Empowering Teachers Through Technology: Applying the Impact Cycle to Innovation

 

 Rethinking Coaching in the Digital Age

Technology continues to change the way students learn, and teachers play a key role in creating experiences that make learning both engaging and meaningful. Instructional coaching provides the support teachers need to confidently integrate new tools and methods into their classrooms. One framework that helps guide this process is Jim Knight’s Impact Cycle a research-based approach to professional growth that emphasizes collaboration, reflection, and results.

In my current coaching partnership, I’m working with a teacher who wants to bring more robotics and coding into her lessons to make the library more interactive. Her vision includes a creative Thanksgiving-themed breakout activity where students will use robot cars to code a path down a “parade route” they design themselves. Using The Impact Cycle as our guide, we are moving through the Identify, Learn, and Improve phases together to build confidence and inspire authentic student engagement.

The Identify Phase: Seeing the Current Reality Clearly

In the Identify phase, the goal is to pinpoint exactly what the teacher wants to accomplish and why. Together, we have identified that she wants to make library lessons more engaging while helping students develop problem-solving and critical-thinking skills through coding.

Using the PEERS model Powerful, Easy, Emotionally Compelling, Reachable, and Student-Focused), we will shape specific goals that guide this project. A few examples include:

Students will use coding to program a robot that can successfully navigate a parade route.

Students will collaborate in small groups to design and test their parade routes using digital tools and classroom materials.

The teacher will integrate at least one robotics-based activity per month to reinforce computational thinking and digital literacy.

This stage will also include reflective questioning to better understand the teacher’s vision and readiness. For instance, asking, “What outcomes do you hope students will take away from the robotics experience?” encourages meaningful goal setting grounded in student success.

Learn Phase: Building Skills and Confidence

During the Learn phase, the teacher will begin exploring new instructional strategies and digital tools that bring her ideas to life. Together, we will plan lessons that integrate coding and robotics in ways that are engaging and purposeful. One exciting plan includes creating a Thanksgiving-themed breakout activity where students will use robot cars to “drive” down a street they build together, simulating a Thanksgiving parade.

Before implementation, we will model each step, discuss possible challenges, and identify ways to support all learners. This phase will also include experimenting with small portions of the lesson in advance, for example, testing the coding sequence or the breakout clues, to ensure the activities run smoothly. The focus will be on helping the teacher feel confident using technology to enhance learning outcomes while promoting student creativity, collaboration, and problem-solving.

 Improve Phase: Reflection and Refinement

In the Improve phase, we will reflect on how the lesson went and identify what worked well and what could be adjusted. We’ll use student feedback, classroom observations, and teacher reflection to analyze the results. The goal will be to make small, targeted improvements, whether refining the pacing, adjusting coding tasks for difficulty, or adding opportunities for peer collaboration.

This phase will also focus on celebrating growth. Even if the first round includes challenges, those moments will serve as valuable learning opportunities for both the teacher and students. Together, we will refine the activity so it can be expanded or repeated later in the year, continuing the cycle of growth and innovation.

The Impact Cycle in Technology Coaching: A Sustainable Model for Growth

The beauty of the Impact Cycle is that it’s not just about improving instruction; it’s about building confidence, reflection, and lasting change. When used for technology coaching, it prevents teachers from feeling like they have to master every new tool at once. Instead, they focus on one meaningful improvement, supported through dialogue and partnership.

Knight (2017) highlights that powerful coaching is built on trust, choice, and reflection. Similarly, Mraz, Kissel, and Greathouse (2020) found that teachers are more successful when technology coaching provides time for experimentation and reflection rather than one-time training sessions.

By using the Identify–Learn–Improve model, coaches can help teachers take small, strategic steps that lead to big instructional shifts.

 Building Future-Ready Classrooms Together

Technology will continue to evolve, but the foundation of good teaching remains the same: connection, reflection, and growth. The Impact Cycle gives instructional coaches a powerful roadmap to guide teachers toward technology integration that’s intentional and engaging.

By walking through the Identify, Learn, and Improve phases together, coaches and teachers can transform classrooms into spaces where curiosity and creativity thrive. Whether it’s coding a robot parade or designing a digital story, the process empowers both educators and students to see technology not just as a tool, but as a pathway to meaningful learning.

For those ready to dive deeper into Jim Knight’s approach to transformational coaching, check out The Impact Cycle on Corwin Press. It’s an inspiring resource that shows how reflection, partnership, and purpose can spark meaningful change in classrooms everywhere.

