Is TPACK framework effective for Executive Coaching?
Reference:
Harris, J., & Hofer, M. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers’ curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211–229. https://doi.org/10.1080/15391523.2011.10782570
Annotation:
Judith Harris and Mark Hofer (2011) examined how experienced teachers plan instruction that effectively integrates technology with content and pedagogy. Through qualitative interviews, unit analyses, and reflective journals, the researchers found that teachers’ use of technology became more conscious, strategic, and student-centered after participating in professional development focused on content-based “learning activity types.” Teachers began selecting technologies not for their novelty but for how well they served learning goals, demonstrating that effective integration requires understanding the nuanced “fit” between tools, content, and learners.
The study introduced a replicable framework for developing adaptive expertise through reflective planning and design thinking principles that extend far beyond education - hence why it is relevant to executive coaching!
For leadership and management consultants, Harris and Hofer’s study offers a powerful parallel to the challenges of coaching and organizational learning. Their methodology is deeply interpretive, reflective, and evidence-based which mirrors the way executive coaches guide leaders through awareness, experimentation, and refinement. By mapping how teachers evolve from “technocentric” to “learner-centric” thinking, the research models how leaders can move from “tool orientation” (e.g., implementing AI dashboards or engagement platforms) to behavioral fluency like integrating technology with strategy, culture, and context.
The study’s TPACK framework can be adapted for leadership enablement, where:
content = strategy
pedagogy = leadership approach
technology = tools
These facilitate decision-making and communication. HR professionals can use this lens to design more effective coaching interventions shifting from system implementation to skill integration, much like educators learned to shift focus from software features to meaningful outcomes.
Traditional Executive Coaching example:
Coach: “You’ve mentioned frustration with your team’s resistance to the analytics platform. What emotions come up for you when you see that resistance?”
COO: “It feels like they’re not moving fast enough, like they’re clinging to old ways.”
Coach: “What leadership behaviors could help model the adaptability you’d like to see?”
COO: “Maybe I could be more transparent about my learning curve too.”
Coach: “Excellent. Let’s develop a communication plan that frames your learning story and sets expectations.”
Result: The coach helps the leader become more self-aware, emotionally intelligent, and strategic in communication, but the technology integration challenge remains largely unaddressed.
TPACK Framework Executive Coaching Example:
Coach: “You’re leading a transformation that depends on your team’s ability to use data strategically. Let’s explore how your communication methods and tool use align with that goal.”
COO: “I’ve asked them to adopt the dashboard, but they still default to old reports.”
Coach: “That’s an example of a content-technology gap. What if we designed learning sessions that focus not just on using the tool but on interpreting data for strategic decisions? You could co-facilitate those sessions modeling the kind of data-driven thinking you expect.”
COO: “That makes sense. I can use our next operations meeting to walk through how I’m using the data for forecasting.”
Coach: “Exactly. That integrates the technology into your leadership pedagogy turning the tool into a platform for shared sense-making, not compliance.”
Result: The coaching moves from personal reflection to adaptive system design aligning how the leader teaches, communicates, and models behavior through the actual technology being adopted.
Coach’s Focus:
Technology = digital tools and data systems being implemented.
Pedagogy = the coaching approach or facilitation method (how the leader learns).
Content = the business strategy, goals, or leadership outcomes being developed.
Try using AI Personalized Podcasts to Drive Retention & Employee Development
Reference:
Do, T. D., Bin Shafqat, U., Ling, E., & Sarda, N. (2024). PAIGE: Examining learning outcomes and experiences with personalized AI-generated educational podcasts (arXiv preprint arXiv:2409.04645). https://doi.org/10.48550/arXiv.2409.04645
Annotation:
The researcher take a deep dive into how generative AI can convert textbook chapters into personalized educational podcasts for a group of 180 college students. The researchers compared traditional textbook reading with both generalized and personalized AI-generated podcasts across multiple subject areas. Their findings showed that students overwhelmingly preferred podcasts to reading, and that personalized podcasts tailored to learners’ backgrounds and interests improved comprehension in several disciplines.
The takeaway is clear: AI-driven, personalized audio content can enhance learning engagement and outcomes when designed with relevance and learner context in mind.
The study’s methodology, integrating AI-driven podcast generation with validated user experience measures, models exactly the kind of data-informed experimentation L&D professionals can use to evaluate their own digital learning tools. It also underscores the importance of delivery design, such as the conversational tone, pacing, and modality that can have a deep influence in learner motivation. Consultants working with clients on upskilling strategies can take from this that AI isn’t just a content generator; it’s an adaptive facilitator that can align learning experiences to individual needs and organizational culture.
At Allegiant, our consulting work centers on helping organizations create inclusive learning environments that make workplace learning more effective for all employees, particularly those whose neurodivergence offers unique cognitive strengths. Studies like this one inform how we think about designing micro-learning and leadership development content that doesn’t just “teach,” but connects meaningfully with how diverse minds engage with information.
We also see a connection between this research and how business leaders who host industry podcasts can influence engagement and retention. A 2023 LinkedIn Workplace Learning Report found that employees who feel connected to their organization’s thought leadership (through podcasts or leadership-led storytelling) are 33% more likely to stay with the company. Integrating AI-generated podcasts or internal learning channels can give employees that same sense of inclusion and relevance.
As our research and consulting practice evolves, we’re exploring how personalization, audio learning, and neurodivergent engagement strategies can converge to make corporate learning both equitable and deeply human.
