Applying the Impact Coaching Cycle to Technology-Based Instructional Strategies

        Technology is an integral part of the modern classroom. Technology is now integrated into almost every facet of modern life. Teachers need to stay abreast of constantly evolving resources and technological tools that enhance today's classroom experience. Students will enter a future workforce that will require a certain level of technological proficiency. Therefore, students need to learn these skills early and often. "Digital exposure and application of technology, which start from primary and secondary levels, are hoped to increase the marketability of competitive students" (Saman & Musa, 2023, p. 2292). 

        For many experienced teachers, this can be a daunting task. The Impact Coaching Cycle can be especially valuable for helping guide teachers in the best practice and integration of technology-based instructional strategies.  Identifying areas of deficiency or need is the first step, followed by cooperative learning. The coach and teacher must first build a relationship in order to communicate effectively, trust each other, and engage in meaningful dialogue. "Dialogues should be engaging, stimulating conversations about what is possible, not a boring one-sided conversation where the coach just tells the teacher what to do" (Knight, 2018, p.111). In addition to the conversation, instructional coaches can support teachers as they learn how to use new digital technology by modeling, co-teaching, or even one on one professional development. "Through digital technology coaching, teachers can receive individualized support to develop their digital competencies with content-specific resources, pedagogy-focused instruction, and engaging, hands-on experiences" (Gallagher et al., 2022, p. 153). 

        Improvement is the final phase of the Impact Coaching Cycle. Ultimately, the goal for any coaching cycle is to improve student and teacher performance. Therefore, teachers and coaches must look at how their practices are impacting students in the classroom. "The coach and teacher often have to look at the classroom from multiple perspectives-seeing the classroom through students' eyes, looking at different forms of data, and modifying teacher strategies until they make the difference both teacher and coach are hoping for" (Knight, 2018, p. 140). Working with an effective digital technology coach usually results in better classroom practice. "Teachers who work with mentors use technology more frequently and efficiently than those without mentors" (Saman & Musa, 2023, p. 2291). Once teachers have identified areas for improvement with regard to technology integration, learned about new resources and strategies, and assessed their efficacy, they are much more equipped to be comfortable using these tools in their classrooms. "Emerging innovative teaching practices are more common among teachers with digital technology-based pedagogical mentors than those without" (Sam and & Musa, 2023, p. 2291). 

        While research suggests that instructional technology coaches positively impact student success by improving teacher efficacy with digital tools, coaches may also need support as they navigate the different parts of the Impact Coaching Cycle. Just because someone is a great teacher does not mean that they will automatically become a great instructional coach. The following video gives 10 important tips for both experienced and new instructional technology coaches. One of the most important things that an instructional coach can do to ensure success is to build relationships, not only with teachers, but also with administration at the building and district level. "Some essential components in supporting changes to teachers' technology integration practices in the K-12 classrooms include dedicated technology coaching PD and a team-based approach, such as administrators, support staff, and teachers" (Gallagher et al., 2024, p. 152). Open communication, flexibility, reciprocity, and authenticity are qualities that effective instructional coaches should possess to enact positive change in teaching practices and classroom performances. 

References

Gallagher, T.L., Susin, C., & Grierson, A., (2022). Impactful digital technology coaches: Identifying

     their characteristics and competencies while delineating their role. Journal of Education

        

     Research & Practice, 14(1), 151-171.

Knight, J., (2018). The impact cycle: What instructional coaches should do to foster powerful

    improvements in teaching. Corwin.

Saman, A.M. & Musa, K., (2023). Instructional coaching through technology integration: 

    accompanying teacher services in the digital era of education 5.0. International Journal

    of Social Science and Education Research Studies, 03(11), p. 2291-2299.