Preservice teachers’ guide for learner‐centered technology integration into instruction

Abstract

PurposePlanning is a critical step in the process toward quality instruction and should also include consideration for what technology is appropriate for the lesson. Teacher educators must assist preservice teachers in learning this critical planning step of the instructional cycle. The purpose of this article is to present a step‐by‐step procedure to be used by preservice teachers when determining the appropriate use of technology in instruction.Design/methodology/approachVarious strategies have been used by teacher educators to facilitate preservice teachers’ learning how to integrate technology. Some of these strategies are the modeling of technology integration by university instructors, the exposure to the use of technology in the classrooms during field experience, and including technology into the curriculum. In spite of these efforts, there is evidence that some teacher educators feel that preservice teachers are still not convinced of the value of integrating technology in their lessons. This article suggests that perhaps preservice teachers are still reluctant about the benefit of integrating technology because they have not been given a process for deciding which form(s) of technology should be used for what kind of instruction.FindingsIncluded are charts with detailed descriptions, providing a step‐by‐step process for integrating technology into instruction. These charts demonstrate that the decision about what technology to use in a lesson is first based upon the needs of the learners and the material being taught.Originality/valueThis process demonstrates that technology is transparent: curriculum and the needs of learners drive the choice of technology, instead of technology being used just for technology sake.