Science. There are six five Montessori

classrooms are dual grade level and , with the exception of one that serves students in grades 1-3.

Some of the hallmarks of Montessori education include multi-age learners, large blocks of

uninterrupted work time, specialized Montessori materials, and guided choice of work activities

(American Montessori Society, 2017).

The schools district to which the school belongs is in the earliest stages of implementing

a blended learning approach to all district-based professional development. All staff have been

introduced to an online learning management system called Verge with mandates to complete

five beginning modules within the platform which are designed to bring teachers up-to-date on

the topic of online learning. While teachers are required to complete the modules, no

requirement exists to incorporate the learning into instruction and there is no follow-up on this
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professional development from the county. The modules range from digital citizenship to using

Verge as an online course delivery system. In the 2015-16 school year, school-based

professional development moved from after-school times and off-site locations to weekly grade-

level meetings that were scheduled during the teachers planning time. Teachers were expected

to apply monitored for application of school-based professional development, which was

monitored through teacher performance evaluations and walk-through observations. Continued

STEM training and development is also a part of the current professional development plan.

STEM certification is re-evaluated every five years. In the initial certification, the area in which

Huntley Hills scored the highest was equitable learning environment and the lowest was

technology integration.

The To address the low rating, Huntley Hillsschool is ramping up technology use by

systematically replacing aging technology with laptops and iPads as part of a 1:1 initiative for

students due to be completed within the next three years. When the 1:1 initiative is complete,

teachers will be expected to have technology completely integrated within their classrooms. All

classrooms have Promethean boards with Apple TVs, at least one student workstation, and five

iPads. Upper grades classrooms also have five laptops for student use.

Teachers have been introduced withinOver the past two years, teachers have been

introduced to technology tools for professional use, among them was Office 365 as an email and

collaboration tool and a new online gradebook. Both programs require teachers to develop

facility with uploading and downloading information in new formats, and new components are

being introduced every 4-6 months. This year teachers were introduced to a new universal

screen called Measures of Academic Progress (MAP), which requires all students to be tested
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three times a year on reading and math progress. In addition, students in grades 3-5 are required

to complete screenings for science and English Language Arts.

Teachers are overwhelmed with trying to manage these new systems while continuing to

provide quality instruction. Despite the low STEM ratings, the systematic replacement of aging

technology, and the increasing mandates for teachers to use online learning as a vehicle for

professional development, teachers continue to express to administration that they are struggling

to adapt

The introduction of these computer-based systems has created a very steep learning curve

for teachers. Many have expressed to administration that they are and resulted in a high stress

level among many who are struggling to adapt to the new systems expectations (M. Ford,

personal communication, 2017). The perceived demand to switch from more traditional teaching

methods to those integrating technology has created additional levels of stress. Teachers are

overwhelmed with trying to manage these new systems while continuing to provide quality

instruction. Lack of follow-up, hardware, and support has increased teacher frustration with

technology in general. Some Montessori teachers have indicated that they do not see that

technology integration doesnt seemis compatible with Montessori methods, leading them to

believe that they are being forced into choosing one or the other. These combined frustrations

have increased the teachers stress level and contributed to a feeling of being overwhelmed by the

change process.

Problem and Rationale

The STEM certification process will be repeated by Huntley Hills in the year 2021. The

initial certification results revealed that technology integration is the lowest scoring area for the

school. This is not surprising as research has suggested that high levels of effective technology
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use have not yet been achieved, either in the United states or internationally (Ertmer &

Ottenbreit-Leftwich, 2010, p. 256). However, there is much that can be done to help the teachers

at Huntley Hills to increase their level of technology integration so that when the next

certification cycle comes, the results will show a movement towards higher technology

integration.

