Implementing Innovative Technologies Through Lesson Plans: What Kind of Support Do Teachers Prefer?

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.

Bring Your Own Device (BYOD) and Teacher pedagogy in a New Zealand primary school

“…For the devices to be implemented and used effectively (i.e., in the way that they were designed, not as a tool substitute), the teachers considered they needed to understand the possibilities of using them in the classroom prior to the planning process commencing. Teachers' practices were impacted by a range of challenges also identified in the literature, including technical issues (Lai, 2005;Minshew & Anderson, 2015), lack of time (Janssen & Lazonder, 2015) and limited professional learning opportunities (Davis et al, 2013;Ling Koh et al, 2014). All three teachers believed they needed to increase both their technological, and technological pedagogical content knowledge, to be able to implement BYOD to full effect in their classrooms.…”

“…These challenges include technical issues (Lai, 2005, Minshew & Anderson, 2015, lack of time (Janssen & Lazonder, 2015) and limited professional learning opportunities (Davis, Eickelmann, & Zaka, 2013;Ling Koh, Chai, & Tay, 2014). Teachers require access to professional learning that builds confidence and develops the technological knowledge and skills to enable them to overcome these challenges when introducing BYOD (Minshew & Anderson, 2015;Starkey, 2010).…”

Fen Bilimleri Öğretmenlerinin Teknolojik Pedagojik Alan Bilgisi Öz Yeterlik İnanç Düzeyleri Üzerine Bir Araştırma

“…Bu özellik sayesinde PAB bir öğretmenin, konu alanındaki uzmandan ayrılmasını sağlar (Shulman, 1987). Bir öğretmenin sahip olması gereken bilgi Shulman'dan (1987) Literatür incelendiğinde öğretmen adaylarının TPAB'ı üzerinde yapılan çalışmalar (Ayvaz, 2019;Bulut, 2012;Canbolat, 2011;Gündüz, 2018;Janssen & Lazonder, 2015;Kabakçı, 2011, Karakaya, 2012Kaya, 2010;Keser, Karaoğlan Yılmaz ve Yılmaz, 2015;Kılıç, 2011;Kılıç, 2015;Kocakaya, 2015;Öztürk, 2013;Sancar Tokmak, Yavuz Konakman ve Yanpar Yelken, 2012;Savaş, 2011), öğretmenlerin TPAB'ları üzerinde yapılan çalışmalar (Ay, 2015;Archambault & Crippen, 2009;Kılıçkeser, 2019), öğretim elemanlarının TPAB'ları üzerinde yapılan çalışmalar (Şimşek, Demir, Bağçeci ve Kinay, 2013) ve deneysel uygulamaların TPAB gelişimi üzerindeki etkisine yönelik çalışmalar (Baran, Canbazoğlu Bilici, Albayrak Sarı ve Tondeur, 2019;Canbazoğlu Bilici ve Baran, 2015;Chai, Koh & Tsai, 2010;Çelik, Hebebci ve Şahin, 2014;Ersoy, Yurdakul ve Ceylan, 2016;Guzey & Roehrig, 2009;Harris & Hofer, 2011;Jaipal Jamani at al., 2018;Jimoyiannis, 2010;Koh & Chai, 2014;Kurt, 2016;Liu, 2013;Maeng, Mulvey, Smetana & Bell, 2013;Niess, 2005;Sheffield, Dobozy, Gibson, Mullaney & Campbell, 2015) göze çarpmaktadır. Yukarıda örnek olarak verilen çalışmalar ve literatürdeki diğer çalışmalar incelendiğinde ağır...…”

An examination of teachers' planning processes as they seek to integrate technology into literacy instruction

“…Recent research has explored the connection between teachers' technological pedagogical content knowledge (TPACK; Mishra & Koehler, 2006) and lesson planning (Janssen & Lazonder, 2015;Pringle, Dawson & Ritzhaupt, 2015). However, no studies have investigated teachers' use of TPACK as they are planning the lesson, instead the focus has been on written lesson plans or lesson selection.…”

“…Teachers' lesson plans are of particular interest, as they directly relate to the cognitive processes teachers use when planning and reflect important aspects of the systems of knowledge they use when planning (Jacobs, 2008;Janssen & Lazonder, 2015). Multiple approaches have been used to explore the specific planning process of teachers.…”