Technological and pedagogical support for pre-service teachers’ lesson planning

Noortje Janssen*, Miriam Knoef, Ard W. Lazonder

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

2 Citations (Scopus)
7 Downloads (Pure)

Abstract

Successful use of ICT in the classroom requires thoughtful integration of technology and pedagogical processes during lesson preparation. This study investigated whether the information format of technological and pedagogical support affects pre-service teachers’ technology integration in lesson plans. One group of pre-service teachers (n = 37) received support materials that presented technological, pedagogical and content information separately; another group (n = 36) received a version of these materials in which the technological and pedagogical information was integrated. Pre-service teachers used these support materials to create a technology-infused lesson plan. As expected, the pre-service teachers who received integrated support had relatively more design justifications in which technology and pedagogy were combined than their peers from the separate support group. However, this more advanced reasoning did not materialise in higher-quality lesson plans. Future research should investigate whether pre-training in the use of ICT could improve the effects of integrated support.

Original languageEnglish
Pages (from-to)115-128
Number of pages14
JournalTechnology, pedagogy and education
Volume28
Issue number1
DOIs
Publication statusPublished - 10 Feb 2019

Keywords

  • UT-Hybrid-D
  • pre-service teachers
  • technology integration
  • TPACK
  • lesson plan

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