The use of solution-oriented coaching to facilitate teacher’s applications of education technology in a primary school

A vision for education redesigned with technology to equip pupils to succeed in the 21st century has been espoused internationally. Technology is reported to enhance learning outcomes, however, applications of technology in schools is varied and complex. This study sought to investigate how solution-oriented coaching could facilitate technology applications, with the aim of promoting teaching and learning. There were two research questions. Firstly, how can a solution-oriented coaching framework be applied with a primary school setting to facilitate change with education technology? Secondly, how can a solution-oriented coaching framework help teachers to develop their knowledge, confidence, and skills in applying education technology? An action research solution-oriented framework was employed to capture the practicalities, challenges, and solutions around technology application. The research involved ten members of staff from a single form entry mainstream primary school. The staff were invited to participate in group and individual solution-oriented coaching sessions. Self-ratings of knowledge, confidence, skills, and goals were taken before, during and after the coaching and were analysed to capture individual and group change. Data was also analysed using a SWOT framework (strengths, weaknesses, opportunities, and threats). The research suggested that solution-oriented coaching is a helpful and effective approach to facilitate change in teacher’s confidence, knowledge, and applications of education technology. Limitations of the research are considered. Further research is needed to explore the influence of coaching on teacher’s applications of technology and learning outcomes. Implications and recommendations for education technology policy, school improvement, and educational psychologists are offered. Conclusions drawn emphasise that the solution-oriented coaching framework can be successful in creating change in education technology applications because it considers individual and systemic influences, and this in turn amplifies strengths and the construction of personalised goals, implementation planning and solutions