Instructional Technology Coaches Help Teachers Integrating Maker Education into K-12 Schools: An Instructional Technology Coaching Model and Best Practices

Virtual Paper ID: 55648
  1. aaa
    Yi Jin
    Kennesaw State University
  2. Stephanee Stephens
    Kennesaw State University
  3. Leigh Martin
    Kennesaw State University
  4. Ann Marie Carrier
    Kennesaw State University

Abstract: The purpose of this paper was to explore one practical approach of integrating maker education into K-12 schools, instructional technology coaches using an instructional technology coaching model with K-12 teachers. The researchers conducted semi-structured interviews with 17 experienced instructional technology coaches who had in-depth technological pedagogical content knowledge (TPACK) and TPACK-practical, immense experiences in teaching and learning in the K-12 schools, and extensive knowledge and skills in coaching teachers on technology integration and maker education. The researchers collected and analyzed the qualitative data to summarize the instructional technology coaching model and best practices used and recommended by these coaches. As a result, an instructional technology coaching model was generated, along with 12 best practices for teachers and another 12 for coaches. The wisdom generated from the field could potentially help other researchers and practitioners to either conduct research or push forward the work of integrating maker education into K-12 schools.

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