Training in Instructional Design Practices: Does It Increase Preservice Teachers’ Ability to Integrate Technology?
Gayle Davidson-Shivers, Stephanie Hulon, University of South Alabama, United States
EdMedia + Innovate Learning, in Amsterdam, Netherlands ISBN 978-1-939797-42-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Teacher education programs prepare preservice teachers to effectively work in the PK-12 schools. Most U.S. programs require preservice teachers to complete an educational technology course; the focus is typically on knowledge about technology rather than integrating them into the classroom. We proposed that training in instructional design (ID) practices would help preservice teachers integrate technology into lesson planning. This study investigated the effects of ID practices training on undergraduates’ ability to design lesson plans with technology integration. There was a significant main effect for ID practices training and level of congruence of technology. Treatment participants showed more technology congruence with ISTE standards and learning outcomes than those in the control group. The qualitative data indicated that both groups considered availability and learner characteristics as important factors impacting technology selection; the treatment group identified learning outcomes and ISTE standards as other factors to consider. Tables/Figures will be shown at presentation.
Davidson-Shivers, G. & Hulon, S. (2019). Training in Instructional Design Practices: Does It Increase Preservice Teachers’ Ability to Integrate Technology?. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 570-580). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).
© 2019 Association for the Advancement of Computing in Education (AACE)