According to the principal, the kindergarten teachers at Huntley Hills are the grade level

that experiences the most difficulty with technology integration, despite the fact that they have

more access to it than any other grade level (M. Ford, personal interview, January 2017). Ford

states that administrative observations reveal that kindergarten teachers routinely limit

technology use to teacher productivity, mandated programs that are a part ofincluded in the

school improvement plan, or as a reward to students who achieve specified objectives (academic

or behavioral). A review of the literature study conducted by Taylor and Gunter (2009) reveals

there are hundreds of research experiments which have concluded that technology used to deliver

content increases student achievement (Taylor & Gunter, 2009, p. 21). Teachers are challenged

to integrate technology in pedagogically sound ways while focused on the learning outcomes

(Anderson & Becker as cited in Keengwe & Onchwari, 2009, p. 210). The kKindergarten

teachers at Huntley Hills are particularly challenged because they are teaching foundational skills

of writing, reading, and mathematical computation using expertise developed long before

technology integration became a necessity. There appears to be a disconnect between what the

research indicates and what the kindergarten teachers understand to be effective in terms of

student achievement.

Technology integration can be measured by using a sniff test thatrubric which uses a

decision making tree to determine the level of technology integration or LoTI. According to the
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sniff-test,rubric, lower levels of LoTI are evidenced by the mechanical use of technology, the

control resting with the teacher, and the limited choice of students in the use of technology. If

Fords the principals observations are correct, then most likely the kindergarten teachers are

operating at the lower levels of the LoTi Frameworks (LoTI Conection, 2015). This mirrors

what Keengwe and Onchwari (2009) found when they examined challenges related to

technology integration and found that teachers viewed instruction and integration as two

separate entities that were difficult to infuse, and demanding of their instructional time and

responsibilities (p. 214). Since lower levels of LoTI are easier for a teacher to implement, it is

likelypossible that the kindergarten teachers are adding technology on top of everything they are

doing as opposed to integration. ThisIf that is the case, these additional layers wcould contribute

to their frustration with the process of technology integration and possibly lead to back-lash

against further infusion and increasing vocal protests about unreasonable expectations..

These kindergarten teachers have not been hesitant to voice their opinion that technology

integration is time-consuming in an already full schedule. Of the five kindergarten teachers, one

is in mid-career while the other four are late-career. Two of the teachers teach Montessori

classes that include pre-kindergarten and three teach traditional kindergartens. This combination

of experience and background contributes to the mindset of feeling forced to abandon tried and

true practices for the unknown, which in this case is the lack of understanding what technology

integration ispractices that are unfamiliara unique combination of last century best practices

meeting up with a new century of digital natives.

Unfortunately, the changes in society today make it no longer appropriate to state that

low-level technology use is acceptable if we are going to meet the needs of todays students

(Ertmer & Ottenbreit-Leftwich, 2010, p. 257). Some research suggests that a key instructional
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practice that impacts the literacy levels of students is technology integration aligned with the

literacy program of the school (Wilcox, Lawson, & Angelis, 2015, p. 26). Sugar (2005, p. 564)

indicates that coaching may be a solution to teachers who need confidence or when they are not

ready to learn new skills. When teachers are provided with coaching that is on-site, individual

and personal (Neuman & Wright, 2010, pp. 82-83), change is facilitated that can extend many

months after the coaching sessions end.

In order for the kindergarten teachers to integrate technology effectively, thisthe purpose

of this project willis to provide personalized coaching that will allow them to integrate

technology effectively with their existing pedagogy. To achieve the foundations of 21st century

learning for all students, it is critical to hChanging the mindset ofelp these experienced teachers

learn to use technology to meet the needs of students who are accustomed to having technology

always at hand is critical to achieving the foundations of 21st century learning for all students. It

is imperative that this change happen in order for the school to and reaching literacy,

mathematics, and STEM the goals of STEM learning as well as literacy. To gain teacher

commitment to technology initiatives, it is critical that professional development and strategic

support be in evidence (Lewis, 2016, p. 17). , but iCPersonalized coaching is a model that will

gain this commitment because it takes into t cannot be done without personal appreciation of

theconsideration the expertise that which these teachers carry and will create a personal

accountability as well as provide regular feedback to both teachers and administration on the

progress of the change. .

