Universität zu Köln

Koenig, Johannes, Heine, Sandra ORCID: 0000-0001-7709-5018, Jaeger-Biela, Daniela and Rothland, Martin ORCID: 0000-0001-9382-6992 . ICT integration in teachers' lesson plans: a scoping review of empirical studies. Eur. J. Teach. Educ.. ABINGDON: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. ISSN 1469-5928

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Abstract

The paper applies a scoping review of k = 16 empirical studies from nine countries and three continents that aim at an empirical investigation of teachers' ICT integration in lesson plans as part of their professional competence. We summarise the results into four sections: conceptualisations, study design, measurement instruments, and key findings of studies. Although most studies predominantly relate their conceptualisations on the TPACK model, they go beyond in addressing ICT integration in lesson plans as a skill, using various measurement instruments. We therefore link key findings of studies to the teacher competence discourse, highlighting ICT integration in lesson plans as a situation-specific skill of teachers, being predicted by teacher knowledge and beliefs and predicting observable teacher performance in class. Moreover, intervention studies inform about the change of ICT integration in lesson plans effected by learning opportunities both in initial teacher education and in teacher professional development.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Koenig, Johannes UNSPECIFIED UNSPECIFIED UNSPECIFIED Heine, Sandra UNSPECIFIED orcid.org/0000-0001-7709-5018 UNSPECIFIED Jaeger-Biela, Daniela UNSPECIFIED UNSPECIFIED UNSPECIFIED Rothland, Martin UNSPECIFIED orcid.org/0000-0001-9382-6992 UNSPECIFIED
URN:	urn:nbn:de:hbz:38-667242
DOI:	10.1080/02619768.2022.2138323
Journal or Publication Title:	Eur. J. Teach. Educ.
Publisher:	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Place of Publication:	ABINGDON
ISSN:	1469-5928
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language PEDAGOGICAL CONTENT KNOWLEDGE; PRESERVICE TEACHERS; TECHNOLOGY INTEGRATION; SELF-EFFICACY; TPACK; EDUCATION; FRAMEWORK; STUDENTS; METAANALYSIS; INSTRUMENT Multiple languages Education & Educational Research Multiple languages
URI:	http://kups.ub.uni-koeln.de/id/eprint/66724