Coaching Digital Learning:

Cultivating a Culture of Change

Coaching educators to create digital learning environments is a challenging, important, and highly collaborative role. Individuals who play this role are instrumental in cultivating a digital, personalized blended learning culture within their school, district and/or state. This course allows you to learn along with your colleagues from other schools and districts to enhance your digital learning content knowledge and further develop coaching strategies.

Course Objectives

  • Deepen your understanding of what it takes to coach educators to integrate technology effectively with relevant and rigorous opportunities to build upon your professional needs and understanding — whether beginning in your role as an instructional coach or seeking advanced strategies;
  • Explore relevant frameworks (e.g., TPACK, SAMR, Four Cs), strategies, tools, and resources to advance your digital learning coaching efforts;
  • Experience multiple opportunities for personalized application of your new learning and job-embedded practice; and
  • Develop and share a personal coaching plan to support your school/district's digital/blended learning culture.

Learn More

Complete the registration survey to provide information about yourself, your school or district, and your goals for participating in the Coaching Digital Learning MOOC-Ed.

During this first week you will further your thinking about the vision for and role of instructional technology coaching in helping educators integrate technology effectively. You will address how to turn that vision into action and begin building your Coaching Action Plan which will be revisited each week during the MOOC-Ed. The essential questions for this unit are:

  • What is your vision for instructional technology coaching?
  • How will you guide educators toward building a digital learning culture in your school, district, or state?
  • What essential dispositions and skills are necessary to be a instructional technology coach?

During this unit, you will come prepared to get connected. Consider how you engage others as well as enhance your professional learning through exploration of social networking tools and resources to support classroom practices that enhance communication, collaboration, critical thinking, and creativity.

Pathway Focus: Working with educators to meet goals.

The essential questions for this unit are:

  • What are the digital age skills and how do they enhance digital learning and teaching.
  • What does your current personal learning network look like and how can you expand it?
  • How do you, as an instructional technology coach facilitate continued learning for those you support?

This unit is dedicated to familiarizing you with two frameworks, technological, pedagogical, and content knowledge (TPACK) and Substitution, Augmentation, Modification, and Redefinition (SAMR).

Pathway Focus: Questioning and co-planning

The essential questions for this unit are:

  • How can TPACK and SAMR guide educators to the best intersection of curricular standards, sound pedagogy choices, and digital tool selections to directly enhance and support student learning?
  • What should you look for when planning or observing technology-infused learning activities?

During this unit you will explore strategies to support classroom teacher practices that enhance students’ collaborative work, communication with multiple audiences, critical thinking, and creativity.

Pathway Focus: Reflective practice and the use of data

The essential questions for this unit are:

  • How do you know the teachers you support understand how to design and support technology-rich learning environments?
  • What digital assessment tools and data do you use/ are you considering using to inform your practice and why?
  • What strategies, frameworks, or rubrics will you use as guidance in selecting digital tools/resources to use in your work?
  • What insights have you gained upon completing the Transformational Coaching Rubric?

You will take a deep dive into understanding and applying the elements of digital citizenship.

Pathway Focus: Creating habits of mind

The essential questions for this unit are:

  • In your role of supporting and guiding educators, how do you share lessons, develop strategies, and more importantly, model best practices to create responsible and skilled digital citizens?
  • How can you create a safe and responsible digital culture in your school, district or state?

This unit presents you with a high-impact opportunity to develop your course of action developed out of the previous units. Participants will construct a manifesto comprising of their:

  • Mission as an instructional coach
  • Vision for digital learning and teaching
  • Goal for their instruction and practice
  • Plan to share learning with others

Participants will complete an End-of-Course Survey and have the option to earn a Certificate of Completion.

*This information is from a previous course offering and is subject to change.

Earning Continuing Education Units (CEUs)*

A certificate of completion for 20 hours of professional development will be provided on request to participants who:

  • Verified that they spent at least 20 hours participating in the course
  • Participated in the discussions and entered at least six postings (at least one per unit)
  • Submitted at least three artifacts of participation (Unit Activities)
  • Completed the End-of-Course survey
  • Submitted a Coaching Action Plan


You can submit the certificate to your local agency with a request for CEUs. Granting of CEUs will be subject to the policies and procedures of your state and local agency.

