Just-in-time support for teachers’ technology-infused lesson planning

Noortje Janssen, Adrianus W. Lazonder

Research output: Contribution to conferencePaperAcademicpeer-review

Abstract

Teachers need support when integrating innovative technologies in their lessons. In this research, two types of just-in-time support for lesson planning were compared on perceived usefulness and effectiveness. Both types contained the same technological information but differed regarding pedagogical and content information. The first type of support presented this information elaborately and separately (i.e., separate support); the second type presented this information in a compact and integrated fashion (i.e., integrated support). Study 1 asked high school biology teachers (23 preservice, 23 in-service) which type of support they would prefer. As expected, most inservice teachers chose the integrated support. However, most pre-service teachers also preferred this support, and argued that it could assist them in integrating pedagogy and content. Study 2 examined whether this conjecture holds true by comparing the lesson plans created by pre-service teachers who received either the separate (n = 27) or integrated support materials (n = 26). Results showed that pre-service teachers who used the integrated support had more integrated pedagogical and content-related justifications in their lesson plans than the group who received separate support. Both groups had few technology-related justifications. These findings confirm the alleged superiority of integrated support over separate support, and demonstrate that additional guidance is needed to help pre-service teachers to fully integrate pedagogical, technological and content information during lesson planning
Original languageEnglish
Publication statusPublished - 25 Aug 2015
Event16th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2015: Towards a reflective society: synergies between learning, teaching and research - Limassol, Cyprus
Duration: 25 Aug 201529 Aug 2015
Conference number: 16

Conference

Conference16th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2015
Abbreviated titleEARLI
CountryCyprus
CityLimassol
Period25/08/1529/08/15

Fingerprint

planning
teacher
information content
biology teacher
time
Group
school

Keywords

  • METIS-313449
  • IR-98333

Cite this

Janssen, N., & Lazonder, A. W. (2015). Just-in-time support for teachers’ technology-infused lesson planning. Paper presented at 16th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2015, Limassol, Cyprus.
Janssen, Noortje ; Lazonder, Adrianus W. / Just-in-time support for teachers’ technology-infused lesson planning. Paper presented at 16th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2015, Limassol, Cyprus.
@conference{cf2ce669f6c045c3af231891a8a19cc2,
title = "Just-in-time support for teachers’ technology-infused lesson planning",
abstract = "Teachers need support when integrating innovative technologies in their lessons. In this research, two types of just-in-time support for lesson planning were compared on perceived usefulness and effectiveness. Both types contained the same technological information but differed regarding pedagogical and content information. The first type of support presented this information elaborately and separately (i.e., separate support); the second type presented this information in a compact and integrated fashion (i.e., integrated support). Study 1 asked high school biology teachers (23 preservice, 23 in-service) which type of support they would prefer. As expected, most inservice teachers chose the integrated support. However, most pre-service teachers also preferred this support, and argued that it could assist them in integrating pedagogy and content. Study 2 examined whether this conjecture holds true by comparing the lesson plans created by pre-service teachers who received either the separate (n = 27) or integrated support materials (n = 26). Results showed that pre-service teachers who used the integrated support had more integrated pedagogical and content-related justifications in their lesson plans than the group who received separate support. Both groups had few technology-related justifications. These findings confirm the alleged superiority of integrated support over separate support, and demonstrate that additional guidance is needed to help pre-service teachers to fully integrate pedagogical, technological and content information during lesson planning",
keywords = "METIS-313449, IR-98333",
author = "Noortje Janssen and Lazonder, {Adrianus W.}",
year = "2015",
month = "8",
day = "25",
language = "English",
note = "16th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2015 : Towards a reflective society: synergies between learning, teaching and research, EARLI ; Conference date: 25-08-2015 Through 29-08-2015",

}

Janssen, N & Lazonder, AW 2015, 'Just-in-time support for teachers’ technology-infused lesson planning' Paper presented at 16th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2015, Limassol, Cyprus, 25/08/15 - 29/08/15, .

Just-in-time support for teachers’ technology-infused lesson planning. / Janssen, Noortje; Lazonder, Adrianus W.

2015. Paper presented at 16th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2015, Limassol, Cyprus.

Research output: Contribution to conferencePaperAcademicpeer-review

TY - CONF

T1 - Just-in-time support for teachers’ technology-infused lesson planning

AU - Janssen, Noortje

AU - Lazonder, Adrianus W.

PY - 2015/8/25

Y1 - 2015/8/25

N2 - Teachers need support when integrating innovative technologies in their lessons. In this research, two types of just-in-time support for lesson planning were compared on perceived usefulness and effectiveness. Both types contained the same technological information but differed regarding pedagogical and content information. The first type of support presented this information elaborately and separately (i.e., separate support); the second type presented this information in a compact and integrated fashion (i.e., integrated support). Study 1 asked high school biology teachers (23 preservice, 23 in-service) which type of support they would prefer. As expected, most inservice teachers chose the integrated support. However, most pre-service teachers also preferred this support, and argued that it could assist them in integrating pedagogy and content. Study 2 examined whether this conjecture holds true by comparing the lesson plans created by pre-service teachers who received either the separate (n = 27) or integrated support materials (n = 26). Results showed that pre-service teachers who used the integrated support had more integrated pedagogical and content-related justifications in their lesson plans than the group who received separate support. Both groups had few technology-related justifications. These findings confirm the alleged superiority of integrated support over separate support, and demonstrate that additional guidance is needed to help pre-service teachers to fully integrate pedagogical, technological and content information during lesson planning

AB - Teachers need support when integrating innovative technologies in their lessons. In this research, two types of just-in-time support for lesson planning were compared on perceived usefulness and effectiveness. Both types contained the same technological information but differed regarding pedagogical and content information. The first type of support presented this information elaborately and separately (i.e., separate support); the second type presented this information in a compact and integrated fashion (i.e., integrated support). Study 1 asked high school biology teachers (23 preservice, 23 in-service) which type of support they would prefer. As expected, most inservice teachers chose the integrated support. However, most pre-service teachers also preferred this support, and argued that it could assist them in integrating pedagogy and content. Study 2 examined whether this conjecture holds true by comparing the lesson plans created by pre-service teachers who received either the separate (n = 27) or integrated support materials (n = 26). Results showed that pre-service teachers who used the integrated support had more integrated pedagogical and content-related justifications in their lesson plans than the group who received separate support. Both groups had few technology-related justifications. These findings confirm the alleged superiority of integrated support over separate support, and demonstrate that additional guidance is needed to help pre-service teachers to fully integrate pedagogical, technological and content information during lesson planning

KW - METIS-313449

KW - IR-98333

M3 - Paper

ER -

Janssen N, Lazonder AW. Just-in-time support for teachers’ technology-infused lesson planning. 2015. Paper presented at 16th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2015, Limassol, Cyprus.