Virtual Coaching of Literacy Teachers

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Abstract

The coaching of teachers to implement literacy instruction using international best practice has been complicated in Eastern Caribbean Countries due to travel constraints and limited human resources. In an effort to mitigate this situation and respond to increasing need for teacher mentoring, a technology intervention study was piloted. Using communication technologies, offsite virtual coaches were provided access to audio/video of public-school classrooms. The coaches were able to leverage Bluetooth technology to offer real time advice to teachers through worn headsets. Using a mixed methods approach and an action research stance, feedback was collected to ascertain system factors controlling the viability of such a model. While many unique regional issues were identified, internet bandwidth as well as suitability and sustainability of equipment emerged as primary concerns.