Review Article

The role of technology in performance feedback on teacher practice: A systematic review

Caitlin J. Criss 1 * , Adam C. Carreon 1 , Cynthia C. Massey 1 , Allison Davis 1
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1 Georgia Southern University, Statesboro, GA, USA* Corresponding Author
International Journal of Professional Development, Learners and Learning, 7(1), January 2025, e2501, https://doi.org/10.30935/ijpdll/15690
Submitted: 03 June 2024, Published Online: 05 December 2024, Published: 01 January 2025
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ABSTRACT

Evidence-based practices (EBPs) are proven effective in increasing student achievement in the classroom; however, teachers’ use of EBPs is far below the recommended rate. Performance feedback offers a potential solution to increase teachers’ use of EBPs, and advancements in technology allow performance feedback to be delivered in innovative ways. In this systematic review, we examine 24 experimental studies in which performance feedback is delivered to teachers through various technologies. Overall, the review discovered that technology was primarily used during the training phase of intervention, and real-time feedback was the most common method for delivering feedback. Additionally, generalization and maintenance measures were limited, and there were inconsistencies in the length of intervention. We discuss why the current uses of technology with performance feedback may be limited or outdated and provide recommendations for researchers, teachers, and teacher educators to expand the use of technology within performance feedback.
Keywords: performance feedback, educational technology, instructional technology, coaching, evidence-based practices

CITATION (APA)

Criss, C. J., Carreon, A. C., Massey, C. C., & Davis, A. (2025). The role of technology in performance feedback on teacher practice: A systematic review. International Journal of Professional Development, Learners and Learning, 7(1), e2501. https://doi.org/10.30935/ijpdll/15690

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