Supporting Pre-Service Teachers in Designing Technology-Infused Lesson Plans
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| Title: | Supporting Pre-Service Teachers in Designing Technology-Infused Lesson Plans |
|---|---|
| Language: | English |
| Authors: | Janssen, N., Lazonder, A. W. |
| Source: | Journal of Computer Assisted Learning. Sep 2016 32(5):456-467. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Lesson Plans, Instructional Design, Technology Integration, Technology Uses in Education, Educational Quality, Pedagogical Content Knowledge |
| DOI: | 10.1111/jcal.12146 |
| ISSN: | 0266-4909 |
| Abstract: | The present study compared the effectiveness of two types of just-in-time support for lesson planning. Both types contained the same technological information but differed regarding pedagogical and content information. The first type presented this information separately (i.e., separate support); the second type presented this information in an integrated way (i.e., integrated support). In an experimental design pre-service biology teachers received either the integrated support (n = 26) or separate support (n = 27). They were instructed to create a technology-infused lesson plan and justify their design decisions. Results showed that pre-service teachers who used the integrated support had more integrated pedagogical and content-related justifications and higher quality lesson plans than the group who received separate support. Both groups had few technology-related justifications, and technology integration was of low quality. These findings confirm the alleged superiority of integrated support over separate support, and suggest that additional guidance is needed for pre-service teachers to fully integrate technological, pedagogical and content information during lesson planning. |
| Abstractor: | As Provided |
| Entry Date: | 2016 |
| Accession Number: | EJ1112968 |
| Database: | ERIC |
| Abstract: | The present study compared the effectiveness of two types of just-in-time support for lesson planning. Both types contained the same technological information but differed regarding pedagogical and content information. The first type presented this information separately (i.e., separate support); the second type presented this information in an integrated way (i.e., integrated support). In an experimental design pre-service biology teachers received either the integrated support (n = 26) or separate support (n = 27). They were instructed to create a technology-infused lesson plan and justify their design decisions. Results showed that pre-service teachers who used the integrated support had more integrated pedagogical and content-related justifications and higher quality lesson plans than the group who received separate support. Both groups had few technology-related justifications, and technology integration was of low quality. These findings confirm the alleged superiority of integrated support over separate support, and suggest that additional guidance is needed for pre-service teachers to fully integrate technological, pedagogical and content information during lesson planning. |
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| ISSN: | 0266-4909 |
| DOI: | 10.1111/jcal.12146 |