When instructional coaches combine the Impact Cycle with digital tools, teachers gain more confidence and ownership in their learning. Research shows that ongoing coaching focused on teacher reflection and data-driven feedback leads to higher instructional quality and improved student engagement (Kraft, Blazar, & Hogan, 2018). Technology can strengthen this process by providing coaches and teachers with real-time evidence of growth, making professional learning more personalized and effective.

Building trust also plays a major role in successful coaching. According to Goff and colleagues (2020), teachers are more likely to take instructional risks when they feel supported and respected by their coaches. This trust creates a safe space where learning is shared, and mistakes are seen as part of growth. When combined with the Identify, Learn, and Improve framework (Knight, 2017), trust helps create a continuous cycle of progress that benefits both teachers and students.

Ultimately, empowering teachers through coaching and technology isn’t about using the newest tools; it’s about building confidence, collaboration, and purpose. As coaches and educators commit to learning together, they model the very growth mindset we hope to see in every classroom.

References 

Goff, P., Guthrie, M., Goldring, E., & Bickman, L. (2020). Changing principals’ leadership through feedback and coaching. Journal of Educational Administration, 58(3), 297–313. https://doi.org/10.1108/JEA-03-2019-0046

Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547–588. https://doi.org/10.3102/0034654318759268

Knight, J. (2017). The impact cycle: What instructional coaches should do to foster powerful improvements in teaching. Corwin Press.

From Research to Reality: How Instructional Coaching Transforms Teaching

 

Building Confidence Through Coaching: Supporting Teachers in Making Math Hands-on

After reading the first three chapters of The Impact Cycle by Jim Knight, I learned a lot about how instructional coaching can truly change teaching for the better. Knight (2017) explains that good coaching begins with partnership, not supervision. Coaches and teachers work collaboratively to set goals, collect information, and think about progress together. This teamwork builds trust and helps teachers take ownership of their own growth. Instead of telling teachers what to do, coaches help them think, reflect, and grow. This approach makes it easier for teachers to try new strategies, take risks, and examine their teaching practices honestly.

This short video from the Instructional Coaching Group (2019) explains the core purpose of instructional coaching: building trust, identifying goals, and fostering collaboration for lasting change. It aligns closely with Knight’s (2017) Impact Cycle and the partnership approach to coaching.

Which part of the coaching philosophy in this video resonates most with your own experience?

Knight’s Impact Cycle includes three main parts: Identify, Learn, and Improve. In the Identify stage, the coach and teacher collaborate to select a goal based on the current classroom activities. In the Learn stage, they focus on learning new strategies, trying them out, and getting support along the way. In the Improve stage, they analyze data, discuss what worked, and make adjustments as needed. This process helps teachers grow because they are part of every step. The goal is to help, not to judge (Knight, 2017).

Research also supports Knight’s approach. The International Society for Technology in Education (n.d.) explains that effective technology coaches model lessons, plan collaboratively, and engage in reflective dialogue with teachers. This fits perfectly with Knight’s (2017) Identify–Learn–Improve model. Studies show that teachers who receive individualized coaching are more likely to make lasting changes than those who only attend workshops. Coaching helps teachers apply what they learn in authentic classroom settings and provides continuous support.

Helping teachers understand the needs of gifted learners is another important aspect of effective coaching. Many teachers may not have specialized training in gifted education, and coaching offers a way to build that understanding through collaboration and modeling. Coaches can guide teachers in differentiating instruction, using flexible grouping, and designing enrichment opportunities that challenge advanced learners. Integrating technology further enhances this process by providing access to digital tools that extend learning and allow for creativity, exploration, and problem-solving. For example, gifted students can use platforms like Nearpod, Pear Deck, or Flip to engage in self-paced exploration, critical thinking, and collaboration. Supporting teachers in both understanding gifted learners and integrating technology represents a powerful form of coaching that connects directly to the Impact Cycle’s Learn and Improve phases (Knight, 2017).

When technology is part of coaching, the benefits extend to all learners, including gifted students. Teachers can use digital tools to make lessons more engaging, provide choice and challenge, and collect meaningful feedback. Using interactive tools such as Padlet or Jamboard helps teachers visualize student thinking and adapt instruction to meet diverse learning needs (ISTE, n.d.). These strategies allow teachers to see how differentiation and technology can work together to deepen student understanding and make learning visible.

For my own coaching plan, I created four steps that match the Impact Cycle:

• Set goals and collect data: I will meet with a colleague to choose a goal and assess current classroom practices. Together, we will discuss what is working well and what needs improvement (Knight, 2017).

• Model a technology lesson: I will model a lesson using a digital tool that promotes interaction and engagement, demonstrating how technology can enhance learning for both general and gifted learners.