This The need for this capstone project is based on the lack of the kindergarten teachers

understanding of what technology integration is, and how it looks in the classroom, and how to

integrate technology with their current expertise. Although the district provides professional
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development, these t To gain teacher commitment to technology initiatives, it is critical that

professional development and strategic support be in evidence (Lewis, 2016, p. 17). Teachers

need a different model of professional development and support that allows them to explore

ways to integrate technology with their own teaching practices and time to adjust to the new

changes. Moving these teachers from small group professional development to coaching will

help them understand what technology integration is and help them transition into it in a way that

respects their skills. This will allow the level of technology integration to increase at a pace that

keeps with the teachers comfort level.

Objectives and Deliverables

Lack of knowledge of technology integration and the need for professional learning that

includes the valuable experience of the kindergarten teachers can best be addressed by providing

them with differentiated instruction that allows these teachers to reach the goal of increasing

their LoTI levels. TOne intended outcome is that teachers will develop technology-rich lessons

that positively impact their students learning By pif they are providinged with individualized

training that increases the teachers understanding of what technology integration is, exposes

teachers them to the requirements of the NETS technology standards for teachers, and guides

teachers them to articulate what technology integration looks like in their own classroom;

teachers can be directed to develop lessons that positively impact their students learning. The

increase in knowledge will help Huntley Hills to achieve higher scores on technology integration

during the next STEM certification cycle in 2021.

Project Objective: By May 23, 2018, kindergarten teachers at Huntley Hills Elementary

will have increased their level of technology integration by at least two levels on the LoTi

Framework (LoTI Connection, 2015) by implementing participating in professional learning on

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technology integration delivered through a coaching model and as measured by the LoTI sniff-

testrubric (LoTI Connection, 2015).

Goals That Support Objective Attainment

Determine with each teacher a content area on which to focus during the course

of( one coaching session).Results of pre- and post-surveys for teachers

Develop strategies and/or professional development that focus on helping the

teacher integrate technology in a time and method that respects her individual

teaching style and provides sufficient time for her to take ownership of the

changes.

Create a survey for kindergarten teachers to assess the perceived changes as a result

of technology integrationinitial LoTI levelCo-developed teacher checklists

Administer a survey to determine personality type.Results of personality test surveys

Create a coaching schedule for kindergarten teachers that focuses on technology

integrationCoaching journal entries for coach and teachers.

Develop strategies and/or professional development that focus on helping the teacher

integrate technology in a time and method that respects her individual teaching style

and personality andwhile providesing sufficient time for her to take ownership of the

changesVideo-based evidence of teachers using coached strategies

Surveys for teachers and principal evaluating effectiveness of coaching sessions.

Summary of outcomes achieved through the use of coaching

Engage kindergarten teachers in coaching sessions designed to implement the developed

strategies and/or professional development over a period of three months.

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Evaluate the strengths and weaknesses of the coaching model for kindergarten teachers with the

kindergarten teachers and administration.

Recommend a course of action based on the results of the evaluations.

Standards

The Georgia Professional Standards Commission (GaPSC) and the International Society

for Technology in Education (ISTE) have developed standards for teachers that address the

infusion of technology in education. In the domain of professional growth and leadership, ISTE

standard 5 will be the main standard addressed. Standard 5 (International Society for

Technology in Education, 2008, p. 2) indicates:

Teachers continuously improve their professional practice, model lifelong learning, and

exhibit leadership in their school and professional community by promoting and

demonstrating the effective use of digital tools and resources.

a. Participate in local and global learning communities to explore creative

applications of technology to improve student learning.

b. Exhibit leadership by demonstrating a vision of technology infusion,

participating in shared decision making and community building, and

developing the leadership and technology skills of others.

c. Evaluate and reflect on current research and professional practices on a

regular basis to make effective use of existing and emerging digital tools and

resources in support of student learning.

d. Contribute to the effectiveness, vitality, and self-renewal of the teaching

profession and of their school and community.

