Abstract
Recent changes in the United States education system have accelerated the need for enhanced technology-based teaching and learning techniques (i.e., digital literacy) and support. Currently, digital literacy integration research focuses primarily on students. Teacher-focused research highlights teaching digital literacy versus using it to learn. Furthermore, little research assesses the effectiveness of professional development methods in providing digital literacy support to teachers. This mixed-methods experimental study addresses these concerns by creating a virtual coaching professional development model to increase teachers' Digital Learning Identity. With teachers demonstrating concerns over staying current with changing technology, study results indicate coaching as one innovative approach to professional development.
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