*This information is from a previous course offering and is subject to change.

Lisa Hervey

Lisa Hervey is an Instructional Technology Coach and a Research Associate with the PL²C team at The William & Ida Friday Institute for Educational Innovation; and an Assistant Teaching Professor in the College of Education - Instructional Technology Program - at North Carolina State University. She holds a B.S. in K-12 Special Education and K-6 Elementary Education from Central Michigan University; a Master’s in K-12 Reading; and a Ph.D. in Curriculum and Instruction from NCSU. She is a renewed National Boards Certified Teacher. After 10 years as a public school 6th - 8th Language Arts teacher, Lisa’s current work is centered around the creation and facilitation of both face-to-face and online professional development that coaches pre- and in-service educators in cultivating their digital pedagogies. She currently serves on the Advisory Board for the Online Learning Institute co-Sponsored by ETLO, iNACOL, ISTE and SREB.

Brittany Miller

Brittany Miller is an Instructional Technology Coach and Program Coordinator for the PL²C team at The William & Ida Friday Institute for Educational Innovation. She graduated Cum Laude with her Masters in Instructional Technology from North Carolina State University, where she also earned her BA in English Education. She holds a NC license in Secondary English Education, Middle Grades Language Arts, Technology Endorsement, and Instructional Technology, and has taught a range of high school courses from a literacy elective to AP English III. She publishes multimedia resources for teachers through social media professional learning networks to assist all levels of the education system through digital learning conversions.

Jaclyn B. Stevens

Jaclyn B. Stevens is a Digital Learning Coach and Research Associate at The William & Ida Friday Institute for Educational Innovation at North Carolina State University. She began her career in education ten years ago after her successful work as a media consultant and award-winning designer. Thanks to the Americorps’ Teach For America Program, Jaclyn transitioned to the classroom where she taught both English Language Arts and Digital Media while assisting in the establishment of a school wide 1:1 Project Based Learning platform. As a part of the PL²C team, Jaclyn continues to assist educators in transitioning to a digitally enhanced learning and teaching environment through the creation and facilitation of customized face-to-face workshops and collaborative online professional development. Jaclyn holds a BFA in Digital Media and Design from The State University of New York at Fredonia, and a Masters in Education in the area of Instructional Technology from North Carolina State University, Phi Kappa Phi.
MOOC-Eds provide a scalable, accessible, and flexible approach that is aligned with the principles of effective professional learning. Our approach is grounded in authentic, active, and collaborative professional learning activities. The approach builds upon the following key design principles: 

  • Self-directed learning, through personalizing your experience by identifying your own goals, selecting among a rich array of resources, and deciding whether, when, and how to engage in discussions and activities to further your own learning and meet your goals. 
  • Peer-supported learning, through engaging in online discussions, reviewing your colleagues' projects, rating posted ideas, recommending resources, crowdsourcing lessons learned, and participating in twitter chats and other exchanges appropriate to the individual course. 
  • Job-embedded learning, through the use of case studies, classroom and school related projects; developing action plans; and other activities that center your work on critical problems of practice and data-informed decision-making in your own classrooms, schools or districts. 
  • Multiple voices, through learning about the perspectives of other teachers and administrators along with those of students, researchers and experts in the field. Our courses are purposefully not designed around one or two experts who present online lectures. They provide exposure to a rich set of perspectives presented within the context of course elements that reflect these core principles.

You will see these design principles implemented in our courses through the following instructional elements:

  • Conceptual Frameworks
  • Resource Collections
  • Asynchronous Discussions and Twitter Chats
  • Student Scenarios
  • Expert Panels
  • Participant Projects and Peer Feedback
  • Crowd-sourcing
  • Professional Learning Community (PLC) Guides

Future Start Date(s) TBD
Duration 6 weeks
Cost Free
Primary Audience Instructional Technology Coaches and Facilitators
Technology Integration Specialists
Media Specialists
Mentor Teachers
Certificate Available Yes
Certificate Hours 20
Facilitators Lisa Hervey
Brittany Miller
Jaclyn Stevens

Previous Courses

Spring 2017
Spring 2016
Fall 2015