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This standard correlates with standards 4 and 5 of the Georgia Instructional Technology

Standards (Georgia Professional Standards Commission, n.d., p. 2). The Georgia standards state:

4. Digital Citizenship & Responsibility

Candidates demonstrate the knowledge, skills, and dispositions to model and promote

digital citizenship and responsibility.

4.1 Digital Equity

Candidates model and promote strategies for achieving equitable access to digital

tools and resources and technology-related best practices for all students and

teachers.

4.2 Safe, Healthy, Legal & Ethical Use

Candidates model and facilitate the safe, healthy, legal, and ethical sues of digital

information and technologies.

4.3 Diversity, Cultural Understanding & Global Awareness

Candidates model and facilitate the use of digital tools and resources to support

diverse student needs, enhance cultural understanding, and increase global

awareness.

5. Professional Learning & Program Evaluation

Candidates demonstrate the knowledge skills, and dispositions to conduct needs

assessments, develop technology-based professional learning programs, and design and

implement regular and rigorous program evaluations to assess effectiveness and impact

on student learning.

5.2 Professional Learning

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Candidates develop and implement technology-based professional learning that

aligns to state and national professional learning standards, integrates technology

to support face-to-face and online components, models principles of adult

learning, and promotes best practices in teaching, learning, and assessment.

The kindergarten teachers at Huntley Hills do not meet these standards as is evidenced by

the lack of technology integration established in the problem/rationale section. The main goal of

providing coaching for the kindergarten teachers to increase their level of technology integration

will address the standards.

The Georgia Professional Standards Commission (GaPSC) and the International Society for

Technology in Education (ISTE) have developed standards for teachers that address the infusion

of technology in education. In the domain of professional growth and leadership, the standard

indicates that

Facilitate and inspire student learning and creativity. Teachers use their knowledge of subject

matter, teaching and learning, and technology to facilitate experiences that advance student

learning, creativity, and innovation in both face-to-face and virtual environments.

Promote, support, and model creative and innovative thinking and inventiveness.

Model collaborative knowledge construction by engaging in learning with students, colleagues,

and others in face-to-face and virtual environments.

Design and develop digital age learning experiences and assessments. Teachers design,

develop, and evaluate authentic learning experiences and assessments incorporating

contemporary tools and resources to maximize content learning in context and to develop the

knowledge, skills, and attitudes identified in the Standards S.

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Design or adapt relevant learning experiences that incorporate digital tools and resources to

promote student learning and creativity.

Develop technology-enriched learning environments that enable all students to pursue their

individual curiosities and become active participants in setting their own educational goals,

managing their own learning, and assessing their own progress.

Customize and personalize learning activities to address students diverse learning styles,

working strategies, and abilities using digital tools and resources.

Model digital age work and learning Teachers exhibit knowledge, skills, and word processes

representative of an innovative professional in a global and digital society.

Demonstrate fluency in technology systems and the transfer of current knowledge to new

technologies and situations.

Collaborate with students, peers, parents, and community members using digital tools and

resources to support student success and innovation.

Communicate relevant information and ideas effectively to students, parents, and peers using a

variety of digital age media and formats.

Promote and model digital citizenship and responsibility Teachers understand local and global

societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical

behavior in their professional practices.

Advocate, model, and teach safe, legal, and ethical use of digital information and technology,

including respect for copyright, intellectual property, and the appropriate documentation of

sources.

Address the diverse needs of all learners by using learner-centered strategies providing equitable

access to appropriate digital tools and resources.

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Promote and model digital etiquette and responsible social interactions related to the use of

technology and information.

