ERIC Number: EJ1112968
Record Type: Journal
Publication Date: 2016-Sep
Abstractor: As Provided
Supporting Pre-Service Teachers in Designing Technology-Infused Lesson Plans
Janssen, N.; Lazonder, A. W.
Journal of Computer Assisted Learning, v32 n5 p456-467 Sep 2016
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.
Descriptors: Preservice Teachers, Lesson Plans, Instructional Design, Technology Integration, Technology Uses in Education, Educational Quality, Pedagogical Content Knowledge
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A