Publication year
2017Author(s)
Publisher
Enschede : University of Twente
ISBN
9789036543330
Number of pages
141 p.
Annotation
University of Twente, 23 juni 2017
Promotor : Lazonder, A.W.
Publication type
Dissertation

Display more detailsDisplay less details
Organization
SW OZ BSI OLO
Languages used
English (eng)
Subject
Learning and PlasticityAbstract
Lesson planning offers rich opportunities for teachers to consider and implement technology in the classroom. This dissertation investigated the design and effectiveness of supplementary information to assist pre-service teachers during the lesson planning process. Based on the Technological, Pedagogical, And Content Knowledge (TPACK) framework, several sets of support materials were developed. All materials contained information about technology, pedagogy, and content, but differed with regard to how these types of information were organized. Some materials presented each type of information in a separate section whereas other materials used an integrated format in which multiple types of information were combined. These different configurations were compared in four experimental studies. The main findings indicate that pre-service teachers prefer and benefit most from integrated support when thinking about the use of technology in their lessons. However, additional support or sustained practice seems needed to ensure high-quality technology integration.
This item appears in the following Collection(s)
- Academic publications [204024]
- Dissertations [12313]
- Faculty of Social Sciences [27316]
Upload full text
Use your RU credentials (u/z-number and password) to log in with SURFconext to upload a file for processing by the repository team.