Engage in professional growth and leadership Tteachers continuously improve their

professional practice, model lifelong learning, and exhibit leadership in their school and

professional community by promoting and demonstrating the effective use of digital tools and

resources. (International Society for Technology in Education, 2008). This project will mainly

address this standard. The kindergarten teachers do not meet this standard as is evidenced by the

lack of technology integration established in the problem/rationale section. The main goal of

providing coaching for the kindergarten teachers to increase their level of technology integration

will address this standard.

The objective states that the kindergarten teachers will increase their level of technology

integration by at least two levels by implementing coaching as a professional development

model. This meets the specific elements of participation in a learning community because the

teachers will all be a part of this effort and will experience common training. Allowing the

kindergarten teachers praxis to establish what works well in their different classrooms will

address the creative application of technology to improve student learning. As they progress in

their understanding and development of technology integration and strategies, they will share out

during grade level meetings, thus meeting the standard of exhibiting leadership and participation

in decision making and community building. All coaching sessions and suggestions will focus

on current research and emerging digital tools, thus ensuring that these teachers will be able to

evaluate and reflect on these and how they support student learning. The resulting changes in

technology integration will contribute to the effectiveness of their own teaching practice as well
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as the school. The following table 1 outlines how the objective and its elements aligns to the

standards.

a. Participate in local and global learning communities to explore creative applications

of technology to improve student learning.

b. Exhibit leadership by demonstrating a vision of technology infusion, participating in

shared decision making and community building, and developing the leadership and

technology skills of others.

c. Evaluate and reflect on current research and professional practice on a regular basis to

make effective use of existing and emerging digital tools and resources in support of

student learning.

Contribute to the effectiveness, vitality, and self-renewal of the teaching professional and of their

school and community.Table 1

Table of Objectives and Standards Alignment

Objective ISTE Standard GaPSC Standard

By May 23, 2018, kindergarten teachers at Huntley Hills 5 a, b, c, d 5.1, 5.2, 5.3

Elementary will have increased their level of technology

integration by at least two levels on the LoTi Framework

(LoTI Connection, 2015) by implementing professional

learning on technology integration delivered through a

coaching model and as measured by the LoTI sniff-test

(LoTI Connection, 2015).

Determine with each teacher a content area on which to 5c 5.1

focus (one coaching session).

Develop strategies and/or professional development that 5b, 5d 5.2

focus on helping the teacher integrate technology in a time

and method that respects her individual teaching style and

provides sufficient time for her to take ownership of the

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changes.
Create a survey for kindergarten teachers to assess the 5b 5.3

perceived changes as a result of technology integration.

Create a coaching schedule for kindergarten teachers that 5a 5.2

focuses on technology integration.

Engage kindergarten teachers in coaching sessions designed 5a, 5b, 5c, 5d 5.1, 5.2

to implement the developed strategies and/or professional

development over a period of three months.

Evaluate the strengths and weaknesses of the coaching 5c 5.3

model for kindergarten teachers with the kindergarten

teachers and administration.

Recommend a course of action based on the results of the 5d 5.3

evaluations.

Project Description

The project design is to introduce coaching as a vehicle for delivering

professional development that differentiates the needs of each teacher and provides them with the

support needed to increase the level of technology integration in their classroom. There are

indications that using a coaching format, particularly at the lower grade levels, leads to increased

success of students (Sachs & Weiland, 2010, p. 74) and that teachers actually prefer this model

(Sugar & Slagter, 2014, p. 60). This project is designed to begin in January 2018 with the

kindergarten teachers of Huntley Hills Elementary by introducing the standards on technology

integration and surveying the teachers to determine their current level of technology integration

