Preservice Teachers' Instructional Design Decision-Making for Technology Integration

• In Event: Instructional Strategies and Tools to Support Learning Process

Abstract

Instructional design problems are one of the most ill-structured types of problems (Jonassen, 2010, 2012); it thereby requires teachers to possess adequate decision-making knowledge and skills for instructional design. This study utilized a formative instructional design activity to investigate how pre-service teachers made formative instructional design decisions. The study successfully identified factors that influenced pre-service teachers’ design decision-making for technology integration as well as instructional approaches that can help pre-service teachers make design decisions. Three matathemes in terms of design decision-making were identified: (a) emphasis on design process, (b) collaborative design experiences, and (c) iterative decision-making during prototyping. Meanwhile, instructional approaches that allowed pre-service teachers to take an active role in instructional design decision-making for technology integration were discussed.

Authors

• Meimei Xu, University of Georgia - Athens

• Jill Stefaniak, University of Georgia - Athens