NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1017023
Record Type: Journal
Publication Date: 2013-Oct
Pages: 27
Abstractor: As Provided
ISSN: ISSN-1059-7069
Scaffolding Preservice Teachers' Higher-Order Reasoning during Technology Integration: A Design Research Inquiry
Shen, Yan; Hannafin, Michael
Journal of Technology and Teacher Education, v21 n4 p433-459 Oct 2013
This study is part of an ongoing design research to scaffold preservice teachers' higher-order reasoning while solving technology integration problems. Informed by previous iterations, we designed and examined progressively increasing scaffolds that integrated multiple scaffolding functions to facilitate three technology-based lesson design projects. The preservice teachers initially demonstrated superficial analysis, convergent ideation, and little evaluation when only limited procedural, conceptual, metacognitive, and strategic scaffolds were provided. Increased procedural and conceptual scaffolds in the second project improved the preservice teachers' analytic and generative reasoning skills, as they identified multiple challenges, technology tools, and lesson ideas to integrate technology. When the third project incorporated additional metacognitive and conceptual supports in structured procedural steps, the preservice teachers' analysis of teaching context, generation of lesson ideas, and evaluation of alternatives improved further. Based on these and previous findings, we proposed four principles of developing preservice teachers' higher-order reasoning skills during technology integration.
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A