(LoTI). From the results, each teacher will meet with the coach to determine a content area on

which to focus and to develop a personalized plan for moving their LoTI up one level. The

coach will provide research-based practices that the teacher may select, model lessons for the

practices selected, individualized feedback, and observations for each teacher. Teachers will
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meet with the coach at least once every 10 school days to discuss progress and concerns. As the

teachers meet their goal to increase their LoTI levels, they will be encouraged in their progress

and be given opportunities to share their success with other teachers at the school. In April,

teachers will be given another survey to determine the results of the coaching sessions and to

measure whether the LoTI level has increased. The data from the pre- and post- surveys will be

analyzed and the results summarized. All teachers will meet with the coach at a summative

meeting to discuss their experiences with the coaching model and complete a post-survey on the

perceived effectiveness of the model. A recommendation on the use of coaching as a vehicle for

increasing LoTI will then be developed and delivered to school administrators.The project

design is to introduce coaching as a vehicle for delivering professional development that

differentiates the needs of each teacher and provides them with the support needed to increase

the level of technology integration in their classroom. There are indications that using a

coaching format, particularly at the lower grade levels, leads to increased success of students

(Sachs & Weiland, 2010, p. 74) and that teachers actually prefer this model (Sugar & Slagter,

2014, p. 60). This project is designed to begin in January 2018 with the kindergarten teachers of

Huntley Hills Elementary. The project will begin with a survey of teachers to determine what

level of technology integration (LoTI) they are currently on and to determine their receptiveness

to coaching as a tool. From the results, each teacher will meet with the coach to develop a

personalized plan for moving their LoTI up one level. Teachers will meet with the coach at least

once every 10 school days to discuss progress and concerns. The coach will provide professional

development in the area of technology integration that, in the coachs judgement, best fits the

needs of the teacher. As the teachers meet their goal to move up one level, they will be

encouraged in their progress and challenged to move up a second level. In April, teachers will be
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given another survey to determine the results of the coaching sessions and to measure whether

the LoTI level has increased. The results from the pre- and post- surveys will be analyzed and

the results reported. All teachers will meet with the coach at a summative meeting to discuss

their experiences with the coaching model and to inform the researcher as to the perceived

effectiveness of the model. A recommendation on the use of coaching as a vehicle for

professional development will then be developed and delivered to school administrators. Table 2

below outlines the activities and the time frames needed for completion.

TimelineTable 2

Timeline of Activities

Projected date Activity Hours

Needed
January 2018 Introductory meeting 1 hour

Administer pre-survey 1 hour

Initiate coaching sessions for each teacher 5 hours

Develop coaching schedule for all teachers 1 hour

Research projects, applications, and other technology to address the 15 hours

identified content area for each teacher

February 2018 Continue coaching sessions for all teachers 10 30

Identify professional development needs for each teacher hours

Model lessons in targeted subject areas 2 hours

Assess to determine if LoTI has increased by at least one level 5 hours

Acknowledge and share successes; and identify areas for improvement 3 hours

2 hours
March 2018 Continued coaching sessions for all teachers 10 30

Observe teachers as they implement model lessons hours

Acknowledge and share successes; identify areas for improvement 5 15

hours
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2 hours
April 2018 Administer post-survey 1 hour

Meet with teachers to discuss perceived outcomes of coaching model; 1 hour

discuss repercussions and next steps

Analyze data from surveys to determine the results 5 hours

Develop a recommendation on the use of the coaching model for 2 hours

administrators

Evaluation

The purpose of this section is to outline how this project would be evaluated if it were

implemented. The problem is that the kindergarten teachers need to increase their level of LoTI

and meet the standard for professional growth and leadership. By completing each goal under

the objective, teachers will meet the standard and the level of LoTI should increase.

The first goal is for each kindergarten teacher to determine the content area on which to

focus. This will be evaluated by checking the coaching plans for each teacher. The next goal is

for the kindergarten teachers to be surveyed initial evaluation will be done via survey to establish

a starting pointbase point of their LoTI level. Teachers will be asked to rate themselves using the

