A number of national directives and successful case studies, focus on the need for change in teaching and learning, particularly emphasizing increasingly rigorous STEM learning tied to the use of ICT and digital tools for technological literacy and future workforce development. This action research study investigated the role of instructional coaching and digital resources as a means of redesigning math and science teacher lessons through the use of technological tools. In this case, it was desired to see technology go beyond a simple substitute or even augmentation of non-digital experiences to fully modify and redefine the implementation of rigorous and relevant student learning. Specifically, the coach's impact on pedagogical change and technological adoption was tied to measures of teacher Technological, Pedagogical, and Content Knowledge (TPACK) and application of the Substitution, Augmentation, Modification, Redefinition (SAMR) model and the Rigor Relevance Framework on the delivery of learning. This was carried out in order to demonstrate a successful model for second order instructional change in a ubiquitous technology environment whether it be school owned equipment or Bring Your Own Device (BYOD). Ultimately, the research showed a successful shift to digital learning that could be accelerated and nurtured through instructional coaching, with recommendations for building quality digital teaching and learning environments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]