Supporting pre‐service teachers in designing technology‐infused lesson plans
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.
Number of times cited: 3
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