LoTI sniff-testrubric that will help determine their current LoTI level and understanding of

technology integration. This will be evaluated for common themes and for insights into

opportunities for growth. Next, teachers will complete a personality identification survey which

will be evaluated by the coach to target strategies and methodologies that meet the needs of each

teacher. The coach will evaluate implementation and results of coaching sessions using co-

developed checklists. A mid-point evaluation will be used to determine if their LoTI has

increased a minimum of one level as a result of the coaching sessions using the LoTI sniff

testrubric. The final evaluation using the LoTI sniff testrubric will be a survey to determine if
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teachers have moved up one or two levels of LoTI and to gauge their current understanding of

technology integration. All teachers will be given a post-survey to record their evaluation of the

effectiveness of the coaching sessions. All coaching logs will be reviewed with the principal,

who will complete a post-survey to record the evaluation of the effectiveness of the coaching

sessions. The results of these all evaluations will determine if the coaching had the desired

impact of increasing the LoTI.

Resources

The following resources will be needed to enact this proposal.

University approval for conducting research (to be obtained by the researcher via email)
Administrator approval for the project (to be obtained by the researcher via email)
Pre- and post- survey (to be obtained/developed and administered by the coach prior to

project implementation)(sniff test and digital age survey

https://www.loticonnection.com/take-the-loti-survey )
Calendars for the school, teachers and coach (to be developed jointly with administrators,

teachers, and coach)

Coaching sessions (to be scheduled by administrators, coach, and kindergarten teachers

with calendar development)

LoTI frameworks and LoTI sniffrubric test (to be obtained by the coach prior to project

implementation)
https://www.loticonnection.com
Coaching forms and journals for all participants (to be obtained/developed by the coach

prior to project implementation)

Post-survey for teachers and principal for evaluating the perceived effectiveness of the

coaching sessions

Technology (exact types or needs will be determined during coaching sessions and will

vary based on multiple factors, including, but not limited to, school availability, district

mandates, and conflicting scheduled events such as standardized testing that consume
[USING COACHING TO INCREASE TECHNOLOGY INTEGRATION] 22

resources which might otherwise be used in the completion of the project)(exact types or

needs will be determined during coaching sessions)

[USING COACHING TO INCREASE TECHNOLOGY INTEGRATION] 23

References

American Montessori Society. (2017). Introduction to Montessori method. Retrieved February

12, 2017, from https://amshq.org/Montessori-Education/Introduction-to-Montessori

Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge,

confidence, beliefs, and culture intersect. Journal of Research on Technology in

Education, 42(3), 255284. doi:10.1080/15391523.2010.10782551

Georgia milestones 2015-2016 statewide scoresDepartment of Education. (2016). Spring 2016

Georgia milestones end-of-grade assessment grade 3 school level July 26, 2016.

Retrieved January 21, 2017, from Georgia Department of Education,

http://www.gadoe.org/Curriculum-Instruction-and-

Assessment/Assessment/Pages/Georgia-Milestones-2015-2016-Statewide-Scores.aspx

Georgia Department of Education. (2016). Spring 2016 Georgia milestones end-of-grade

assessment grade 4 school level July 26, 2016. Retrieved January 21, 2017, from

http://www.gadoe.org/Curriculum-Instruction-and-

Assessment/Assessment/Pages/Georgia-Milestones-2015-2016-Statewide-Scores.aspx

Georgia Department of Education. (2016). Spring 2016 Georgia milestones end-of-grade

assessment grade 5 school level July 26, 2016. Retrieved January 21, 2017, from

http://www.gadoe.org/Curriculum-Instruction-and-

Assessment/Assessment/Pages/Georgia-Milestones-2015-2016-Statewide-Scores.aspx

Georgia Professional Standards Commission. (n.d.). Georgia Professional Standards

Commission Instructional Technology Standards. Retrieved on March 31, 2017, from

http://bagwell.kennesaw.edu/files/7613/9540/6913/PSC_Standards-Flyer.pdf
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International Society for Technology in Education. (2008). ISTE Standards Teachers. Retrieved

on March 3, 2017 from https://www.iste.org/standards/standards/standards-for-teachers

