Coaching teachers to infuse technology into instruction is similar to piecing together a puzzle.  There are many separate pieces that, when fit together seamlessly, create a picture of students taking part in authentic learning using technology in various ways.  How do coaches and teachers collaborate to create the puzzle pieces of effective instruction using technology? The essential pieces that a coach needs to effectively complete a puzzle are technology integration, lesson design, collaborative techniques, management strategies, technology skills, and fun interactions.  If all are given appropriate and meaningful consideration, successful integration will occur.

Technology integration is the corner piece of effective instruction incorporating technology.  Additionally, in order for technology integration to be effective, it must be both developmentally appropriate and the best format for showcasing the learning.  For example, South Lake High School students in Seattle, Washington used a WebQuest to research and present information on endangered species.  The WebQuest allows students to link with various authoritative resources and participate in activities that allow them to increase their skills in writing, measuring, and predicting. 

Lesson design is an integral piece of the puzzle.  A useful method of unit development is the backwards design model, also known as Understanding By Design (UBD).  The backwards design model approaches lesson planning by first looking at the standards which students need to learn, then deciding how students will show they have met the standard (assessments), with the final stage being the activities which fulfill these goals.  A sixth grade coaching team in Edmonds, Washington used the backwards design model to develop a unit focusing on ancient Egypt and included using technology at various stages of the project.

Collaboration is an important tool to effective instruction that incorporates technology.  Collaboration can be at various levels:  between teachers, between students at different grade levels, and between schools and community groups.  A fourth grade teacher discussed with her coach, a fifth grade teacher, what she wanted her fourth graders to gain from a project on Washington State Native American Tribes.  Together, they chose the appropriate standards, determined the appropriate assessment tool, and then discussed the experiences her students would need to be successful.  The fourth graders visited the fifth graders’ classroom and were shown examples of presentations and taught helpful hints.  Students were then paired across grades to work on a Power Point presentation sharing their collaborative research.

Management strategies and technology skills are the frame of the puzzle and can determine the ultimate success for any technology project.  A coach can share their technology skills and classroom student management techniques so that the project will run more smoothly.  If a coach is not able to assist, he or she has the resources or knows other people to turn to for support.

While putting together a puzzle can often be challenging, it can also be rewarding and fun.  Collaboration enriches the experiences of the coach, the coachee and their students.  When the puzzle pieces are all together, then effective instruction and student learning will have taken place.

Gail Anderson, Librarian, Mountlake Terrace High School, Edmonds
Lisa Hamilton, 3rd grade Teacher, Westgate Elementary, Edmonds
Cheri Schuricht, 5th grade Teacher, Westgate Elementary, Edmonds
Janet Woodward, Librarian, Garfield High School, Seattle

Putting the Coaching Jigsaw Puzzle Together