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

Figures & data

Figure 1. TPACK framework. Reproduced by permission of the publisher, © 2012 by tpack.org.

Table 1. Classification of the learning activities in participants’ lesson plans.

Codes^a	Description^a
Lesson goal	The lesson goal is introduced by the teacher
Prior knowledge	Pupils are probed to think about their prior knowledge of the subject
Drawing	A drawing of the photosynthesis process is made by the pupils
Comparing	Pupils’ drawings are compared in a plenary session
Summarising	The subject matter is summarised by the teacher
Assessment	Pupils’ knowledge of the subject is assessed by the teacher
Self-devised	Learning activities that could not be assigned to one of the above codes

^a Codes and descriptions derived from Janssen (2017).

Table 2. Scoring for TPACK components in participants’ design justifications.

Code	Description	Example^a
Technology and pedagogy justifications
Pedagogy	Information on how to teach and learning processes.	I vary my instruction a lot to keep the pupils’ attention and interest.
Technology	Information on the ICT tools.	When using bubbl.us I can see connections between concepts.
Technology-pedagogy	Technological information clearly related to pedagogical information.	Discussing the video afterwards helps pupils in understanding it.
Content-related justifications
Content	Information on the lesson’s subject matter.	Photosynthesis concepts are, for example, leaves, sunshine and water.
Pedagogy-content	Pedagogical information clearly related to content information.	Most pupils don’t know what photosynthesis is, but they could tell what they know about plants.
Technology-content	Technological information clearly related to content information.	By using Stoodle, pupils can draw the photosynthesis process.
TPACK^b	Technological information clearly related to pedagogical and content information.	The text offers the photosynthesis process in words. Stoodle allows pupils to think about and visualise how they pictured photosynthesis after reading the text.

^a Examples are taken from participants' lesson plans, except the one for ‘content’ because no justification received this code.

^b Technology, pedagogy and content integration.

Table 3. Scoring of technology-pedagogy and TPACK quality in participants’ lesson plans.

Code	Description	Example
Incorrect	TP^a: Integration of technology and pedagogy is incorrect or essential information is missing.	TP: Socrative should not be used for testing because it does not give any information on pupils’ progress.
	TPACK^b: Integration of technology with pedagogy and content is incorrect or essential information is missing.	TPACK: The drawings will not be shown during the closing part of the lesson; this will strengthen pupils’ misconceptions on photosynthesis.
Practical	TP: Integration of technology and pedagogy is based on practical considerations.	TP: Because of a lack of available laptops pupils work together.
	TPACK: Integration of technology with pedagogy and content is based on practical considerations.	TPACK: Pupils watch a video on photosynthesis because it can be easily found online.
General	TP: The pupils’ learning process is considered, but the advantage of technology for the specific pedagogy is not clear.	TP: When using the drawing software pupils collaborate and learn together.
	TPACK: The pupils’ learning process is considered, but the advantage of technology for learning/teaching about the specific content is not clear.	TPACK: I use the mind mapping software to show the pupils’ prior knowledge on plants and related subjects.
Specific	TP: The pupils’ learning process is considered and the advantage of technology for the specific pedagogy is clearly described.	TP: By means of the assessment tool I can immediately see which test questions need further explanations. I will discuss these test questions with the pupils.
	TPACK: The pupils’ learning process is considered and the advantage of technology for teaching and learning about the specific content is clearly described.	TPACK: I will use the video to visualise the photosynthesis process so that pupils will gain understanding in the steps required for photosynthesis.

^a Technology and pedagogy integration. ^b Technology, pedagogy and content integration. TPACK descriptions were derived from Janssen and Lazonder (2016).

Table 4. Participants’ prior experiences.

	Separate support		Integrated support
	n^a	Mdn^b	n^a	Mdn^b	U	z	p
Photosynthesis	37	0.0	35	0.0	590.00	−1.26	.21
Design-based learning	37	1.0	35	1.0	613.00	−0.42	.68
Tools
Mind mapping	37	1.0	34	0.0	564.50	−0.81	.42
Brainstorming	37	0.0	35	0.0	636.50	−0.15	.88
Assessment	36	0.5	34	0.0	611.00	−0.02	.99
Drawing	37	0.0	33	0.0	609.50	−0.27	.79
Animation/video	37	3.0	35	2.0	538.50	−1.27	.21

^a Some participants did not fill out all questionnaire items. ^b 0 = never, 1 = 1 to 3 lessons, 2 = 4 to 6 lessons, 3 = 7 to 9 lessons, 4 = 10 lessons or more.

Table 5. Overview of TPACK components in participants’ justifications.

	Integrated support (n = 36)		Separate support (n = 37)
	M	SD	M	SD	U	z	p
Technology and pedagogy
Pedagogy	56.67	17.28	65.47	14.31	435.50	−2.55	.01
Technology	0.56	3.33	0.89	2.59	-^c	-	-
Technology-pedagogy	41.85	15.91	33.21	14.96	433.50	−2.57	.01
Content-related
Content	-^b	-	-^b	-	-	-	-
Pedagogy-content	16.63	13.71	13.86	8.97	629.50	−0.41	.69
Technology-content	0.47	2.00	-^b	-	-	-	-
TPACK^a	14.39	13.40	9.53	10.26	518.50	−1.66	.10
Miscellaneous	0.93	5.56	0.43	1.83	-^c	-	-

^a Technology, pedagogy  and content integration. ^b Not present in participants’ justifications. ^c Numbers too low for meaningful statistical analyses.

Janssen, N. (2017). Supporting teachers’ technology integration in lesson plans ( Unpublished doctoral dissertation). University of Twente, Enschede, the Netherlands.

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Janssen, N., & Lazonder, A. W. (2016). Supporting pre-service teachers in designing technology-infused lesson plans. Journal of Computer Assisted Learning, 32, 456–467.

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