Instructional effects of a performance support system designed to guide preservice teachers in developing technology integration strategies

Abstract

The purpose of this formative evaluation was to investigate the experiences of preservice teachers utilizing performance support system (PSS) technology to develop knowledge related to classroom technology integration. A PSS provides end users just‐in‐time support to perform various tasks. Because teachers have time constraints, a PSS can be used to support them with classroom technology integration. Both quantitative and qualitative data were used to answer the research questions. Qualitative data included focus group interviews and a perception questionnaire; these data were used to identify factors related to the participant' experiences. In addition, a pre‐ and post‐knowledge test was administered to the preservice teachers (n = 28) to study potential learning impact of a PSS for technology integration. Results showed that, although their learning improvement was not statistically significant, the participants reacted to PSS use positively, with caution. Based on the results, it is recommended that the PSS environment should be updated based on the feedback from the participants, and additional long‐term studies should be conducted to validate the current findings. Practitioner Notes What is known about this topic Preservice teachers often lack technology integration skills. Preservice teachers often do not have the necessary support that can help them develop technology integration skills. Performance support systems (PSS) are known to provide just‐in‐time training and learning opportunities. What this paper adds Provides a framework for developing a PSS based on the principles of advance organizers. Provides support to further investigate the use of PSS for preservice and in‐service teachers' professional development. Implications for practice and/or policy Institutions should investigate the effectiveness of using a PSS to support preservice teachers with technology integration issues. K‐12 schools should investigate the effectiveness of using a PSS to support teachers with technology integration issues. Designers of PSS should incorporate appropriate learning theories in the design framework of a PSS.

Developing and investigating an electronic performance support system (EPSS) for academic performance

“…Previous studies (Alparslan, 2009;Bollen et al, 2015;Chen et al, 2009;Kalota & Hung, 2013b;Kert et al, 2014;Li & Peng, 2016;Lizdas et al, 2017;Martinez-Mediano & Losada, 2017;Mitchell, 2014;Mitchem et al, 2013) used advanced programming technologies to develop an EPSS. In this study, the focus was on the development of a mid-level EPSS based on the ED4 model and providing interaction by integrating Moodle, while paying attention to recommendations in the literature concerning desirable EPSS features.…”

“…An EPSS must have these four components, however, the relevant literature also identifies the following situations that need to be taken into account when developing an EPSS. : a simple design (Askar, 2018;Barker et al, 2007;Bollen et al, 2015;Carvalho, 2018;Chen et al, 2009;Kalota & Hung, 2013b); brief subject-specific information (Barker et al, 2007;Bollen et al, 2015;Klein & Reiser, 2014;Martinez-Mediano & Losada, 2017); development on the basis of target audience analysis (Alparslan, 2009;Bollen et al, 2015;Chen et al, 2009;Kalota & Hung, 2013b); ease of updating (Bollen et al, 2015); development in the form of modular information structures (Bollen et al, 2015;Martinez-Mediano & Losada, 2017); provision of step-by-step task instructions (Li & Peng, 2016;Mitchell, 2014); use in real world job environments (Alparslan, 2009;Chen et al, 2009;Li & Peng, 2016;Martinez-Mediano & Losada, 2017;Mitchell, 2014); integration with learning management systems (Bollen et al, 2015;Dias et al, 2017;Martinez-Mediano & Losada, 2017;Mitchell, 2014); and interaction with other sources of information (Bollen et al, 2015;Chen et al, 2009;Mitchem et al, 2013;Ugur-Erdogmus & Cagiltay, 2018).…”

“…These positive findings aside, Bollen et al recommended that further studies should be conducted to examine the effects of Moodleintegrated EPSSs on task performance and learning. Similarly, Kalota and Hung (2013b) argued that evaluation of the effects of EPSSs should be based on academic achievement and an assessment of user performance in addition to user satisfaction, as reflected in the products generated by users using the system.…”

Addressing technology integration concerns: Asynchronous video mentoring between pre-service teachers and exemplary technology-using in-service teachers

“…When it comes to technology integration, one commonly identified gap is between what pre-service teachers learn about technology in teacher education programs and how they are expected to use technology in their own classrooms when they become teachers (Kalota & Hung, 2012;Ottenbreit-Leftwich et al, 2012;Pope, Hare, & Howard, 2002). To address this gap, it is important for pre-service teachers to interact with in-service teachers who can model appropriate and realistic technology use.…”

Im proving Organizational Problems

“…Often times, employees suffer from instruction that is out of context, inefficient, and unmanageable. In fact, the assumptions for training includes (1) one training design works for employees in various situations, (2) organizations have sufficient time and money are for developing successful courses, and (3) employees have enough time to receive training [5,8,10].…”