Naturalizing Digital Immigrants: Results of Graduate Students’ Coaching Experiences and its Implications for Teacher Professional Development
Abstract: This paper describes a study of collegial coaching for technology integration. Fourteen students nearing completion of an M.Ed. in Curriculum and Instruction with a Specialization in Instructional Technology coached fellow teachers to integrate technology into their teaching. They targeted experienced teachers (most of whom Prensky would describe as digital immigrants rather than digital natives). Collaboratively they identified each coached teacher’s instructional goals and ways those goals could be better met with the use of technology. Each coach spent an average of 15 hours in the coaching process. Using a variety of data sources (interviews, a post-coaching questionnaire, a focus group, and analyses of journals kept by both coaches and coached teachers), this research revealed the positive effects of their collegial coaching and suggested ideas for optimizing the effectiveness of collegial coaching of technology.
Presider: Esra Balgalmis, Middle East Technical University