Keengwe, J. & Onchwari, G. (2009). Technology and early childhood education: A technology

integration professional development model for practicing teachers. Early Childhood

Education Journal, 37, doi: 10.1007/s10643-009-0341-0

Lewis, M. (2016). Professional learning facilitators in 1:1 program implementation: Technology

coaches or school librarians? School Libraries Worldwide, 22(2), 1323A.

doi:http://dx.doi.org/10.14265.22.2.02

LoTI Connection. (2015). LoTI Framework. Retrieved February 26, 2017, from LoTI

Connection,

http://loticonnection.cachefly.net/global_documents/LoTi_Framework_Sniff_Test.pdf

National Center for Educational Statistics. (2015). Search for public schools search results

Huntley Hills Elementary School. Retrieved January 21, 2017, from

https://nces.ed.gov/ccd/schoolsearch/school_detail.asp?Search=1&ID=130174000687

Neuman, S. & Wright T. (2010). Promoting language and literacy development for early

childhood educators. The Elementary School Journal 111(1). 64-84. Retrieved from

http://web.a.ebscohost.com.proxy.kennesaw.edu/ehost/pdfviewer/pdfviewer?

sid=0c8aefb4-8ae0-4fff-8737-9e8b5687ca78@sessionmgr4007&vid=2&hid=4101

Sachs, J., & Weiland, C. (2010). Boston's rapid expansion of public school-based preschool:

Promoting quality, lessons learned. YC Young Children, 65(5), 74-77. Retrieved from

https://login.proxy.kennesaw.edu/login?

url=http://search.proquest.com/docview/873953998?accountid=11824
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Sugar, W. (2005). Instructional technology as a coach: Impact of a situated professional

development program on teachers technology use. Journal of Technology and Teacher

Education, 13(4).

Sugar, W. & Slagter, P. (2014). Development of a virtual technology coach to support technology

integration for K-12 educators. TechTrends, 58(3). 54-61.

Taylor R. & Gunter G. (2009). Literacy leaders: Changing student achievement. New England

Reading Association Journal, 45(1).

Wilcox, K. C., Lawson, H. A., & Angelis, J. (2015). Classroom, School, and District Impacts on

Diverse Student Literacy Achievement. Teachers College Record, 117(9).

[USING COACHING TO INCREASE TECHNOLOGY INTEGRATION] 26

Table 1

Table of Objectives and Standards Alignment

Objective ISTE Standard GaPSC Standard

By May 23, 2018, kindergarten teachers at Huntley Hills 5a, 5b, 5c, 5d 4.1, 4.2, 4.3
Elementary will have increased their level of technology 5.2
integration by at least two levels on the LoTi Framework
(LoTI Connection, 2015) by implementing professional
learning on technology integration delivered through a
coaching model and as measured by the LoTI rubric (LoTI
Connection, 2015).
[USING COACHING TO INCREASE TECHNOLOGY INTEGRATION] 27

Table 2

Timeline of Activities

Projected date Activity Hours

Needed
January 2018 Introductory meeting 1 hour
Administer pre-survey 1 hour
Initiate coaching sessions for each teacher 5 hours
Develop coaching schedule for all teachers 1 hour
Research projects, applications, and other technology to address the 15 hours
identified content area for each teacher
February 2018 Continue coaching sessions for all teachers 30 hours
Identify professional development needs for each teacher 2 hours
Model lessons in targeted subject areas 5 hours
Assess to determine if LoTI has increased by at least one level 3 hours
Acknowledge and share successes; identify areas for improvement 2 hours
March 2018 Continued coaching sessions for all teachers 30 hours
Observe teachers as they implement model lessons 15 hours
Acknowledge and share successes; identify areas for improvement 2 hours
April 2018 Administer post-survey 1 hour
Meet with teachers to discuss perceived outcomes of coaching model; 1 hour
discuss repercussions and next steps
Analyze data from surveys to determine the results 5 hours
Develop a recommendation on the use of the coaching model for 2 hours
administrators