Preparing pre-service teachers for instructional innovation with ICT via co-design practice

Abstract

Information and communications technology (ICT) is rapidly changing how we teach and how we learn. ICT can not only act as a teaching and learning aid but also reshape the delivery of instruction and bring about changes in education. Research has largely examined the effects of teacher education programs on their knowledge, attitudes, and beliefs of technology integration and relatively little attention has been paid to their ability to use ICT to innovate instruction. This study examined how pre-teachers engaged in co-design via Google Slides, and how their behavioural characteristics influenced their improvement of instructional innovation with ICT of lesson design. The results of correlation and step regression analyses and lag sequential analysis showed that behaviours of engagement into individual ideation and within-group ideation in co-design activities positively related to the pre-service teachers’ innovations of lesson designs (i.e., usefulness and originality). The clarification type and positive affection type of peer feedback negatively related and predicted their innovations, and the worst-performed group tended to directly copy information from peer feedback. The implications of how pre-service teachers engaging in co-design activities affect their instructional innovations with ICT are discussed. Implications for practice or policy Co-design activities are helpful for instructional innovation for pre-service teachers. Pre-service teachers are encouraged to engage in individual ideation, group ideation, and peer feedback during co-design activities.