By Troy Deman 1/28/2024

Technology has become an essential part of the classroom in the last two decades. To assist with the incorporation of technology into traditional technology environments technology facilitators or coaches have been established in school settings to support teachers using technology and “guide how, when, and why to incorporate technology into the curriculum” (Transform learning through technology, page 1). While it’s easy to assume the job and role of these facilitators and coaches have stayed the same, due to changes in technological advancement and understanding as well as different approaches to teaching with technology, their duties have changed greatly over time. 

During the early 2000s as technology first became integrated into the classroom, teachers were taught by technology facilitators how to use common computer programs such as Microsoft Excel and PowerPoint. It was then hoped that teachers would share their knowledge of how to use these programs with their students. The problem with this system is that while teachers taught about technology and programs in the classroom, they didn’t use the technology to help them teach.

By the late 2000s early 2010s the name changed from technology facilitators to technology coaches “Since it was recognized that educators needed higher quality professional development” (Transform learning through technology, page 2). The hope was to teach teachers how to effectively incorporate technology and pedagogy to improve student learning. However, this strategy still involved one and done training and the technology coach had full control over what technology and strategies should be used by teachers.

The latest change to technology coaches was brought about by increased research and understanding of professional development in use of technology for teaching. Now the act of training teachers on the incorporation of technology into the classroom is much more collaborative. Today the technology coach “ works in collaboration with both educators and educational leaders, listening to their needs and developing relevant professional development opportunities” (Transform learning through technology, page 2). The one and done training strategies was also done away with as now coaches use “iterative, cyclical coaching frameworks to provide ongoing support and development strategies” (Transform learning through technology, page 2).

While one might question why this information is important to understand for teachers today, especially since most of us won’t be technology coaches ourselves. However, it’s important to remember that even though we might not be coaches ourselves, in this collaborative style of technology coaching we all have to be willing and able to support and collaborate with others and the technology coach themselves on how to incorporate technology in order to create the best possible environment for students to learn. It’s also important to keep in mind that as technology has changed and advanced into the school setting, we have had to change and advance how we train on and incorporate technology in the classroom. So, we must be prepared to further change and adapt our approach to technology in the classrooms as technology changes and improves in the future.

Thanks for reading my first attempt at a blog.

If you want to learn more about technology coaches and the Intergration of technology in the classroom, visit the link Transform learning through technology. for more.

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Crompton, H. (2022). Transform learning through technology: A guide to the ISTE standards for coaches. Hawker Brownlow Education.