Coaching teachers to integrate technology: The effects of technology integration on student performance and critical thinking

Hatixhe Ismajli, Arlinda Bytyqi-Damoni, Kyvete Shatri, Gamze Ozogul


This article presents the results of a mixed-methods study that investigated effects of technology integration practices of teachers in a 5th grade students’ scores and critical thinking in a public school, and introduced coaching for technology integration as a strategy to train in-service teachers for technology integration. The purpose of the research was to analyse how technology integration in science course effects on student's performance and critical thinking. The participants were 132 students and four teachers in elementary public school. The study used an experimental research design by having a control and research group (68 were in the two teachers’ classrooms that were using technology without coaching intervention and 64 were in the other two teachers’ classrooms, coached by the researchers to integrate available technologies). The data were collected through pre-test and post-test, classroom observation and semi-structured interview with teachers. The results showed that coached teachers integrated technology more frequently, purposefully and diversely. Additionally, the results indicated that technology integration positively affected student performance and student critical thinking behaviours in the 5th grade science unit.


Technology integration, Coaching teachers, Critical thinking, Student performance, Elementary science

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