Supporting pre-service teacher's technological pedagogical knowledge integration through technology-enhanced lesson planning

This study examined the effect of providing pre-service teachers support based on the Technological Pedagogical And Content Knowledge (TPACK) Framework. The participants in this study were pre-service teachers who designed a technology-infused lesson plan, using the information that was provided in the support materials. The participants were assigned to one of two conditions, receiving support in the form of (1) separate technological, pedagogical and content information; (2) integrated Technological Pedagogical Knowledge (TPK) information and separate content information. The main research question was: Do pre-service teachers who received integrated support show more TPK in their lesson plans and reflections than pre-service teachers who received separate support? Results showed that participants who received the integrated support did not show significantly more TPK or TPCK use, than those who received the separate support. Furthermore, there was no difference in the quality of the integration of pedagogical knowledge and content knowledge. However, participants who received the integrated support showed significantly more high quality integration of technology in their reflections than participants who received the separate support.