• Observe and reflect I will observe the teacher implementing the strategy, take notes, and provide feedback focusing on strengths and adjustments (Knight, 2017).

• Review results: Finally, we will review student work and other data to evaluate progress. We will discuss next steps and celebrate growth together.

These steps follow the Identify, Learn, and Improve phases of Knight’s (2017) model and keep the focus on professional growth and reflection.

When schools use research-based coaching, they build a culture of collaboration and continuous learning. Teachers are not simply told what to do during a single training session; instead, they engage in meaningful conversations and reflective practice over time (Knight, 2017). This ongoing process builds collective efficacy, a belief that all teachers can positively impact student achievement.

Technology coaches also play a vital role in supporting teachers as they integrate digital tools in meaningful ways. A coach can help teachers focus on technology that enhances instruction rather than overwhelming them with numerous options (ISTE, n.d.). Following Knight’s (2017) partnership principles of equality, choice, voice, and reflection helps teachers feel comfortable trying new ideas. When teachers feel supported, they are more likely to continue improving and applying technology in ways that foster deeper learning for all students.

Reading The Impact Cycle helped me understand that coaching is not just a job but a professional mindset. It involves creating a space where teachers feel valued, encouraged, and equipped to take ownership of their growth. Coaches and teachers learn together, reflect together, and grow together (Knight, 2017). When this happens, classrooms become environments that foster creativity, collaboration, and success for both teachers and students.

In conclusion, using research-based coaching practices such as Knight’s Impact Cycle helps teachers make lasting improvements in instruction. The Identify, Learn, and Improve process demonstrates that progress occurs through collaboration, reflection, and persistence. As I begin implementing my own coaching plan, I aim to model this approach and integrate both gifted education principles and technology to help teachers and students succeed. Coaching that is grounded in trust and partnership has the power to transform teaching and learning.

References

Knight, J. (2017). The impact cycle: What instructional coaches should do to foster powerful improvements in teaching. SAGE Publications.

Instructional Coaching Group. (2019, October 22). Instructional coaching overview [Video]. YouTube. https://www.youtube.com/watch?v=6vXqqz2sqXE

International Society for Technology in Education. (n.d.). ISTE standards for coaches. ISTE. https://www.iste.org/standards/for-coaches

Building Long-Term Digital Learning

 From Emergency to Endurance

When schools shut down during COVID-19, teachers and students had to quickly switch to remote learning. At first, it was just about getting through the emergency. But now, we have a chance to build something better—strong systems that support learning anytime, anywhere.

In this post, I’m sharing three key things schools need to focus on: technology access, teacher support, and flexibility. These ideas connect to chapters 10–12 in Teaching and Learning at a Distance by Simonson and Zvacek (2024) and are backed by helpful tools and reports from CoSN, SETDA, and ClassLink. 

Watch the video below to hear a 10-year-old student share their experience during the sudden shift to remote learning when schools closed due to COVID-19.

1. Make Sure Everyone Has the Tech They Need

The first step in making distance learning work is ensuring every student has a working device, internet access, and a simple way to log in to their classes, like using Canvas or Schoology.

Simonson and Zvacek discuss the importance of having the right technology in place. CoSN, SETDA, and ClassLink also created a rubric to help schools assess their readiness. The rubric highlights things like ensuring every student has a device, broadband access, and good cybersecurity.

In my school, this could mean running a tech survey, handing out devices and hotspots, and making sure everyone knows how to log in and stay connected.

2. Train and Support Teachers

Having the tools isn’t enough teachers need training and support to use them well. Simonson and Zvacek point out that how well teachers are prepared makes a big difference in how distance learning works.

ClassLink’s guide and SETDA’s resources both say schools should be “ready all the time,” and that means offering regular training. Teachers need more than just tech skills—they need help with online engagement, communication, and assessment.

At my school, this might look like having regular PD days focused on digital teaching, short online training videos, and peer-led sessions where teachers help each other learn new tools.

3. Stay Flexible and Keep Improving

Remote learning isn’t something you set up once and forget. It has to grow and change based on what’s working and what’s not. Simonson and Zvacek talk about building flexible systems and using data to guide decisions.

ClassLink says that learning continuity depends on how well a district can adjust and improve over time. SETDA also says schools should use tools like surveys, feedback loops, and mastery-based learning to meet student needs.

Where I work, I can help by collecting feedback from students, families, and staff. This could be through simple online surveys or student discussion groups. Listening to the people who are experiencing remote learning helps us make it better.

