Bergeson, K. & Beschorner, B. (2020). Modeling and scaffolding the technology integration planning cycle for pre-service teachers: A case study. International Journal of Education in Mathematics, Science and Technology (IJEMST), 8(4), 330-341. https://www.ijemst.net/index.php/ijemst/article/viewFile/1031/230

Abstract:

“This  case  study  explored  pre-service teachers’ (PSTs)  efforts  to  consider  the integration  of  digital  technology  as  they  learned  to  use  their  developing TPACK to plan literacy instruction. PSTs were introduced to the Technology Integration Planning Cycle (TIPC; Hutchison & Woodward, 2014) to support their learning. They observed modeling of the TIPC in practice, participated in group  work,  and  discussed  meaningful  technology  integration.  The  findings suggest that PSTs: (a) used new knowledge of digital tools to plan instruction, (b)  could  align  their  pedagogy  to  their  use  of  a  digital  tool,  and  (c)  believed that  integrating  technology  was  important.  Further,  four  of  the  PSTs  were observed  during  their  field  experience.  Each  used  digital  tools  to  support literacy goals. However, based on reflections  from the  overall group of PSTs in their literacy methods course, PSTs also felt overwhelmed by the selection of a  digital tool that  would support a  literacy goal, struggled to know  how  to overcome  obstacles,  and  had  a  difficult  time  using  technology  in  a  way  that enhanced their literacy goal. The current findings add to the existing literature on using the TIPC with PSTs by describing a process of providing PSTs with modeling, scaffolding, and opportunities for guided practice.”