A Technology Toolbox – Technological enhancements to literacy and cross-curricular lessons included devices, apps, programs, and websites that were used during DT coaching sessions. The STEM Coach accessed print-based and e-text resources, and the  coaching focus was on the language learning strategies with technology as an enabler.

Enhancing Literacy with Technology – The DT Coach used technology to facilitate reading, writing and oral communication in primary classrooms using the features in GOOGLE Docs. The STEM Coach used mentor e-texts such as poems, biographies and graphic texts, and encouraged responses through varied digital communication modes.

Cross-curricular Connections – Concepts and skills in math and computer programming were front loaded by the DT Coach within language-rich technology applications. The STEM Coach embedded cross-curricular content in the text choices, including web-accessed infographics and videos.

Students with Diverse Needs Benefit from Technology – The DT Coach harnessed apps in the GOOGLE Suite to assist ELL students to understand texts and represent their learning. The STEM Coach provided online tools for adolescent students that struggled in literacy, which was very impactful.

Coaches Collaborate with Industry Partners – When collaborating with industry partners, the coaches were able to develop robust, professional learning opportunities for teachers utilizing each others’ knowledge and experience. The industry partners had expertise with devices/software and how to troubleshoot, whereas coaches had a strong understanding of the curriculum-technology connections and how devices/software could best be implemented in the classroom.

Coaches Market Initiatives to School District Administrators – When principals and superintendents were receptive to engaging in industry partnerships, teachers were more open-minded to adopting technology into their practice. These partnerships fostered multilevel teamwork and collaboration, which contributed to technology equality across schools within the district.

Making Cross-Curricular Connections – There was also an emphasis on creative freedom for students, development of their conceptual understanding, the Design Thinking process, and 21st-century competencies. The coaches supported teachers to identify these curriculum connections, ensured they had a strong understanding as to why this technology integration was important, and provided them with the resources and support for implementation in their classrooms.

Liaise and Support Teachers through Coaching – As teachers engaged with the materials and industry partners, they developed the confidence needed to offer students new technology-enhanced learning opportunities. There was a sentiment that the support provided by the coaches should not end with the sessions, but instead, continue with ongoing collaboration among teachers, ensuring that they are able to identify curriculum connections, differentiate roles for students, and approach technology-based problem-solving tasks in an engaging way.