What began as an emergency has turned into an opportunity to build something lasting. By focusing on access, support, and flexibility, we can develop a digital learning system that works for all learners. The tools and strategies from Simonson and Zvacek, along with guidance from CoSN, SETDA, and ClassLink, provide a strong foundation for this work. Now is the time to make learning more resilient, engaging, and prepared for the future.

Below is a simple checklist you can use to guide your school or district in getting ready for remote learning, whether it's planned or unexpected.

Area	What to Check	Yes	Almost	Not Yet
Tech access	Devices for every student	☐	☐	☐
	Reliable Wi‑Fi or hotspot availability	☐	☐	☐
	Working LMS (Canvas, Schoology, etc.)	☐	☐	☐
Teacher support	PD days focused on online teaching	☐	☐	☐
	Bite-size online training modules	☐	☐	☐
	Peer mentoring and coaching	☐	☐	☐
Flexibility & feedback	Regular student/parent surveys	☐	☐	☐
	Focus groups or student voice forums	☐	☐	☐
	Quick review of data & changes based on feedback	☐	☐	☐

References

ClassLink. (2020). Learning Continuity Guidebook. https://www.classlink.com/guidebook

SETDA. (2020). Continuing Instruction in the Face of Disruption: Planning and Preparing for Future Scenarios. https://www.setda.org/publications

Simonson, M., & Zvacek, S. (2024). Teaching and learning at a distance: Foundations of distance education (8th ed.). Information Age Publishing.

CoSN, ClassLink, & SETDA. (2020). Back to School Instructional Program and Technology Strategy Rubric v2.0. https://www.cosn.org/backtoschool

Self-Regulated Learning: A Blueprint for Success in Distance Education

 Learning to Learn: Why Self-Regulation Matters in Online Education

When it comes to doing well in school, it’s not just about being smart or outgoing. What really helps students succeed—especially in online or distance learning—is learning how to manage themselves. This is called self-regulated learning.

What is Self-Regulated Learning?

Self-regulated learning means being in charge of your own learning. It’s how students set goals, stay focused, use good study habits, and keep track of how they’re doing.

Psychologist Barry Zimmerman (2002) explained it like this: it’s a way for students to turn their thinking skills into real school success.

Self-regulated learners:

• Know how they learn best
• Make a schedule and stick to it
• Set learning goals
• Try different strategies if something doesn’t work
• Check their progress and reflect on what they’ve learned

These skills help students stay on track, especially when no one is watching over their shoulder.

Why Are These Skills So Important in Online Learning?

In a regular classroom, teachers give directions, reminders, and daily routines. But online learning is different. Students have to take more control over their time and work. That’s why self-regulated learning is so important.

Studies show that students who can manage their time, stay motivated, and take charge of their learning do better in online classes (Broadbent & Poon, 2015; Firat, 2022).

One study created a checklist called the Online Learning Readiness Scale. It measured things like:

• Being able to work on your own
• Staying motivated
• Feeling confident using a computer
• Asking questions and talking online (Hung et al., 2010)

What Do Real Online Students Say?

In a study of over 500 online college students, the most common advice for new learners was this: learn to manage your time (Venable, 2020). That was the one skill students said helped them the most—and the one they wished their school had helped them learn better.

 Top Skills for Success:

• Time management
• Staying focused
• Taking initiative
• Being confident
• Not giving up easily

What COVID-19 Taught Us About Learning

When schools closed during the pandemic, many students had to learn at home for the first time. They had to organize their day, finish schoolwork on their own, and balance life with family and friends.

Even though it was hard, this experience helped students get a taste of what learning in college—or online—can be like (Brenner et al., 2022).

Get Ready for the Future: Build Your Learning Skills Now

Moving from high school to college or an online program can be a big change. But you can prepare by building your self-regulation “toolkit” now.

 Tips for Students:

• Use a calendar or app to plan your time
• Set small, clear goals
• Take breaks and check your progress
• Ask for help when you need it

 Tips for Teachers:

• Teach students how to plan and reflect
• Talk about learning strategies in class
• Show students how to manage time and avoid distractions

Self-regulated learning isn’t something you're born with—it’s something you can learn. And it makes a big difference, especially when learning online. When students know how to take charge of their learning, they’re not just ready for school—they’re ready for life.

What the Experts Say

In their book Teaching and Learning at a Distance (8th ed.), Simonson, Zvacek, and Schlosser (2023) explain that successful distance education is about more than just delivering content. It also involves helping students become independent, self-regulated learners who can take charge of their learning process.

This means schools and instructors should focus on giving students the tools to manage their time, stay motivated, and build good learning habits—skills that are just as important as the lessons themselves.