The Impact of Choice in Learning
Reference:
Murphy, J., Farrell, K., & Myers, J. (2024). Student choice in online asynchronous higher education courses. In Proceedings of the [Conference Name if known]. ACM. https://doi.org/10.1145/3760213.3708894
Annotation:
The article explores how offering students choices in online asynchronous higher education courses enhances engagement, autonomy, and relevance. Drawing from theories like constructivism, self-determination, and andragogy, the authors argue that allowing flexibility in content, process, and product supports deeper learning and motivation. A pilot study with undergraduate and graduate students found that choice particularly strengthened connections to career goals, encouraged authentic learning experiences, and increased satisfaction. The findings suggest that structured opportunities for choice can transform courses into learner-centered environments that foster agency, self-regulation, and practical application.
Murphy, Farrell, and Myers (2024) does a good job of clearly connecting theory to practice by showing how student choice can improve engagement in online learning. The use of a pilot study with both undergraduates and graduate students gives it a practical angle that helps support the claims, even if the sample size is modest. The mix of quantitative survey results and qualitative student feedback adds depth and makes the findings feel more grounded. Overall, the article is well organized and easy to follow, making complex ideas accessible without being overly technical.
The ideas in this article translate well into workplace training and curriculum design because they highlight the importance of giving adults meaningful choices in how they learn. In professional settings, employees bring diverse experiences, learning preferences, and career goals, so offering flexibility in content, process, and product can make training more relevant and motivating. The emphasis on autonomy and authentic application resonates strongly with adult learning in the workplace, where practical connections often matter more than abstract theory. This approach supports consultants and trainers in creating programs that not only build skills but also encourage ownership, engagement, and long-term growth.
Exploring the difference between using the internet and processing information
Reference:
Kuiper, E., Volman, M., & Terwel, J. (2005). The web as an information resource in K–12 education: Strategies for supporting students in searching and processing information. Review of Educational Research, 75(3), 285–328. https://doi.org/10.3102/00346543075003285
Annotation:
Kuiper, Volman, and Terwel (2005) review research on how K-12 students use the internet specific to how this presents challenges and opportunities for learning. What they have found is that students are good with browsing online but may find it hard to do this effectively by evaluating the credibility of sources and critically reviewing the information. The authors talk about the complexity of the internet and how this can lead to distraction or reliance to familiar sites that could not be accurate. The recommendation comes for integrating structured guidance and take a more design-based research in authentic educational settings to better understand how to help student use the internet for deeper learning.
A strength of Kuiper, Volman, and Terwel’s (2005) article is the thorough way it brings together a wide range of studies to give a clear picture of how students engage with the Web and where they struggle. The review is well organized, moving from describing student behaviors to analyzing the unique challenges of the Web as an information resource, which makes the findings easy to follow. The authors also balance theory with practical implications, connecting research insights to classroom practice. While the studies they reviewed are sometimes small-scale and varied in approach, the article does a strong job of synthesizing them into common themes and pointing out where future, more robust research is needed.
The insights from Kuiper, Volman, and Terwel’s (2005) article connect closely to learning and development because they highlight the gap between access to technology and the actual skills needed to use it meaningfully. In many workplaces, employees are expected to navigate large amounts of digital information, yet without structured guidance they can fall into the same habits as students—skimming, relying on familiar sources, or missing opportunities to critically assess content. This reinforces the importance of building training programs that go beyond technical know-how to emphasize information literacy, critical evaluation, and reflective practice. For organizational learning, the article suggests that creating structured pathways and scaffolding within training initiatives can help employees engage more deeply with digital resources, ultimately improving decision-making and performance.
Perception drives Interpretation of Feedback
Reference:
Newman, D. (2025). Examining the emotional tone of student evaluations of teaching. Canadian Journal of Learning and Technology, 51(1), 1–18. https://doi.org/10.21432/CJLT-28695
Annotation:
How does perception affect feedback? Newman (2025) analyzed 600 student-written evaluations from Rate My Professors (2018–2023) to determine the emotional tone of the language used. Students feedback was reviewed using indicators such as pleasantries and words with positive connotations using Whissell’s Dictionary of Affectionate (DOA). The study found that students provided feedback to instructors in the evaluations that were emotionally neutral in tone however, the instructors perceived the tone to be overly critical on average.
The study’s strengths lie in the reliability of the tools used, like the DOA, and the simplicity of how the study is measured. The correlations are easy to understand and the study itself and its methods are easy enough to understand that replication can be completed with ease. Newman (2025) also provided adequate acknowledgements to the limitations of the information reviewed such as sampling bias, word count variability, and the constraints of publicly available online data.
In the context of organizational performance management, this article underscores the value of distinguishing emotional perception from objective data. Similar to how faculty may overinterpret student comments as overly negative, employees and managers often perceive performance evaluations as more emotionally charged than they actually are. For consultants, the findings point to the importance of designing evaluation systems that emphasize neutrality and balance. By integrating structured training on how to give and receive feedback, organizations can foster a shared understanding that feedback is a tool for growth rather than criticism. Embedding “feedback literacy” into workplace practices not only reduces defensiveness and bias but also equips both leaders and staff with the skills to interpret evaluations constructively. This approach supports the development of resilient, evidence-based performance systems that encourage trust, reduce anxiety, and create a culture where feedback is seen as an essential driver of individual and organizational improvement.