Supporting pre-service teachers in designing technology-infused lesson plans.
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); th...
| Publicado en: | Journal of Computer Assisted Learning Vol. 32; no. 5; pp. 456 - 468 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Sep2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=117924184&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 117924184 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Sep2016 vid: 32 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 117924184 117924184 117924184 10.1111/jcal.12146 117924184 ppf: 456 ppct: 12 formats: tig: atl: Supporting pre-service teachers in designing technology-infused lesson plans. aug: au: Janssen, N. Lazonder, A. W. affil: Department of Instructional Technology, University of Twente, The Netherlands sug: subj: Course Content Computer-Assisted Instruction Teachers Education Human Conceptual Framework Female Male Biology Education Questionnaires Coding Experimental Studies Mann-Whitney U Test Female Male ab: 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. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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