Implementing innovative technologies through lesson plans: What kind of support do teachers prefer?

Noortje Janssen*, Ard W. Lazonder

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

16 Citations (Scopus)
308 Downloads (Pure)

Abstract

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 technologyinfused 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 inservice 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.

Original languageEnglish
Pages (from-to)910-920
Number of pages11
JournalJournal of science education and technology
Volume24
Issue number6
DOIs
Publication statusPublished - 30 Jun 2015

Keywords

  • In-service teachers
  • Lesson plan
  • Pre-service teachers
  • Teacher support
  • Technology integration
  • TPACK

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