My Personal Experience

When I started graduate school, I quickly realized that self-regulated learning wasn’t optional—it was essential. I had to learn how to plan my time, set goals, and stay focused on my own. Balancing school with work and family responsibilities made it even more challenging.

Even now, self-regulation doesn’t come easily every day. But I’ve learned that small steps—like using a planner, setting priorities, and giving myself grace when things don’t go as planned—make a big difference. Learning to self-regulate is a skill that grows with practice.

References

Broadbent, J., & Poon, W. L. (2015). Self-regulated learning in online classes. The Internet and Higher Education, 27, 1–13. https://doi.org/10.1016/j.iheduc.2015.04.007

Brenner, C., Stearns, L., Kalvin, C., & Ramsay, J. (2022). How students handled learning during COVID. Journal of Online Learning Research, 8(1), 55–68.

Firat, M. (2022). How learning strategies affect staying in online school. Open Learning, 37(3), 262–277. https://doi.org/10.1080/02680513.2021.1934470

Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). What makes students ready for online learning? Computers & Education, 55(3), 1080–1090. https://doi.org/10.1016/j.compedu.2010.05.004

Simonson, M., Zvacek, S., & Schlosser, C. (2023). Teaching and learning at a distance: Foundations of distance education (8th ed.). Information Age Publishing.

Learning Beyond the Screen: Lessons from Distance Education

When schools and programs shifted to online learning during the COVID-19 pandemic, we all got a closer look at what distance education really means—both the good parts and the not-so-good ones. Thinking back on my experiences as both a teacher and a student, I’ve had moments where online learning worked and others where it needed improvement. Based on what I learned from Teaching and Learning at a Distance by Simonson, Zvacek, and Smaldino (2023), here’s a look at one strong experience and one that could have been better, plus a few takeaways on how to make future online learning better. 

A Positive Distance Learning Experience: Structure + Support = Success

One of my best online learning experiences was a graduate-level course that combined clear instructions with helpful teacher support. Each week had a well-organized module, and the expectations were easy to understand. The teacher stayed active in the course by posting updates, responding in discussions, and giving quick feedback. Simonson et al. (2023) explain that these are key parts of good online teaching. The goal isn't to copy what happens in a classroom but to make sure students are getting the same quality of learning, even if the format is different (p. 40). This course also had a mix of self-paced work and live check-ins, which helped build a strong sense of community—something that’s very important in distance education (Simonson et al., 2023, p. 51).

Research also supports this. When teachers use different ways to keep students engaged, students are more likely to enjoy the class and do well (Martin & Bolliger, 2018). This course was a great example of that.

A Distance Learning Experience That Needed Work

On the other hand, I once had to complete an online training that felt boring and disconnected. It mostly included videos and short quizzes, with no real interaction or feedback. There was no sense of community, and it felt easy to lose interest. Simonson et al. (2023) talk about something called the Interaction Equivalency Theorem, which says that learning happens best when at least one kind of interaction is strong—between students and the teacher, students and each other, or students and the content (p. 47). This training didn’t offer any of that.

How It Could Be Better

To improve that kind of course, I would suggest:

• Teacher Communication: Simple weekly updates or question sessions would help students feel more connected.
• Active Learning: Students could share their thoughts or apply what they learned through small projects or discussions instead of just watching videos.
• Build Community: Adding a group project or a message board could help students feel like they’re not alone.

Martin and Bolliger (2018) found that strong teacher presence, good conversations, and fast responses help students feel more engaged. With those changes, this training could have been much more effective and enjoyable.

How the Basics of Distance Learning Can Help

Chapters 1–4 of Teaching and Learning at a Distance remind us that successful online learning doesn’t just happen—it has to be planned carefully. Simonson et al. (2023) explain that classic learning theories like behaviorism and constructivism still matter, but they need to be used in ways that fit online settings (p. 27). For example, giving students real-world problems to solve or letting them work together online helps make the learning more meaningful.

Moore’s theory of transactional distance also reminds us that there needs to be a balance between structure and conversation (Simonson et al., 2023, p. 32). If there’s too much structure and not enough interaction, students can feel disconnected.

Distance learning can be powerful when done right. It’s not just about putting lessons online—it’s about thinking differently and making sure students are supported, engaged, and connected. The more we learn from what works (and what doesn’t), the better we can make the online learning experience for everyone.

                                                                           References

Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205–222. https://doi.org/10.24059/olj.v22i1.1092

Simonson, M., Zvacek, S., & Smaldino, S. (2023). Teaching and learning at a distance: Foundations of distance education (8th ed.). Information Age Publishing.