Instructional Effects of a Performance Support System Designed to Guide Preservice Teachers in Developing Technology Integration Strategies

Autor/inn/en	Kalota, Faisal; Hung, Wei-Chen
Titel	Instructional Effects of a Performance Support System Designed to Guide Preservice Teachers in Developing Technology Integration Strategies
Quelle	In: British Journal of Educational Technology, 44 (2013) 3, S.442-452 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2012.01318.x
Schlagwörter	Preservice Teachers; Technology Integration; Technical Support; Knowledge Level; Focus Groups; Questionnaires; Pretests Posttests; Advance Organizers; Formative Evaluation; Program Effectiveness + Suchen Sie Ihr Suchwort? Wissensbasis; Fragebogen; Lernmaterial
Abstract	The purpose of this formative evaluation was to investigate the experiences of preservice teachers utilizing performance support system (PSS) technology to develop knowledge related to classroom technology integration. A PSS provides end users just-in-time support to perform various tasks. Because teachers have time constraints, a PSS can be used to support them with classroom technology integration. Both quantitative and qualitative data were used to answer the research questions. Qualitative data included focus group interviews and a perception questionnaire; these data were used to identify factors related to the participant' experiences. In addition, a pre- and post-knowledge test was administered to the preservice teachers ("n" = 28) to study potential learning impact of a PSS for technology integration. Results showed that, although their learning improvement was not statistically significant, the participants reacted to PSS use positively, with caution. Based on the results, it is recommended that the PSS environment should be updated based on the feedback from the participants, and additional long-term studies should be conducted to validate the current findings. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10