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A preliminary study in the need of designing and implementing technology coaching programme

In this age of rapid technological advancement, educators are compelled to use numerous technology tools to improve their teaching strategies and learning processes. These allows educators to be more inclusive of different types of learning styles and address the varying needs of students. Contrariwise, many studies found educators struggle to incorporate technology into their instructions in an effective way. This is because traditional professional development which takes places as a short term training, rarely results in a significant change in educators' practice. Hence, this paper reports a preliminary study to inform the implementation of a coaching model to support educators' use of technology in their classroom. This study employs a mixed-method approach which investigates the technology integration barriers that educators faced, as well as, the frequency and level of technology used for teaching and learning. The participants of this study were 34 educators from Australian Matriculation (AUSMAT) programme at Sunway College, Kuala Lumpur. The findings of this study showed that very few educators integrated technology at the transformation level of Substitution Augmentation Modification Redefinition (SAMR) model. Additionally, time limitation, lack of support and training, lack of confidence, subject nature and resistance to change are some of the barriers that resulted in the low-level technology integration in classrooms. Further, this study provides insights in the development of a coaching model in encouraging and growing expertise among educators in classroom technology implementation.