ERIC Number: EJ1081959
Record Type: Journal
Publication Date: 2015-Dec
Abstractor: As Provided
Reference Count: 31
Implementing Innovative Technologies through Lesson Plans: What Kind of Support Do Teachers Prefer?
Janssen, Noortje; Lazonder, Ard W.
Journal of Science Education and Technology, v24 n6 p910-920 Dec 2015
Lesson plans are a potentially powerful means to facilitate teachers' use of technology in the classroom. This study investigated which supplementary information is preferred by teachers when integrating a new technology into the classroom. Forty-six high school biology teachers (23 pre-service and 23 in-service) received a technology-infused lesson plan and were asked to choose between two sets of support materials that differed with regard to the extensiveness and integration of pedagogical and content information. Based on the technological, pedagogical, and content knowledge (TPACK) framework, pre-service teachers (n = 23) were expected to prefer the appendix containing extensive and separate information, whereas in-service teachers (n = 23) were predicted to prefer the succinct and integrated version. Teachers' responses to a forced-choice question confirmed the latter expectation, but lent insufficient support to the former. Semi-structured interviews further showed that the justifications of in-service teachers were generally consistent with the TPACK framework. Most pre-service teachers, by contrast, were future-oriented and preferred support that would help increase their proficiency rather than consolidate their existing knowledge base.
Descriptors: Lesson Plans, Technology Uses in Education, Educational Technology, Teacher Attitudes, Technology Integration, Biology, Secondary School Science, Secondary School Teachers, High Schools, Preservice Teachers, Instructional Materials, Pedagogical Content Knowledge, Technological Literacy, Attitude Measures, Student Attitudes, Semi Structured Interviews, Surveys
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools; Higher Education; Postsecondary Education
Authoring Institution: N/A