Technology applied to Coaching

Digital tools as "executive prosthesis".

In the contemporary era, technology has ceased to be a mere administrative support to become an "exoskeleton" that enhances the capabilities of educational coaching.

The aim is not to replace human interaction, but to amplify it. Task management tools such as Trello, Notion or Padlet act as extensions of the student's working memory and executive functions.

For a student with organizational difficulties or ADHD, these platforms are not simply digital agendas, but external structures that allow them to visualize the flow of their work, break down complex projects into manageable steps and monitor their own progress in real time.

The educational coach uses these applications to encourage autonomy. Instead of chasing the student asking "how are you doing?", the teacher can access the shared dashboard and observe progress.

This transforms supervision from policing to silent, strategic monitoring.

If the board does not move, the coach intervenes not to scold, but to inquire about the blockage.

Thus, technology becomes an objective mirror of the learner's productivity, eliminating excuses and focusing the conversation on effective resource management.

Gamification and immediate feedback: the end of eva luative anxiety

The integration of gamification tools such as Kahoot, Quizizz or Socrative has revolutionized the way error is perceived in the classroom.

In the traditional model, failure was penalized and generated fear; in the gamified environment, error is part of the game mechanics and an opportunity to get points in the next round.

These platforms allow for immediate and constant feedback, which is pure gold for the coaching process.

The student doesn't have to wait three weeks to find out that he didn't understand a concept; he knows instantly and can correct it.

In addition, classroom management applications such as ClassDojo make it possible to digitize the "token economy," connecting families with the student's daily behavior.

However, the challenge for the teacher-coach is to use these tools not as behavioral control mechanisms, but as intrinsic motivation triggers.

The goal is not for the student to