Source: Journal of Research on Technology in Education, Volume 48, Issue 1, 2016, Pages 1-15
The goal of this case study was to examine preservice teachers' use of the Technology Integration Planning Cycle (TIPC). A planning cycle for integrating technology into literacy instruction. Reading Teacher to integrate iPads into literacy instruction.
The findings revealed that: (a) Though the TIPC provides a structured approach to planning that guides teachers in using their Technological, Pedagogical, and Content Knowledge (TPACK), the preservice teachers still used a technocentric approach to planning instruction and did not fully engage in all elements of the planning cycle; (2) even with the structured planning approach, preservice teachers had difficulty aligning their lesson content with the instructional goals of the lesson; and (3) preservice teachers rely on recommendations from their university classes when selecting apps to use in instruction, rather than independently seeking out resources.
The implications suggest the need to support preservice teachers in developing a professional learning network; and the importance of a structured approach to planning technology integration to support preservice teachers.