A Design-Based Research Study Exploring Pre-service Teachers’ Instructional Design Decision-Making for Technology Integration.

Autor/inn/en	Xu, Meimei; Yang, Xigui; Stefaniak, Jill
Titel	A Design-Based Research Study Exploring Pre-service Teachers’ Instructional Design Decision-Making for Technology Integration.
Quelle	In: Tech trends for leaders in education and training, (2022) 6, S.968-979 PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-022-00785-y
Schlagwörter	Decision-making; Instructional design; Technology integration; Design-based research
Abstract	Abstract Teachers’ decisions for instructional design and technology integration influence their teaching practices and student learning performances. Technology-integrated learning environments have been widely leveraged due to the recent global health crisis and student learning needs (Polly et al., TechTrends,65(3), 240–242 2021). Teachers make a variety of instructional design decisions when designing activities and teaching in digital learning environments. Before this study, a preliminary iteration of this design-based research was conducted to investigate pre-service teachers’ formative design decision-making for technology integration (Xu & Stefaniak, 2020). This paper reports the second and third iterations of the design-based research which aimed to further explore pre-service teachers’ instructional design decision-making processes for technology integration as well as potential instructional approaches that supported pre-service teachers to make design decisions. Three additional instructional approaches were implemented in these iterations to help pre-service teachers make design decisions for technology integration. Results and implications regarding teachers’ design decision-making and professional development strategies are discussed.
Erfasst von	OLC
Update	2023/2/05